Content Overview for Lesson s1

Grade 1 Module 4-2 Lesson B: Summarizing-Fiction

Content Overview for Lesson If necessary, remind students of the procedures for independent reading. Refer to the anchor chart created with the students in Module 1-2 Lesson A. This lesson will focus on summarizing the main idea.

Teacher Preparation Pre read a book such as, Bear Snores On by Karma Wilson or you can use any fiction book. Cover the front of the book with construction paper. Write possible titles to the read aloud: a) The Bear is Hungry (b) Franklin Writes a Letter (c) Bear Snores On on strips of paper or sentence strips. Gather the following:  chart paper  white drawing paper  markers and crayons.  Zip lock bag with several title suggestions and the correct title.  pen, pencil, and paper  sticky notes

Instructional Considerations (Misconceptions/Common Errors, Additional Instructional Strategies) When teaching the strategy of summarizing the main idea, it is often easier to introduce it through the use of known fiction texts. This lesson may need to be repeated multiple times using a different text.

Key Vocabulary and Concepts Main idea: The major topic of a passage or work that may be stated directly or inferred. Turn and talk: students turn to their partner to discuss a question or topic Conferencing notebook: a notebook with a page dedicated to each student to record conferencing notes with each student. Anchor chart a chart compiled with the teacher and students such as, Rituals and Routines for Independent Writing

Objective for Lesson B The student will summarize the main idea in a fiction text.

Materials Needed . Bear Snores On by Karma Wilson, or any story book . chart paper . white drawing paper . markers and crayons. . Zip lock bag with several title suggestions and the correct title. . pen, pencil, and paper . sticky notes

Teaching Lesson B Introduction to the lesson Cover the book so students cannot see the front cover with the title. Tell the students they will hear a story but not know the title. It will be their job to come up with a title for the book and a picture for the cover. Read the story to the students. Have the students turn and talk with a partner about what the book’s title should be. Send the students back to their seats to work with their partner to draw a picture and write the title they agreed upon on their paper. Have the students return to the reading area and share their pictures and why they picked their title. Tell the students that you have a Ziploc bag with several titles in it. Tell them that you are going to pull them out one at a time and they will help you find the title to the read aloud. a) The Bear is Hungry (b) Franklin Writes a Letter (c) Bear Snores On Discuss all answers. Reread the story.

Independent Reading Tell students that when they are summarizing the main idea of a story to somebody, they usually do not have the book available to look through as they are talking. Explain that you want them to be prepared to share the main idea of a book they read during independent reading. During independent reading time, have students practice this on the text they are reading. Have them read a section and record the main idea on a sticky note. Confer with students to see if they are able to summarize the main idea in their reading. Have students share at the end of independent reading. Continue this lesson using different read aloud books to meet instructional needs.

Assessing the Lesson Formative Assessment and Summative Assessment Formative Assessment  Observation of students as they turn and talk and share their summary of the main idea of a story.  Observation of partners as they locate and discuss main idea during independent reading.  Assess the sticky notes students complete during independent reading for understanding.  Conferencing notes on individual students as to their understanding of this concept. Record observations and conference discussions in your conferencing notebook.

Summative Assessment Have students read a new text and identify several important details such as:

 Characters  Problem  Setting  First Main Event  Second Main Event  Third Main Event  Solution

Extending the Learning Differentiation and Enrichment Provide extensions through literacy centers:  Students can illustrate the main idea of a book in the art center.  Books can be placed in a listening center so that students can have more opportunities to hear the text read aloud and then summarize the main idea with a partner.

Through Independent Reading: Provide a variety of fiction and nonfiction texts at various reading levels. Partner students to summarize the main idea in their reading to one another.

For differentiation and intervention, provide guided practice in small group instruction. Based on observations and anecdotal notes provide small group instruction or one-on-one instruction for students that need more assistance with summarizing main idea.