Lesson Plan: Comprehension Strategy “Concept Sort (Closed)”
Teacher: Sara Cummings
Grade: 2nd
Date: March 18, 2014
Subject: Language Arts
Desired Results
Objective and Standards Covered: In this lesson, students will be work on the reading comprehension
strategy of “concept sort (closed)”. They will cover the understandings of SOL 2.7, D & E which will have the
student expand their vocabulary when reading as well as (D) discussing meanings of words and develop vocabulary
by listening and reading a variety of texts and (E) use vocabulary from other content areas.
Lesson Description
Comprehension Instructional Strategy:
Materials:
Small group instruction of reading comprehension
utilizing the “concept sort (closed)” strategy. It will
include echo reading, small groups, group discussion,
grand conversation, teacher modeling and scaffolding,
Book: Pop! The Invention of Bubble Gum by: Meghan
McCarthy—1 copy to read aloud
Poster board—1 for teacher, 2-3 for student groups
Post-it notes with vocabulary words: Centuries,
Building, Laboratory, Beakers, Factory, Budgets,
Experimental, Resin, Inventor, Mixtures,
Wintergreen, Flavor, Sap, Sticky, Substance
-If teacher can get ahold of items: beaker, wintergreen
leaves, something sticky, pictures of famous inventors
(even better if they are working in a laboratory), mixed
drink (flavor powder in water).
Comprehension Strategy Minilesson: Teacher asks if students have ever chewed on bubble gum before. Have
they ever been able to blow bubbles? Teacher explains how she was not able to blow a bubble gum bubble until she
was 20 years old. She then brings out some different flavors of Double Bubble and asks the students to pick one
piece and sees who can blow the biggest bubble! Teacher then brings out and introduces Pop! The Invention of
Bubble Gum by Meghan McCarthy. She then lets the students know if they can pay attention the entire lesson, they
will be able to get another piece afterwards. Explain that a reading comprehension is a tool they can use to help them
understand the text better, that concept sort is one of these strategies, and that they will be participating in a close
concept sort today. The teacher lets the students know that all the words that are on the board are all related to the
invention of bubble gum. She asks the class to read the words with her. The teacher then explains the three concepts:
how bubble gum was made, where bubble gum was made, and taste & texture. The teacher then shows the class how
she put the words on post-it notes to make it easier to move the words around if need be. She picks a word, ‘factory’
and uses the think aloud strategy so the students can understand her thinking process. The teacher reads the
sentences in the book where the word ‘factory’ is located. Afterwards the teacher thinks aloud about how looking at
the pictures and reading the surrounding words can help the reader determine what the word means. The teacher
then thinks aloud about how, “the picture of the factory on page 1and the factory workers on page 2 help us decide
that the word ‘factory’ might mean a large building where many people work and items, such as bubble gum, are
made.” The teacher then thinks aloud, “since we now know what the word ‘factory’ means, would it go under
‘where bubble gum was made?’ Hm, maybe. Let’s check the others out.” She then goes through the other concepts,
‘how bubble gum was made’ and ‘taste & texture’ and she explains that ‘factory’ cannot go under those concepts
because bubble gum wasn’t made by the factory itself and a factory isn’t a taste or texture of bubble gum. The
teacher repeats the same process with two other words and lets students know that some words can be placed in
more than one category.
Procedure:
1.
2.
Gather 5-6 students into an extra room. Have students sit in the front of the room facing the board. Make
sure they are calm and ready to learn before moving on.
Ask if students have ever chewed on bubble gum before. Have they ever been able to blow bubbles?
Teacher explains how she was not able to blow a bubble gum bubble until she was 20 years old (if
substitute, use main teacher’s story or give a personal story). Then bring out some different flavors of
Double Bubble and asks the students to pick one piece and sees who can blow the biggest bubble!
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Bring out and introduces Pop! The Invention of Bubble Gum by Meghan McCarthy. Then let the students
know if they can pay attention the entire lesson, they will be able to get another piece of bubble gum
afterwards. Ask if students are familiar with comprehension strategies. Explain that a reading
comprehension is a tool they can use to help them understand the text better, that concept sort is one of
these strategies, and that they will be participating in a close concept sort today.
