Second+Grade+Reading+Strategy+Lesson

“**We the Kids” – A preamble to the Preamble**
 * Second Grade Reading Strategy Lesson**
 * Ms. Kendra Meyer**

Grade: Second Grade Time: 1 hr. 15 min. __**Materials**__ Pencils Lined paper (preferably with dotted line middle) Children’s Dictionaries Personal word wall Catrow, D. (2002). We the Kids. New York. Dial Books for Young Readers.

__**Michigan Literacy Objectives**__ **R.WS.02.08** use previously learned and new strategies to identify unknown words and construct meaning by re-reading a sentence or paragraph when meaning is unclear, using context as a basis for predicting meaning of unfamiliar words, sub-vocalization, and/or sounding out unknown words. **R.WS.02.11** in context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resourcesincluding context clues, mental pictures, and questioning.

__**Lesson Specific Objectives**__ __**Anticipatory Set**__ **Input** : The book I will be reading to you today is called “We the Kids”. I would like you to listen very carefully to the words in the book because we will be making a word wall with all the new words we hear. We’ll also have a chance to find the meaning of these words. That way we can understand what our founding fathers were trying to tell us in the constitution. **Modeling** : I will write the vocabulary words (shown on model word wall) on the board. Using the word “preamble” I will show the students how we are going to look for smaller word parts in the big words. I will show them how to break “preamble” into “pre” and “amble”. “Pre” is a prefix that means before. “Amble” means to slowly walk or stride. By looking at these two separate meanings of the small words, we can see that the word “preamble” means the slow walk into the constitution. Essentially the preamble is a slow introduction to the language that is used throughout the document. **Guided practice**: I will have the class pick one word from the wall. I will then go through the steps with the students in finding the meaning of the word. We will break the word into any smaller parts that can be created, and look at the meaning of the smaller parts before we place it all together in the larger word. **Independent practice** : Students will pick three words from the text that are unfamiliar to them, and using the strategy demonstrated during the modeling and Guided practice segment, pull apart the word to create the meaning of the word. They will then write the word spelled correctly and the meaning. I will also have dictionaries available to the students once they have tried pulling apart the words into smaller parts. This way, they can see how close they were to the real definition. Also, this gives students a chance to explore with dictionaries. __**Closure**__
 * 1) Students will understand the meaning of unknown words in the preamble of the Constitution.
 * 2) Students will be able to pick out words in an unknown piece of text (the preamble) and pull them apart to create meaning.
 * 3) Students will understand the general meaning of the preamble to the constitution.
 * 1) I will ask students a series of questions and prompts to get them thinking about the constitution and the lesson ahead.
 * 2) Showing the students a copy of the constitution, I will ask: Does anyone know what this is? Raise your hand if you think you have a guess.
 * 3) Now, we’ve seen a constitution before. Where have we seen one? What is a constitution used for? (Call on 2-3 students to keep time limited)
 * 4) The United States of America has a constitution also. What do you think is in the constitution of the U.S.?
 * 5) Today, boys and girls, we are going to be learning about one part of the constitution of the United States. We will be learning about the preamble. That’s the introduction to the constitution.
 * 6) Earlier this year, we had the privilege to see a new president sworn into office. Now we are going to see what our first president and our other founding fathers thought were important rules to follow in the United States.
 * As the students finish their word walls and creating meaning activity, I will ask the students open ended questions such as:
 * Who would like to share the meaning of a word that they chose? (Call on students and have them explain only 1 word).
 * If any words remain undefined after all volunteers have shared, students will be called on periodically to explain how the meaning of the word was found. If any words remain at the end of this portion, students will have the chance to direct the teacher (me) in finding the meaning of the word.
 * Can anyone tell me where these words have come from?
 * What is a “preamble?”
 * Does anyone have any questions? (Call on students who do have questions – restating anything that they do not understand).

__**Assessment**__ __**Adaptations for Diverse and/or Special Needs**__
 * As the students work on the creating meaning activity, I will specifically look to see which words students have chosen off of the word wall, and if they follow the procedure I have outlined for them to follow. Ultimately, I am looking to see if students can construct the correct meaning of the words that they have chosen. I will also collect and make copies of the making meaning activity that the students have completed.
 * Students with ADHD will sit at the front of the group to limit distractions, and students with hearing impairments will also be situated close to the teacher so that they can hear the story and the directions well. All students will be given a chance to participate and speak. For those students with reading disadvantages, teachers will be available for assistance with reading the large words.