aidemia--modules-lessonplan_request	Titles of parts of the lesson must be formatted as headings
What to create	Lesson plan
Which subject	English
What topic	Shared reading with comprehension and sequencing gradual release of responsibility Comprehension
What length (min)	30
What age group	Year or Grade 2
Include homework
Include images descriptions
Any other preferences

Lesson Plan: Shared Reading with Comprehension and Sequencing - Gradual Release of Responsibility

Subject: English

Grade Level: Year 2
Duration: 30 minutes
Topic: Shared Reading with Comprehension and Sequencing

---

Learning Objectives

• Students will develop comprehension skills by identifying key details from the text.
• Students will practice sequencing events in a story.
• Students will engage in a gradual release of responsibility to foster independent reading skills.

---

Materials Needed

• A Big Book or projected copy of the story (suggestion: "The Very Hungry Caterpillar" by Eric Carle)
• Whiteboard and markers
• Sequencing cards (with illustrations from the story)
• Worksheets for individual reflection

---

Lesson Breakdown

Introduction (5 minutes)

1. Hook the Students:

   • Start with a brief discussion about caterpillars and butterflies. Ask students if they have seen a caterpillar or butterfly and what they know about their life cycle.

2. Introduce the Text:

   • Show the cover of "The Very Hungry Caterpillar" and ask students to predict what the story might be about based on the title and illustrations.

Shared Reading (15 minutes)

1. Model Reading:

   • Read the story aloud to the class using a big book or projector to engage students visually.
   • Use expressive voice and pause for effect to emphasize key moments.

2. Interactive Comprehension Check:

   • After reading each page, pause and ask targeted questions:
     • “What did the caterpillar eat next?”
     • “Can someone tell me what happened to the caterpillar at the end of the story?”
   • Encourage students to raise their hands to share their thoughts and answers.

3. Guided Discussion:

   • Discuss the main ideas and events of the story. Highlight any themes or lessons learned.
   • Emphasise key vocabulary and phrases, prompting students to think about the meaning of new words.

Sequencing Activity (5 minutes)

1. Introduce Sequencing:

   • Explain the concept of sequencing events in a story (First, Next, Last).
   • Use sequencing cards that illustrate key moments from the story.

2. Group Activity:

   • Divide students into small groups and give each group a set of sequencing cards.
   • Instruct them to work together to put the cards in the correct order based on the story they just read.

Independent Practice (5 minutes)

1. Worksheet Activity:
   • Hand out worksheets that include a brief summary of the story and a blank sequence chart.
   • Students will individually fill in the sequence of events using words and drawings based on what they remember from the story.

Conclusion (5 minutes)

1. Review Key Concepts:

   • Gather students back as a large group and discuss answers from the worksheet.
   • Ask students to share their sequence and what they enjoyed most about the story.

2. Assessment and Feedback:

   • Provide immediate feedback on their sequencing and comprehension.
   • Ask a few students to express one new thing they learned about caterpillars or the process of reading.

---

Assessment

• Monitor group participation during the shared reading and sequencing activity.
• Evaluate individual worksheets for understanding of story events and ability to sequence them correctly.
• Provide verbal feedback to reinforce learning outcomes.

---

Reflection

• After the lesson, consider what strategies worked well and what could be improved for future sessions.
• Think about how student engagement was affected by the shared reading strategy and adjust the approach as necessary for different texts or themes.

---

This lesson plan effectively utilises shared reading to enhance comprehension and sequencing skills in Year 2 students, following a structured gradual release of responsibility model.