Shared Reading PlanDate: _________________ Grade: __2___ Text: My Cat Got Into the Peanut Butter by Tiffany Stone (BAAAD Animals) Strategy Focus: Within: retelling, rhyming words, high frequency wordsBeyond: making connectionsAbout: understand and discuss title and author. Context:

Supports: rhyming words, high frequency words: the, into, on, have, like etc.

Challenges: dipped, smeared, rubbed (verbs) shouldn’t, didn’t (contractions)

Teacher Does

Before Reading: Activate and build

prior knowledge Link to children’s

experiences Point out supports

and challenges

Ask the students to tell you a little about their pets. Ask “Does anyone have a cat?” “Do your pets ever get into any mischief?” Talk about the author title of the poem. “What might happen if a cat got into peanut butter?” Write down student ideas on chart paper. Point out that this is a poem. Who has read a poem before? What do we know about poems? (rhyming, text looks different than books, punctuation is different) Look for words that we know and those we may have difficulty with.

During Reading: Set comprehension

purpose Reading strategies Building confidence

by having children join in.

Clarify vocabulary

Purpose: Say “Let’s read to find out what happens to the cat when it gets into the peanut butter. Think about this when we are reading the poem.” As you are reading the poem together on the smartboard, stop and ask students what happened to the cat, ask them if it reminds them of their pet or anything that has happened to them. Share your own connection and remind of their purpose (to find out what happens to the cat). Stop also to point out word wall (high frequency words) and the rhyming words in the poem.

After Reading: Engage students in

a discussion about the text revisiting the purpose for reading and the strategy focus

After the text is read, revisit the purpose by discussing what happened when the cat got into the peanut butter (ie. footprints on the counter) Chart this on chart paper. Reread poem together. Discuss any connections the students had to the poem.

Talk about the end of the poem. Ask “Why do you think the author ended the poem that way?”

Follow up Activities: Given a sheet with three boxes, the students could create

(when appropriate) three pictures to represent three things that happened to the cat when he got into the peanut butter. Ask” What are three things that happened when the cat got into the peanut butter?” Those who are capable could add sentences to retell the events of the poem.

When I read ______________________, it reminded me of________________________________.

Extensions:

2nd reading: contractions, action words (create list and add to it), rhyming words activity, expression and fluency, high frequency words (highlight and refer to word wall),modeled/shared/independent writing (ie. My __________ got into the ____________.)

Model by writing “My dog got into the dish soap” Write this as model piece to show students. Then do shared piece, then independent.

More animal poems as read alouds to share thinking about text (connections, visualizing, retelling, etc)

“My Cat Got Into the Peanut Butter”By: Tiffany Stone

Words that Rhyme NAME:__________________

WORD RHYMING WORDHair Bear

My _____________________ got into the___________________________. Name: ________________________________.