Guided Reading - The Elves and the Shoemakers: A Tale by the Brothers Grimm by Jeanne Willis and Illustrated by Claire Tindall


Grade Level: 2nd - Level L
Has this lesson plan been completed for a course assignment? (Yes or No) Yes
Estimated number of days lesson will cover: One
Lesson Subject/Title: The Elves and the Shoemakers: A Tale by the Brothers Grimm by Jeanne Willis and Illustrated by Claire Tindall.
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Performance Standards - Use LiveText's built in standard sets


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Performance Standards - Type in the standards


ELA2R1 - The student quickly applies knowledge of letter-sound correspondance and spelling patterns to decod unfamiliar words.
b) Recognizes, reads, and writes words containing regular plurals, irregular plurals, and possessives.
ELA2R4 - The student uses a variety of strategies to gain meaning from grade-level text
m) Recognizes the basic elements of a variety of genres (e.g., poetry, fables, folktales).
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Lesson Objective(s)


Lesson Objectives (What students will know and/or do):
1. The students will know and understand the elements of a traditional tale.
2. The students will know how to change a word ending in -lf from the singular form to the plural form.

Enduring Understanding:
The students will continue to learn and distinguish between different book genres.
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Essential Questions


Essential Questions:
1. What is a traditional tale?
2. How do a change a word that ends in -lf from the singular form to the plural form?
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Key Vocabulary


Key Vocabulary:
1. Snip/Clip - To cut
2. Stitched - To make or fix; to sew
3. Splendid - Excellent
4. Heeled- To put a heel on a shoe; to make a heel for a shoe
5. Soled- To make a sole for a shoe; the sole is the bottom of a shoe
6. Shivered - To shake as the result of being cold
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Procedures & Activities


INSTRUCTIONAL PLAN
Time Allowed
Procedures

Differentiation
Materials/Resources
Assessment










8 minutes

Introduction/hook/activation of prior knowledge

I will begin by asking the students question related to the story that will help them make connections between the story and their own lives.
  • Who is wearing shoes right now?
  • What kind of shoes are you wearing? Color? Style?
  • Have you ever done something to help someone else?
Next I want to explain to the students what genre of book they are reading.
A traditional tale is:
  • A make-believe story
  • Set in the past
  • Passed down from generation to generation
  • Involves magical creatures
  • Often a task needs to be completed or a challenge needs to be met
I want to tell the students a little bit about the Brothers Grimm.
  • Wrote the stories Cinderella, Rapunzal, and Snow White
Then I will take the students on a picture walk through the book. We will begin with the cover.
  • What emotion are the man and the woman showing us? Are they happy, sad, surprised, angry?
  • What do you think the man and the woman do? What is their job?
I will ask the students to turn to page 3.
  • What do you think is wrong with the characters?
  • How do you think they feel?
I will ask the students to turn to page 6.
  • Who do you think these people are?
I will ask the students to remain on page 6 and find the word "stitched".
  • What do you think "stitched" means? If I were going to "stitch" something what would I be doing?
I will ask the students to turn to page 13 and find the word "splendid".
  • What do you think the word "splendid" means?
I will ask the students to go to page 15.
  • What does it look like our two main characters are doing?
I will ask the students to remain on page 15 and find the words "snipping" and "clipping".
  • If I were going to "snip" or "clip" what do you think I would be doing?
I will ask the students to turn to page 20.
  • What do you think the woman is doing?
The students are beginning to learn about changing a word from singular to plural and the rules that go along with the change. I will go over singular words that end in -lf. The ending of a singular words with -lf changes to -ves when in plural form. Using a dry-erase board I will go over the following words:
  • elf to elves
  • shelf to shelves
  • calf to calves
No differentiation is required here because all Guided Reading groups have been separated already according to reading level.
  • The book The Elves and the Shoemakers: A Tale by the Brothers Grimm by Jeanne Willis and Illustrated by Claire Tindall.
  • Dry-erase board and markers
I will be assessing the students prior knowledge on shoes, shoe related vocabulary, and on giving a helping hand to others. I want to see if the students know anything about changing words ending in -lf from singular form to the plural form. This is an informal assessment.
7 minutes

Instructional Activities

Demonstrate/Model (if appropriate):

None

Guided Practice (if appropriate):

After the students have read to themselves for a few minutes I will ask a student to "turn their volume up" for me so that I can hear them read. The other students will continue to whisper read. Then I will ask student number one to whisper read to themself again. I will have another student "turn their volume up" for me so that I can hear them read. This will continue until I have heard all five students read. There are twenty-four pages in the book and seventeen of those pages have text. I may have to ask a student to go back and read me the beginning of the book since there are five students in this particular reading group.

Independent Practice (if appropriate):

The students will begin the story by whisper reading to themselves. While they are not reading for me they will continue to whisper read to themselves.
No differentiation is required here because all Guided Reading groups have been separated already according to reading level.
  • The book The Elves and the Shoemakers: A Tale by the Brothers Grimm by Jeanne Willis and Illustrated by Claire Tindall.
I will be informally assessing each student while they read to me. I will make a few notes if a student has difficulty with a word, but I will not be doing a running record. Mrs. Swafford and Mrs. Cofield do running records on Thursdays.
5 minutes

Review and Closure

After we have finished reading I will ask the students a few questions about the book.
  • What did the Elves do for Mollie and Ollie?
  • What did Mollie do in return for the Elves?
  • What made this story a traditional tale? Does it have magical creatures like elves? Was a job completed? Was the story set in the past?
If time allows then I will go over singlular to plural change of words ending in -lf once more using the dry-erase board again.
No differentiation is required here because all Guided Reading groups have been separated already according to reading level.
  • The book The Elves and the Shoemakers: A Tale by the Brothers Grimm by Jeanne Willis and Illustrated by Claire Tindall.
  • Dry-erase board and markers.
This will be another informal assessment to see what the students comprehended and learned from the book. I want to see if they know what elements make-up a traditional tale as well. I want to see if they can recall the singular to plural change of words ending in -lf.

Lesson Reflection


What worked well in your lesson?
I think I did a really good job with my picture/vocabulary walk through the book. It was very detailed and it allowed the students many opportunities to make predictions. I also think that I did a really good job teaching the students about the singular to plural change in words ending with -lf. I told them about the rule, I used the word "elves" from the title as an example, I gave them a few words to practice with as a group, and then I reviewed the rule again. Another thing that worked well was telling the students a little bit about the Brothers Grimm and their connection to current Disney movies. It really helped the students to gain even more interest in the story.
What modifications did you make in your instruction for varying abilities of students based on your formative assessments?
I did not make any modifications because the students were all on the same reading level so they all had about the same reading ability. If a student became stumped on a word in the book while they were reading for me then I would help them sound it out.
What follow-up instruction related to your objectives is needed either for remediation or extension?
If I were to continue working with the reading group I would continue to teach them about the singular to plural change in words with different endings. I would also pick more traditional tales for the students to read so that they really come to understand the elements that constitute a traditional tale. It would be great to pick out other traditional tales that contain an assortment of plural words! I do not think that any objectives need remediation.
What would you still like to learn that might help you to better meet the diverse needs of your students?
I would like to learn a few ways to differentiate within an already differentiated reading group. I am sure that some differentiate may be needed at some point between students on the same reading level. I just do not know how to do that yet.