Guided Reading Lesson

Purpose: Practice planning and implementing a guided reading lesson, specifically for a small basically homogeneous group of students..

Procedure:

•     Discuss/plan this lesson with the MT and explain that you want to use a State Adopted Text.

•     Select text that matches the instructional level of the students.

•     Write a lesson plan to teach a guided reading lesson to a small group of homogeneous 
students. Follow the format below (all portions of I through VII, and clearly 
indicate/list all sections in your lesson plan. Number and title each section.

•     Work with a small group of students (5-7).

Guided Reading Lesson Plan Format

A. Standards:

·         RL .2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

·         RF.2.4 Read with sufficient accuracy and fluency to support comprehension. [TPEs, 1, 9]

B. Objectives: Student will be able to organize events in order of how they happened and also discuss and identify the problem and solution of the story.

C. Assessment/Extension Activity:

Write a timeline of events from the book

D. Plans to differentiate for ELLs (a brief explanation): Since each student is reading individually, struggling readers will be able to read at their own pace and work on comprehending what they are reading rather than having to rush through something they may not understand just to keep up. I will be able to ask questions specific to each student and their reading ability. [TPE 7, 12]

E. Tools/Resources/Supplies:

            Book- Alia and the Furniture Troll (copy for each student)

            Timeline Worksheet

            Crayons & colored pencils

F. Summary:  I will introduce the text and explain the objective, paying close attention so we can recognize the order of events of the story. Before we begin, we will have a group discussion regarding what the students think the story may be about. I will inform the students that they will be reading quietly to themselves and that I will be walking around while they are reading to maybe ask questions and see if they are understanding the story. Once we have read through the story once or twice, we will discuss the events of the story and how the main character solved her problem. When the students have a good grasp on that, we will begin working on our timeline to help show comprehension.

Steps: [TPEs 2, 3, 5, 6, 11]

Step 1: Prereading
Provide students with the focus/purpose of the Guided Reading Lesson. Draw the students to the text. Discuss the title, cover illustrations. *Alright are we ready for a fun story? Who can tell me what a troll is? Has anyone ever read a story with a troll in it before?* Encourage predictions and tap into background knowledge and related experiences. Conduct a “picture walk and talk.” *What do you think is happening in this picture on the front? After looking at this picture, what do you think the book will be about?* Talk the students through the selection. Model the language and concepts. Introduce the vocabulary essential to understanding the text. List all the possible questions. *What are you thinking now? Do you have questions about what might possibly happen in the book? Why is the troll holding that girl? How did she get there? Did she take something from him? Why is he called a furniture troll? Who is that lady in the background? Now that you have some questions in your mind, let’s see if we can find the answers. *

Step 2: Read the Text
Students will start in intervals and read softly to themselves. I will focus on one student at a time, pausing and stopping to ask comprehension questions. *What would happen if Alia had not helped the mouse or the dog? Why did the troll turn people into furniture? What happened when Alia found the troll’s heart? What did the story make you think of?
What did you like best/least about the book?*

Step 3: Respond to the Text (based on objective/s)
Discuss the focus of the lesson/story/poem, etc. Encourage students to describe reactions, opinions, and related experiences. Analyze students’ use of reading strategies. Re-teach, if (necessary, and focus comprehension strategies based on observation of students’ reading. *How did Alia save her family? What steps did she have take in order to get there? She had to get back in the store, she had to get untied from the chair, she had to find and get in the break room, she had to find Trog’s heart. Did we learn anything about being kind to others?*

•     Step 4: Explore/Revisit the Text
We will discuss how Alia had to solve a few problems in order to rescue her family. After orally summarizing the problems and solutions, students will work on a timeline that will show the order of events that happened in the story. *How did Alia save her family? What steps did she have take in order to get there? She had to get back in the store, she had to get untied from the chair, she had to find and get in the break room, she had to find Trog’s heart. Did we learn anything about being kind to others?*

•     Students will write/draw a timeline of events from the book.