Reader’s Workshop Lesson Plan

Unit:​ Reading Nonfiction: Becoming Experts

Grade:​ 2
Lesson Topic:​ Nonfiction Readers Notice and Learn
Lesson Objectives:​ Students will be able to:
- Identify three details from a nonfiction text.
- State what they learned about the nonfiction text.
CA Content Standards:
● CCSS.ELA-LITERACY.RI.2.1 Ask and answer such questions as who, what,
where, when, why, and how to demonstrate understanding of key details in a
text.
● CCSS.ELA-LITERACY.RI.2.5 Know and use various text features (e.g., captions,
bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate
key facts or information in a text efficiently.
● CCSS.ELA-LITERACY.RI.2.7 Explain how specific images (e.g., a diagram
showing how a machine works) contribute to and clarify a text.
Materials:
Teacher: ​Knights in Shining Armor​ by Gail Gibbons
Students:Articles and images from ​https://wonderopolis.org/
Articles and images from ​https://kids.nationalgeographic.com/
Diagrams and Maps
Set Up:​ ​*1-2 minutes
Prior to starting the lesson, I will put what materials they need for this session on the
board and project a list of them on the screen. I will count down from 10 to give them
time to gather their materials and remind them to place them on their desk and then
remain hands free until they need them.
You Need:
● Pencil
● Post-its

Connection:​ *​5-10 minutes

After they have set up their materials I will put up the anchor chart and pass out
different nonfiction materials and texts for them to keep at their desks. I will also
remind them to remain hands free until I have introduced the new materials.

Context:​ ​“Readers, today starts a brand new unit of study in our reading workshop.
To get started, will you silently take a look at some of the materials I have placed on
your desk? Think really hard to put together for yourself what you think this unit will be
about. You have two minutes, go!”
(At this point I will have the timer projected on the screen so they know how much
time they have.)

When the timer goes off,​ “Turn and talk! What will our unit be about?”

While students are discussing, I will be walking around the check in on their
conversations and guide them by asking, ​“What specifically do you think you’ll be
taught?”​ and listen in.

“Eyes up! You are right that we’re starting a unit on nonfiction. Just now when you
read all the details of the new materials to put together knowledge of our next unit,
you were doing what nonfiction readers do. Nonfiction readers read nonfiction to grow
knowledge about the world”

Teaching Point:​ ​“Today I want to teach you that nonfiction readers pay attention to
details. They do this so they can put together what they are seeing to grow knowledge
about the new topic.”

“They often use these steps…” *​ refer to anchor chart*

1. Pay attention to details
2. Look at all the parts of the page and the text to put together what you are
learning together in your mind
3. Say, “I notice ______. And I also notice ______. I also notice ______.”
4. Jot down the 3 details you found in the nonfiction text

Teach:​ ​*5 minutes

Model the steps one at a time using the mentor text: ​Knights in Shining Armor​, by Gail
Gibbons. Show the students the page under the doc camera.

“Watch how I do this…”

“Hmmm there are a lot of parts to this page. ​I notice​ that there is water all around the
outside edge. A ​ nd I notice​ that there are also tall towers all around with windows in
the towers. ​I also notice​ there are towers at each corner and towers in the middle of
the walls. I am going to jot these down on a post-it to grow knowledge about this topic.
The big thing I am learning is that castles are built to protect people.”

“Readers, the way I read this diagram of a castle is the way that nonfiction readers
read anything. I could have just glanced at it and said it’s a castle. Instead I took a
closer look at the details and thought about them; I put together what I saw, trying to
make knowledge about castles.”
Active Engagement:​ ​*4 minutes

“Now you try! Take a look at the next page and complete steps 1 & 2.”

“Partner A turn to Partner B and say: I notice _______. Partner B turn to Partner A
and say: And I notice ______.”

Link:​ ​*2 minutes

“Readers today and everyday remember, when you are reading nonfiction to pay
attention to details to put together what you are seeing to grow knowledge about the
topic.”

“Now for your independent practice you are going to practice these steps with the
nonfiction materials I placed on your desks earlier.”

Remember to:
1. Pay attention to details
2. Look at all the parts of the page and the text to put together what you are
learning together in your mind
3. Say, “I notice ______. And I also notice ______. I also notice ______.”
4. Jot down the 3 details you found in the nonfiction text

“Keep your post-its in your notebook and be ready to share what you learned at the
end of reader’s workshop.”

“Hold up your level of understanding using your fingers so I can see who is ready to
practice this on their own and who needs a little more practice with me. If you are
holding up a 2 or a 3 go ahead and get started. If you are holding up a one I’ll meet
with you during independent work time.”

Independent Practice:​ ​*20 minutes

During this time students work silently and independently. I will meet with students
who need more support and either reteach the teaching point or ask them guiding
questions to get started. For example: What do you notice? Do you notice anything
else? What do you like or not like about this image?

Share & Closing:​ ​*5 minutes

“Readers, what were some of the details you jotted down today after looking at the
nonfiction materials? Remember to use the language we practiced.”

“Readers you did an excellent job paying attention to details and growing knowledge
about the topics you read!”