Leah Schott

Shared Reading
2nd Grade
Whose Egg?

Whose Egg by Scholastic is a book that introduces different eggs and hatchlings
by first describing then allowing children to guess by asking Whose Egg? On
each page of the book there is a flap that opens each egg to reveal the
hatchling beneath it with text describing the animal further.
DAY 1: Monday: Focus on Critical Thinking and Comprehension
Reading Strategies Covered:
--Predicting
--Illustrations provide information and support our understanding of the text
--Asking Questions
Objectives:
--The students will make predictions and answer questions when prompted while
the teacher reads the story Whose Egg?
--The students will demonstrate an understanding of the book by listening and
responding to questions within the group dealing with the summarizing of the
story.
Standards:
CC.1.2.2.B: Ask and answer questions such as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
1.1.2.D: Demonstrate comprehension / understanding before reading, during
reading, and after reading on grade level texts through strategies such as think
aloud, retelling, summarizing, note taking, connecting to prior knowledge,
supporting assertions about text with evidence from text, and non-linguistic
representations.

Leah Schott
1.3.2.C: Identify literary elements (characters, setting, and plot) in selected
readings
1.6.2.A: Listen actively and respond to others in small and large group
situations.
o Respond with grade level appropriate questions, ideas, information,
or opinions.
Asking Questions and Predicting using Illustrations and Text
Before the story:
I will introduce the story to the students by reading the title Whose Egg?
I will have the front illustration covered and ask the students what they
think the book is going to be about. Then I will uncover the picture. I will
ask What do you see? Can you describe it? What kind of egg do you
think this is?
During the story:
I will read the text on the left side of each page without interruption, but
on the right side of the page when the text asks Whose Egg? I will ask
the students if they have any guesses on what is inside the egg. On some
pages I will ask for their own personal experiences. For example, Have
any of you ever seen a penguin? How many of you have seen a snake
before? On the caterpillar/butterfly page I will ask if anybody can guess
what is inside the egg based on the caterpillar picture clue.
I will have the students join in with me and say Who am I? and Whose
egg? on the remaining pages after they catch onto the pattern.
After the story:
At the conclusion of the reading, I will ask students to recall some of the
creatures that were found in the eggs. I will ask Were any of your
predictions correct? I will also ask some of the places (setting) that the
eggs hatched in (based on the pictures).
*NOTE: For students with special needs, an auditory version of the book will also
be available. Another accommodation would be an enlarged paper copy of the
book.
In addition, a notecard with the objective of the day could be given to a
struggling child to help them keep focus. For example, the notecard on the first
day may say Listen to the book and answer questions.
*Page numbers were not labeled.

Leah Schott
Tuesday: Focus on Vocabulary Development
Reading Strategies Covered:
--Vocabulary: High Frequency Words and Learning new words as we read
--Word study: Word endings
--Synonyms and antonyms
Objectives:
--The students will respond to questions regarding new vocabulary and define
new vocabulary in their own words.
--The students will review suffixes and adjectives along with the teacher.
--The students will find synonyms and antonyms for certain words within the
text.
Standards:
CC.1.2.2.F: Determine the meaning of words and phrases as they are used in
grade level text including multiple-meaning words.
CC.1.2.2.G: Explain how graphic representations contribute to and clarify a
text.
1.1.2.C: Use meaning and knowledge of words (e.g., synonyms, antonyms)
across content areas to develop a speaking and reading vocabulary.
On the second day, I will read the book aloud having the students read the
repetitive sections along with me throughout the whole story. They can
say, Who am I? on each page and Whose egg? on each page.
We will review the adjectives: swiftly, swampy, webbed, snapping, and
piping as new words that describe something and their meanings.
We will review the suffixes for the appropriate words and their rules.
For example, -ly usually tells how long something is done like shown
in the words swiftly or quickly.
I will cover some words to allow the students to guess. For example, I may
cover the creatures name under the egg so they can see the picture as
another clue before guessing what it actually is. On the second page, I
may cover the word alligator so the text reads:

I am an ____?______. I will grow big and strong. I will swim in

swampy waters. I will lie low and lazy in the hot sun.
I will point out the word swampy and ask the children if they know
what it means. Then discuss that a swamp is a wet, spongy land
filled with trees.
On pages where the animal will be too easy for the children to
guess, like a turtle, I will cover the words swim and ocean in the
sentence I am a Turtle. I will ___?____ far across the wide, wavy
_____?______.

Leah Schott

We will learn new words as we read such as: leathery, waddle, flutter,
burrow, scuttle.
The words will be highlighted with small post it bookmarks. After
reading the sentence with the word in it. For example, when on the
alligator page I will read the first sentence, My egg is tough and
leathery. I would ask the students what it would mean if the egg
is leathery. I may even have a piece of leather for the students to
feel to discover what it may feel similar to.
For certain words, I may have the students act them out such as
waddle or flutter.
Synonyms and antonyms can be briefly discussed with simple
words. For example, on the penguin page in the sentence My egg
lies high and dry I will ask the students what an antonym or the
opposite of high and dry is (low, wet). As an example of
synonym I could ask the students what another word for fuzzy is
(soft, fluffy).
Wednesday: Focus on Print Conventions, fluency, phrasing
Objectives:
--The students will discuss selected print conventions including periods,
commas, question marks, exclamation points, hyphens, and capitalization.
--The students will practice fluency as a class by reading a page of text along
with the teacher using correct pausing and phrasing.

