Guided Reading Lesson Plan

Goals: Guide children in reading so they get a better sense of how to read a story, direction to read, and comprehension.

Objectives: Students will be able to read a story aloud with a group. Students will be able to retell the story focusing on the characters, setting, and the order of the book; beginning, middle, and end.

Standards/Benchmarks: Language Arts Standard 1

READING AND LISTENING FOR COMPREHENSION: Students will apply strategies and skills to comprehend information that is read, heard, and viewed.

A.    Listen to, read, react to, and retell information

Kindergarten

Demonstrate sense of story (e.g., beginning, middle, end, characters, details).

       C. Demonstrate critical thinking skills to comprehend written, spoken, and visual information

Relate experiences and observations.

Formulate questions before beginning to read or listen (e.g., What will happen in this story? Where do you think this happens? Who might this be?).

Sequence a story to describe the beginning, middle, and end.

Differentiate between non-fiction and fiction stories.

Teaching/Learning Process

I.                   Introduction

What text will you use? Why?

Come Play with Me   By Nell Wynn-Thomas

This is a suitable early emergent readers book for kindergarteners to help them learn how to read. It is easy for them to understand and any works they have trouble with can be sounded out. The written text will help the children with sentence structure.

How will you introduce the text?

The students will be shown the cover of the book. They will be asked to think about the story as it is read and ponder what story it reminds them of.

What will you invite the students to do?

They will help read the title and be asked to make predictions about the book based on the picture on the cover. They will also be asked to think about the story, decide whether it is fiction or non-fiction. Can it happen in real life?

What types of questions will encourage the students to think critically and discuss issues/topics?

They will be asked to tell about something else they have read that reminds them of this selection. They will also be asked to summarize the plot of the story, what was it about?

What will you plan for those that finish first – other books on the topic, writing activity, maps to explore, etc.?

Students in this lesson should not finish before the others as it will be done aloud and together.

What will you do to bring out prior knowledge?

Before reading the story, students will do a review of sight words and high frequency words as this story is mostly these types of words that the students should know.

What concepts of print will be your focus during this time?

During the walk through of this story, students will notice quotation marks around words. We will focus on the use of quotation marks and why they are used. We will also focus on other forms of punctuation used in the story, commas and periods.

            Vocabulary Extension

What key vocabulary might you focus on in this story?

No vocabulary will be focused on in this story. Students should know all of the words and the meanings.

How will you introduce the vocabulary words?

No introduction needed.

Are there any language features you want to focus on?

No

II.                Teaching/Learning Activities

Read the Book

How will you have students read? Choral, partner, individual?

This activity will be done as a small group choral activity. The teacher will read it aloud first with the students following along, then the story will be read aloud by the whole group.

What prompts will you use?

How will you validate text?

            Word Work

What kind of word work do you plan?

Most of the words in the book are site words so flash cards will be used to get the students familiar with the words in the story.

What materials will you need?

Flash cards with site words on them written in black marker.

Discuss how you will develop the activity.

            Writing

What will be your writing focus for the day?

Students will write in their journals about whether or not they would join the main character in playing. They will draw a picture above their writing to show what they chose to do.

When will you have the students write?

Students will do their writing after the group reading is done. They will be sent back to their tables with their journals to think about what they will write and place their thoughts on paper.

How much time will you allow?

Students will be given about 10-15 minutes to work on their journal writing.

            Discussion

How will you have students reflect on the reading?

We will discuss the main character in the story and the problem he faced. What did he do to solve this problem?

How much time will you allow for questions?

What comprehension strategies do you want to focus on?

Setting as well as the characters in the story will be focused on in this story.

III.             Closure – Wrap Up

Will you have students retell? Which student(s)?

Each student will be given a chance to retell a portion of the story, who the main character was, what he was asking, and who he asked.

Will you share what students wrote?

Students will read aloud to the teacher what they wrote in their journals.

Review what was covered during the lesson?

Have students act out story?

Having students act out the story would be a distraction to the other children in the class. Therefore this will not be done at this time.

Any other closure activities?

No

            Accommodations

What accommodations will you make?

Students who struggle with reading and writing will be given extra guided help from the teacher

IV.             Assessment/Evaluation

How will you assess the students?

Running records? Observation? Success of lesson?

Assessment of the students will be done through observation of their reading participation and the writing in their journals.