Let the students know that all the words that are on the board are all related to the invention of bubble gum.
Ask the class to read the words with the teacher.
Explain the three concepts: how bubble gum was made, where bubble gum was made, and taste & texture.
Show the class how words are put on post-it notes to make it easier to move the words around if need be.
She picks a word, ‘factory’ and uses the think aloud strategy so the students can understand her thinking
process. The teacher reads the sentences in the book where the word ‘factory’ is located. Afterwards the
teacher thinks aloud about how looking at the pictures and reading the surrounding words can help the
reader determine what the word means. The teacher then thinks aloud about how, “the picture of the factory
on page 1and the factory workers on page 2 help us decide that the word ‘factory’ might mean a large
building where many people work and items, such as bubble gum, are made.” The teacher then thinks
aloud, “since we now know what the word ‘factory’ means, would it go under ‘where bubble gum was
made?’ Hm, maybe. Let’s check the others out.” She then goes through the other concepts, ‘how bubble
gum was made’ and ‘taste & texture’ and she explains that ‘factory’ cannot go under those concepts
because bubble gum wasn’t made by the factory itself and a factory isn’t a taste or texture of bubble gum.
Repeat the same process with two other words. Let students know that some words might be able to go
under two different concepts.
Ask students to get into groups. Remind the students to THINK and DISCUSS the meaning of the words
with their group. After about 5 minutes, give each group a poster board and 4 post-it cards with the words
on it. Ask students to continue discussing but focus on the words they were given and see if they can figure
out which concept the words will go under.
Give students 10-15 minutes to continue discuss the words. If an entire group does not know the meaning
of a word, ask the groups if someone else knows the word. If yes, ask one student to describe the word and
give an example. If no, stop the activity and assessment and describe the word yourself as well as orally
give a visual example.
Ask the groups to stop discussing and come back to the front of the classroom.
Begin reading Pop! The Invention of Bubble Gum by Meghan McCarthy. During reading, ask students to
see if they can pick out the vocabulary words. If students do not notice, the teacher should stop on that
word and think aloud to see if there are any context clues (surrounding words or pictures) that will help
figure out the meaning of the word. Ask students if they see any clues. After figuring out the meaning of
the word, have students think about where they believe that word might be sorted into. Teacher puts a postit note where the word is in case students need to refer back later on. Continue the same process with the
rest of the vocabulary words until the book is finished.
Have students divide into the same groups again. The teacher tells the students, “now that we have gone
through the book and have a better idea about the meanings of these words (point to the poster board with
the vocabulary words), I want you to now discuss and think with your groups about where you believe
these words might be sorted into.” Remind the students that they are able to use the book if they need a
reminder on certain words.
After about 10-15 minutes, have say which concept they sorted each word into. Say, “We all had a chance
to think about how some of these words fit together and how some of these words do not fit together.” Go
through each word and have the students explain how the words fit together in that concept and ask them to
explain why a word in one concept might not fit in another.
Once finished, students go back to their main classroom and get ready for lunch.
After lunch, the teacher gives the students and individual assessment where they have to sort the
vocabulary words into one of the three categories. The teacher gives 10-15 minutes to finish the individual
assessment.
After all students are done, the teacher ask them to gather in the front of the room and she sums up the
activity by explaining again what a closed concept sort is and how it can be used to help comprehend what
they are reading. The teacher also explains how, if there is a word the students are unfamiliar with, they can
use context clues, such as looking at the illustration or at the surrounding words in the sentences, to help
them figure out the meaning of the word.
The teacher then asks the students to discuss what they learned in regards to this lesson and if they have
other ideas or different strategies they personally use to figure out what a word means if they come across
one they do not know while reading.
18. The teacher ends the lesson by giving the students a second piece of bubble gum to reinforce their good
behavior during the lesson. 
Differentiation
-Teacher models concept sort activity before students divide into small groups.
