Read Aloud

Grade: 2

Subject:
Language
Overall Expectation(s):

Big Ideas/ Essential/ Enduring Understandings:

Environmental Awareness
Specific Expectation(s):

(1) Read and demonstrate an

understanding of a variety of literary,
graphic, and informational texts,
using a range of strategies to
construct meaning.

(1.6) Extend understanding of texts by connecting the ideas in

them to their own knowledge and experience, to other
familiar texts, and to the world around them.
(1.7) Identify the main idea and some additional elements of
texts
(1.8) Express personal thoughts and feelings about what has
been read
(1.9) Identify, initially with support and direction, the speaker
and the point of view presented in a text
Cross-Curricular Connections:
Social Studies (SS)- The Earth and the Environment

Learning Goal
Identify the main idea, and the authors message in a story
Respond to, and better understand a story by relating it to our own experiences
(SS) Describe the many ways we can help the environment.
Success Criteria
I am successful when I can:
Talk about the authors message.
Identify the main idea by looking at the main events of the story, the problems, and the solutions.
Express my thoughts and feelings about the main idea in the story.
(SS) Talk about different actions that we can do to become more environmentally aware.
Learning Skills:

Assessment:

Responsibility Organization Independent Work

Initiative
Self-regulation
Collaboration

Resources/Materials:
1. Bag in the Wind by Barry Root
2. Activity Materials (see below)

For Learning
As Learning
Of Learning
__________________________________________

D.I./Accommodations (content/process/product)
Explain new vocabulary Use visuals, models, graphic organizers
Extension/challenge
Scribe for student
Use of manipulatives
Wait time or extra time
Peer tutor
Model highlighting key points
Chunking
Change grouping, seating, quiet area

Teaching Strategies: Other: Activity Stations

Accountable Talk
Presentations
Jig Saw
See/Think/Wonder
Think/Pair/Share
Class Discussion Role Playing
4 Corners
Problem Solving
Textbook
Placemat
Field Trip
Brainstorming
KWL
Gallery Walk
Hot Seating
Read-Aloud/Think Aloud/Interactive Read-Aloud Shared Reading/Writing

Essential Questions:
What is the authors main message to
the readers?

Video
Drama/Tableaux
Exit Card
Small Groups
Debate
Inside-Outside Circle
Choral Reading Readers Theatre
Guided Practice Independent Practice

Next Steps (Extension/Homework):

What can you do to become more

environmentally aware?

Timing:

The Learning Activities: Sequence

1 hour
5 mins

Minds On
Students will share ideas about what they think the book will be about, based on its
title and cover image.

45 mins

Action
Read Aloud: Bag in the Wind by Ted Kooser
THINK ALOUD
Pause at a few key moments during the story. Explain new ideas, ask short
questions, and share any wonderings.
POST-READING DISCUSSION
What do you think was the main message of the book?
What do you think the author wants his readers to take away from the story?
ACTIVITY STATIONS
(Describe and model what is expected in these activities first)

4 groups in total- 2 groups with 4 students each, and 2 groups with 5

students each (will be assigned)

4 activity stations around the classroom (North/East/South/West sides).

The 4 groups will rotate after about 5 minutes at each station.

The activities: (these activities will be done directly on the poster boards/
papers- remind students to write their names beside their answers)
1. Brainstorming - What are some ways we can reduce the number of
plastic we use? (each group will have their own section to write on)

2. Drawing Centre - Draw some actions we can do to take care of the

environment (blank sheets of paper and pencil crayons will be provided)
3. Sort it out! - Students will pick a random item from a box, and decide
whether to place it in the Garbage, Recycling, or Compost/Organics. At the
bottom of the poster board, students will write their answers for the
question: Why is it important to sort out our wastes?
4. Making Connections -Think & write about a time when you were
environmentally friendly.
I was environmentally friendly when___________.

10 mins

Consolidation:
Go over some student answers on the activity stations; ask for volunteers who
would like to share their answers and/or drawings.
Check Sort it Out! activity with the students and correct any items that were sorted
incorrectly.
Students will discuss how the activities are connected to the main idea of the book
read previously, and whether the activities changed their thinking about the theme
in some way.