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Standards:
CC.1.1.2.D: Know and apply grade level phonics and word analysis skills in
decoding words.
Read grade level high-frequency sight words and words with inconsistent
but common spelling-sound correspondences.
CC.1.4.2.F: Demonstrate a grade appropriate command of the conventions of
standard English grammar and spelling.
Capitalize proper nouns.
Use commas and apostrophes appropriately.
CC.1.1.2.E: Read with accuracy and fluency to support comprehension:
Read on-level text with purpose and understanding.
Read on-level text orally with accuracy, appropriate rate, and expression
on successive readings.
On the third day, we will read the book again, but this time we will stop of
just two pages and focus on the conventions of print.

Leah Schott
o I will stop reading on the platypus page. I will ask the students
where the periods are. I will ask What is the importance of
periods? I read the sentences My egg lies warm and dry in a
riverbank burrow. I hatch from an egg, but have a fur coat and I
drink my mothers milk. The first time I will read the sentences
through without the period. The second time I will. I will have the
students guess which one was read correctly and why. Then we will
read the two sentences together with a pause after the period.
o I will have the question mark after Who am I? covered and ask the
students what belongs here and why.
o We will also review the possessive apostrophe in mothers milk
and what it means.
o The hyphen between duck-billed will be explored as a compound
word adjective just as playground, but it is hyphenated instead of
leaving out a space.
o It will also be important to discuss the proper nouns that are
capitalized. Platypus and all the other names are capitalized.
o We will also stop on the alligator page because of the variety of
conventions within the text.
I will ask the students if they see anything special on this
page that was not on the last page? They should recognize
that a comma and an exclamation are used on this page. A
hyphen between needle-sharp is used again on this page,
as well. We will review that with a comma, we must take a
breath. Together we will read I call to my mother from a
warm, earthy nest. I will explain that it is important to use
commas between adjectives when describing something. I
will ask the students to read the last sentence I have scaly
claws and snapping jaws! with me using expression to show
the exclamation point. I will ask Why do you think the author
chose to use an exclamation point at the end of this
sentence? The students should answer something like to

Leah Schott
show the intensity or fear in the sentence with claws and
snapping jaws.
After reviewing the conventions on this page, we will read the
page together as a class to check for fluency, using
expression and pausing when necessary.
Thursday: Focus on Spelling Patterns
Objectives:
--The students will identify rhyming within the text of the book.
--The students will identify alliteration within the text and create their own
sentence using alliteration.

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Standards:
CC.1.1.2.D: Know and apply grade level phonics and word analysis skills in
decoding words.
Distinguish long and short vowels when reading regularly spelled onesyllable words.
Decode two-syllable words with long vowels and words with common
prefixes and suffixes.
Read grade level high-frequency sight words and words with inconsistent
but common spelling-sound correspondences.
Read grade-appropriate irregularly spelled words.
1.3.2.D: Identify literary devices in selected readings (e.g. alliteration).
On the fourth day, I will read the book again focusing on spelling patterns.
We will talk about the rhyming in the book and if it is on every page. For
example, claws and jaws rhyme in I have scaly claws and snapping
jaws. On the next page, however, there are no rhyming words.
We will learn a new term, alliteration, where more than one word in a
sentence purposefully begin with the same letter. For example, I will ask
Can you find the alliteration in the sentence I will hatch with fluffy
feathers and a peeping, piping call. Another example I will ask the
students to find the alliteration is the sentence: I will hatch with scaly
flippers and a smooth shell. I will scuttle and scoot toward the shining
sea. Another sentence on the same page I will sunbathe on the sandy
shores also demonstrates alliteration.
o I will ask the students if they can give their own examples of
alliteration using the same starting letter words in a sentence.

Leah Schott
As a class we will also discuss certain one and two syllable words with
long and short vowel sounds. For example, on the snake pages, we will
discuss mossy mound. In mossy I will ask how many syllables are in the
word and we will discuss that it is a short o vowel sound because of the
consonant s after the o. We will read the page again and clap the
syllables in each word for struggling students to gain a better
understanding.
Friday: Focus on Processing Information
Objectives:
--Students will work collaboratively on an extension project based on the book
Whose Egg? with parts including an art project, informational poster, drama,
and short story.
Standards:
CC.1.4.2.A: Write informative/ explanatory texts to examine a topic and convey
ideas and information clearly. Include literary elements.
CC.1.4.2.C: Develop the topic with facts and/or definitions
CC.1.4.2.V: Participate in individual or shared research and writing projects.
CC.1.5.2.A: Participate in collaborative conversations with peers and adults in
small and larger groups.
CC.1.5.2.F: Add drawings or other visual displays to presentations when
appropriate to clarify ideas, thoughts, and feelings.
Once more we will read the book together as a class. This time I will tell
the students to try and pick out their favorite egg/hatchling in the book.
The class will then be split into eight groups with each assigned different
animals from the book. The groups will be split based on the level of the
students so each group will have a variety of high, average, and low level
learners to help and compliment each other. The creatures are an emu,
alligator, penguin, butterfly, platypus, snake, turtle, and a plover. Each
group will complete a project with several parts to it. The students will
have to present their completed project to the class and the class will
have to guess which hatchling they were assigned based on their work.

Leah Schott
The students will be creating and decorating a paper-mache egg based on
the description of the egg from the book. They will also have to complete
an informational poster including five new facts on the animal and at least
two pictures using the Internet, as well as two that they learned from the
story. The facts should include a piece of information about the animals
habitat (setting). While sharing the poster, the students will act out the
actions of their creature mentioned in the book. For example, an Emu
will grow talland run swiftly over the red desert sands. The students
will have to recall the new vocabulary from the shared reading time or
look it up in the dictionary to know how they should be acting. Lastly, the
students will be writing a short creative story that is at least one
paragraph and includes an instance of alliteration and uses correct
conventions with less than 3 mistakes. This will be a two-week project (10
days) that is worked on in class.