-Once in small groups, teacher will walk around and scaffold as well as help students who might be having trouble.
-Students will divide into small groups.
-Within the small groups, students will discuss amongst themselves. Students who are not familiar with the meaning
of a work can ask their group members. Teacher will encourage a member of the group, who understands an
unfamiliar word, to give a visual description and example so the student will understand the word more clearly.
-If an entire group is unfamiliar with a word, the teacher will ask the class if someone might know the word. She
will then ask one member from another group who is familiar with the word, to give the entire class a description
and visual image for the group having trouble or for any other groups that might have been having trouble as well.
-Class will come together discuss where they believe the words should go and why.
-Teacher will use words students might already be familiar with as well as new vocabulary words.
-Teacher will write the words in large print on pink or blue post-it notes.
-Teacher review the words before she begins the modeling and has the class join in on reading the words. If there are
any that the students are stuck on, she will stop and review the pronunciation.
-The topic of “bubble gum” as well as “experimenting” is universal which will appeal to all types of students.
Performance Task and Assessment
-After lunch the teacher will give the assessment. Assessment will be based on the ability to understand the meaning
of the vocabulary words and be able to sort them under the correct concepts chosen by the teacher. Students are
given a sorting sheet (see attached; thank you professor Bryant!). The teacher asks them to individually sort the
vocabulary words they learned into one of the three concepts they believe the word might belong.
-Teacher will walk around to make sure groups are discussing each work and where to sort it (assessment).
-Evaluation as well as assessment will be based on the ability of students correctly sorting words when we come
together as a class and students explain why the words in a concept are related and why some words go in one
category but not another.
-While reading the book, evaluation will also be based on the ability to recognize the words used in the sort, be able
to remember which concept they were sorted in, and why that concept relates to the book.
Closure
-The teacher gives the students 10-15 minutes to finish the individual assessment.
-After all students are done, the teacher ask them to gather in the front of the room and she sums up the activity by
explaining again what a closed concept sort is and how it can be used to help comprehend what they are reading.
The teacher also explains how, if there is a word the students are unfamiliar with, they can use context clues, such as
looking at the illustration or at the surrounding words in the sentences, to help them figure out the meaning of the
word.
-The teacher then asks the students to discuss what they learned in regards to this lesson and if they have other ideas
or different strategies they personally use to figure out what a word means if they come across one they do not know
while reading.
The Invention of Bubble Gum Vocabulary Concept Sort
Individual Assessment
Directions: Work on your own to try and sort the vocabulary words below into one of the three
categories. Remember what we learned in the lesson!
Centuries, Building, Laboratory, Beakers, Factory, Budgets, Experimental, Resin,
Inventor, Mixtures, Wintergreen, Flavor, Sap, Sticky, Substance
Where bubble gum was made
How bubble gum was made
Taste and texture
Vocabulary Words
1. Centuries: Hundreds of years
2. Building: An enclose structure over a plot of land with roof and
windows that can be used for a variety of activities such as education,
living, entertaining manufacturing.
3. Laboratory: A place equipped with chemicals to conduct scientific
experiments, tests, and other research
4. Beakers: A flat-bottomed, Cylinder shaped container with a pouring
lid; usually found in laboratories.
5. Factory: A building where many people work and items, such as
bubble gum, are made.
6. Experimental: Research that was found from an experiment.
7. Resin: A sticky substance from spruce trees that can be chewed like
bubble gum. Today, it can be made to produce plastic items and
medicines.
8. Inventor: A person who comes up with new ideas
9. Mixtures: The creation of blending two or more items together.
10. Wintergreen: Leaves from a sweet birch tree that produce a minty
flavor.
11. Flavor: The way something might taste
12. Sap: A substance that trees use to carry nutrients through their
systems; usually sticky.
13. Sticky: A substance that gets stuck when touched
Famous Inventors
Albert Einstein—Refrigerator
Benjamin Franklin—Bifocals
Thomas Edison—Light Bulb
Charles Babbage—Computer
Laboratory
Beakers