Shared Reading Lesson

Grade: 1st
Group Size: 26 (3 virtual)

Learning Goal: TSW locate and record key details about story elements (characters, setting,
problem, solution, and theme) in the story.
Standards/GLEs:
RL 1.1. Ask and answer questions about key details in a text.
RL 1.3. Describe characters, settings, and major events in a story, using key details.

Contextual Factors:
● Previous observations show most students need more practice with using key details to
identify story elements.
● While some students participate often and show strong engagement, many students do
not participate and are often distracted.
● 3 students are learning virtually, so materials must be shown with the projector for
them to see.
● 3 students in the class have trouble with calling out, so they need to be reminded during
discussions to raise their hand.
● One ELL student in the class benefits from explicit instruction and modeling.

Materials/Resources:
● Miss Nelson is Missing by Harry Allard
● Computer/Projector
● Story elements chart (teacher and student copy)
● Post-it notes
● Student dry erase boards
● Black robe (or something similar)

Family/Community Connection or Extension: An additional activity is to have students

compare/contrast the students in the story to themselves and their classroom

Pre-Assessment: Previous observations show some students lack engagement and

participation, as well as need more practice building comprehension strategies.

Lesson Procedure and Activities:

Introduction: Grab the students' attention by telling them they’re about to read a story about
the worst class in the WHOLE SCHOOL. Ask them to show what that might look while counting
to 10. On 10, they must stop, look, and listen.
Activities:
● Read aloud Miss Nelson is Missing.
● To support students in understanding the details, throughout the story stop and ask
about the details within each of the story elements (characters, setting, problem,
solution, and theme).
● Think aloud to model the question a good reader would ask: "Who are the characters I
am reading about?" "What do they do and how do they act?" "Where is the story taking
place?" "How do I know?" This will help students get a better understanding of when in
the story they should stop to ask questions about what they read.
● After answering the question, write it on a post-it note and put it under the heading on
the story elements chart.
● Guide the students to help ask and answer some of the questions.
Engagement Strategy: When Miss Viola Swamp becomes the teacher instead of Miss Nelson,
spin around and put on a black robe while reading the story. (She wears a black dress.) When
Miss Nelson comes back, take off the robe and act relieved. When Miss Nelson comes back and
sees the students are very well behaved, she asks, "What brought about this lovely change?"
and the kids say that it is their secret. Ask students in the class if they know what the kids'
secret is (the secret is that they don't want Miss Nelson to leave and Miss Swamp to come
back). Check for understanding by having students write or draw their answer on their white
board.
Closure: Have students write an exit slip on a post-it note describing their favorite part of the
story. Explain to students that they will be completing their own story elements chart (using the
same template as the one the class did together) for one of the books they are reading
independently during independent practice.

Differentiation: Allow opportunities for students to act out events throughout the story to
further engagement. Randomly draw students names to call on them to encourage
engagement and participation. Alter guiding questions and scaffolding as needed based on
student understanding. If needed, take another day to look deeper at story elements and key
details before having students complete the story elements chart on their own.

Formative Assessment/Evaluation: Teacher observation, student participation, student story

elements chart