®
Guided
Reading
Seahorses
Report
550L
Written by Sylvia M. James
KEY IDEA This nonfiction photographic text presents information
about what seahorses are, the different types of seahorses, their
physical features, and the unique way that they produce offspring.
Session Learning Focus/Standards
Students
Session 1 Text Selection: pp. 4–9
RI.2.1 Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
RI.2.4 Determine the meaning of words and phrases in a text relevant to
a grade 2 topic or subject area.
SL.2.2 Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
Comments for future instruction:
✓= demonstrated/articulated
Previewing the Text X = not demonstrated/not articulated
5 minutes
Let’s look at the front cover. Who will describe what they see?
Let’s read the text on the back cover. . . . Who will share what they learned?
ow let’s look at the contents page. Read the name of each chapter. Who has a question they’d
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like to ask?
Those are good questions. Let’s read to find the answers.
Mondo Bookshop Grade 2 1
READING the Text CLOSELY 10 minutes
efore we begin reading this book, you have already formed questions about it—questions
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that begin with words such as what, where, and how. By asking questions before and during
reading, you can search for answers that help you understand the most important details in
the text. Today, we will ask what, when, where, why, and how questions about the text. We’ll
search for details in the text for answers. Who has a question they would like to share about
seahorses?
Now let’s read pages 4 through 9. . . . Who will share answers they found to our questions?
ou found answers to our question about the size of seahorses. As we continue reading, let’s
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look for the answer to other questions we had about seahorses, such as where seahorses live.
hen we ask questions about a topic we are reading about, we pay attention to key facts
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and details to find answers. As you read the rest of this text, think about the information the
author gives you and ask questions that begin with words such as what, where, how, and
why. Look for answers as you read.
DISCUSSING the Text 10 minutes
One of our questions was “Where do seahorses live?” Who found the answer?
ou noted key details in the words and pictures in the text that answered your question. Who
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else asked a question and found the answer in the details of the text?
Who would like to tell what they learned about seahorses?
What two words make up the compound word seahorses?
How does breaking the compound word apart help you find its meaning?
Now work with a partner to find another compound word in the book.
How can you figure out the meaning of saltwater?
ou asked questions and read the text closely to find answers to these questions. This helps you
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identify the most important details in a text. Use this strategy when you read other informational
texts.
2 Seahorses
®
Guided
Reading
Seahorses
Report
550L
Written by Sylvia M. James
KEY IDEA This nonfiction photographic text presents information
about what seahorses are, the different types of seahorses, their
physical features, and the unique way that they produce offspring.
Session Learning Focus/Standards
Students
Session 2 Text Selection: pp. 10–24
RI.2.1 Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
RI.2.4 Determine the meaning of words and phrases in a text relevant to
a grade 2 topic or subject area.
SL.2.2 Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
Comments for future instruction:
X = not demonstrated/not articulated
✓= demonstrated/articulated
Returning to the Text 5 minutes
Let’s quickly review our discussion from the last session.
hen you read text with a lot of information, remember to ask questions about what you are
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reading and look for answers in the text.
Reading the Text CLOSELY 10 minutes
Today we are going to use strategies to understand important vocabulary words that give
information about seahorses. Let’s reread pages 8 and 9 silently. . . . What did you learn about
seahorses?
What questions do you have about the words the author uses?
Mondo Bookshop Grade 2 1
et’s read closely to see if the author gives us clues to help us figure out these words. . . . Who
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found answers in the text?
ou just used two strategies: You asked a question and then you read to find an answer. The
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answer you found was the other words in the text that helped you figure out the meaning
of two new words. If you find yourself asking, “What does this word mean?” as you reread
Seahorses, write down the word. Then search the text for clues to help understand its meaning.
Or you can look up each word in a print dictionary or in an online dictionary.
DISCUSSING the Text 10 minutes
What questions did you have as you reread the text and what answers did you find?
Who else has a question to share?
Who can find an answer in the text?
ow turn and talk with a partner about other questions you had about ideas and words as
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you read and the answers you found in the text.
The word snout appears on page 12. Who has an idea about what the word means?
et’s read pages 12 and 13 together and look at the pictures to find clues to the
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meaning. . . . Who can tell what a snout is?
ou were able to use the pictures to help you understand a word that may have been new to
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you.
e have discussed how asking questions and looking for answers can help us understand
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information and important words when reading. When you discuss information you find in a
text, why is it important to refer to page numbers and exact words from the text?
ou asked questions and found answers to help you understand key details in the text. You
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also used clues in the text to understand important words that helped you learn more about
seahorses. You can use these strategies anytime you read informational texts.
2 Seahorses
®
GUIDED
READING
Seahorses
REPORT
550L
Written by Sylvia M. James
KEY IDEA This nonfiction photographic text presents information
about what seahorses are, the different types of seahorses, their
physical features, and the unique way that they produce offspring.
STUDENTS
Session 3 Text Selection: pp. 4–24
Session Learning Focus/Standards
RI.2.1 Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
RI.2.4 Determine the meaning of words and phrases in a text relevant to
a grade 2 topic or subject area.
RI.2.7 Explain how specific images (e.g., a diagram showing how a
machine works) contribute to and clarify a text.
SL.2.2 Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
Comments for future instruction:
X = not demonstrated/not articulated
✓= demonstrated/articulated
RETURNING TO THE TEXT 5 minutes
he author did more than use words to give information about seahorses. We have already taken
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a close look at some of the photographs in the book. As we reread the text, we will continue
to learn more about seahorses by paying close attention to maps, diagrams, and other special
features. Who knows why it is important to do this when reading informational texts?
READING THE TEXT CLOSELY 10 minutes
Who knows how we can figure out what that word shallow means?
What else might help you figure out what shallow means?
MONDO BOOKSHOP GRADE 2 1
ou used the image to help you better understand the idea of where seahorses live. How did
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you know what the yellow portion of the map showed?
hen you read texts with lots of images, the images often have captions that help you
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understand what you are reading. In this case, the image and the caption helped us to figure
out what a word meant.
DISCUSSING THE TEXT 10 minutes
Who will share a question they had about seahorses as they were rereading the text?
How did you find the answer?
e talked about the word snout earlier. Who can explain again how we figured out what snout
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means?
hose are all great examples of how you could use the strategies we’ve talked about to
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better understand informational texts.
urn to a partner and discuss what, where, when, why, and how questions you had and where
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you found the answers in the text. Explain how you figured out the meaning of words you
didn’t know and how pictures and their labels and captions helped you understand the ideas
you read about seahorses. Why is it important to tell each other the page numbers where you
find information?
2 Seahorses