Lauren Henson

Second Grade
Reading: Read-A-Loud Comprehension Lesson
Go! Chart

Standards:
Reading:
CCSS.ELA-LITERACY.RL.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.RL.2.5
Describe the overall structure of a story,
including describing how the beginning
introduces the story and the ending concludes
the action.
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations
and words in a print or digital text to
demonstrate understanding of its characters,
setting, or plot.
Speaking & Listening:
CCSS.ELA-LITERACY.SL.2.1.B
Build on others' talk in conversations by
linking their comments to the remarks of
others.
CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a
text read aloud or information presented
orally or through other media.
Vocabulary:
CCSS.ELA-LITERACY.L.2.4
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases
based on grade 2 reading and content,
choosing flexibly from an array of strategies.
Prior knowledge:
According to curriculum, at the end of second
grade students should have practice in all of
these areas (predicting, extended vocabulary,
noticing, interpreting, making connections,
and retelling). However, it may be the first
time the students actively and deliberately use
so many of these reading strategies at once
Previous Knowledge:
Students at the end of second grade should
have experiences in all of these areas in one
form or another (predicating, understanding,
interpreting, making connections, and
retelling). However, it may be the first time
they intentionally and actively use all of these
skills while listening/reading one story.

Learning Target:
I can complete a GO! Chart to help me
understand a story.


Materials:
A book that can be read in one sitting
Butcher Paper
Markers



Lauren Henson
Second Grade
Reading: Read-A-Loud Comprehension Lesson
Go! Chart

Introduction: T will engage S by asking them a question about the book and/or introducing the
book
T will introduce the GO! Chart.
T & S will review each section of Go! Chart. T: What kind of information would we
write under Connections?- Turn & Talk Student participation and answers given

T will ask S: why would we fill out a chart like this while we are reading a book.
T guide S toward answers such as:
It helps us understand the book better






Demonstration: T: Ask for predictions from title and pictures
S: Turn and Talk
Add predictions to Go! Chart

Throughout story T will model how to make predictions, understandings,
interpretations, connections.and add them to Go! chart while S participate in
discussion and observe.


Guided Practice After modeling a few T will guide S to making predictions, understandings,
interpretations, connections by stopping at key points in story and asking leading
questions. T will add information to Go! Chart

After reading:
Retelling: Do together as a class

Vocabulary: Revisit any words that werent discussed

Making Connections: Pass out sticky notes and have students write down a
connection they had while reading the book..S will stick it under connections.
Independent
Practice:
S will read a book from their book boxes and fill in their own Go! chart.
T: Will walk about and observe.

Lauren Henson
Second Grade
Reading: Read-A-Loud Comprehension Lesson
Go! Chart

Closure:

T will ask a few S to share out load their Go! Charts.

Assessment: Informal:
T will assess S during their discussion during read-a-loud
T will observe S as the work on their GO! Charts
Formal:
Go-Charts
Differentiated
Instruction:
T will meet with S who need more guidance and support during independent work.

S could listen to book then complete go! chart

Note: This lesson could also be broken up into chunks throughout the week. For example:
Monday: Take a picture walk through the story and record predictions about what the story
might be about. You could also pick out some vocabulary words from the story to review.
Tuesday: Interpretations Have students tell you what they wonder about they story and
record them on the chartWhen giving a response they should start off with I wonder
Wednesday: Understandings Have students tell you what they noticed in the story and record
them on the chart
Thursday: Connections Have students make connections to self, text, and world and record
them on the chart
Friday: Retelling Write out retelling on chart together use transition words, First, Next,
Then, After, Last