Thimmel 1 Justine Thimmel Professor Rich ELD 307 December 3, 2013 Grade: 2nd grade Subject: Guided Reading

Lesson with the Yellow Group Objective: SWBAT make predictions about what is going to happen in a story. SWBAT retell a story through their comprehension of what they feel happens in the story. Materials: 6 copies of The Mailmans Hat by Kitty Higgins (Level K) Comic Strip template Crayons Pencils CCSS: RL.2.1 Ask and answer such questions as to who, what, where, when, why and how to demonstrate understanding of details in text RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Procedure: Introduction o Before I begin to describe what is going on with this guided reading, I will first ask the students to be quiet and sit like seconds graders by the time I am done counting to five 1, 2,..3,4,.5. Once I have their attention I will break them up into different groups. After I have the groups separated, I will introduce the book Mailmans Hat to the yellow group. In this book, a dog named Duffy chases a mailman down Dew Mellon Way everyday when he comes to deliver mail. One day, the mailman, Mr. Smith came up with a solution for dealing with the dog. o I would then go through pictures of the book and have the student make predictions as to what is going to happen in the story. From looking at this picture, what do you think is happening here? (Students answer what they see) How did you come up with that prediction? (Student explains prediction) What do you think is going to happen next? (Student gives prediction on future events of story) After looking at a couple of pictures, I will then instruct the students to read independently. Body o Students read silently to themselves. I will go around to each student and ask him or her to quietly read a section of the book to me. Hey (students name), can you read this page to me out loud? [Student reads] if student has any trouble with the fluency or certain words I will have them re-read what they read or have them go back to that

Thimmel 2 word and sound it out. Can you re-read this page to me? Try to split, or chunk, the word. o Once I see that all the students are done reading I will begin to ask about their predictions. So after reading this story, did you find your predictions to be true? Why or why not? Tell me what you found. After going over the students predictions of the story, I will then explain why it is important to make predictions. Making predictions is important because it helps us to focus on what we are reading about and make connections about what we already know to what we think we know. Conclusion o I will then go over how their predictions helped them further understand and comprehend the story to see if they can re-tell the story. Now that you have made predictions, read the story, and compare your predictions to what was actually in the story, it is now time to see if you can re-tell the story. Then I will describe how they are going to make a comic strip of the story they read. Here I have a comic strip. In this comic strip, you are going to be retelling the story in four or more sentences. Each strip can have only one to two sentences. In each strip, you will describe the story from the beginning to the end. On the long part is where you will write your sentences and in the box is where you will draw your picture. So for the first strip, I would write, Mr. Smith delivers mail to everyone on Dew Melon Lane where he whistles when the mail is delivered. One house however, Mr. Smith cannot whistle because of a dog named Duffy. Then I would draw a picture of Mr. Smith and Duffy growling at the dog. Now you all try and create your own comic strips. If you have any questions, you can ask me. Start with the writing part and at the end start drawing your pictures. o I will have them complete activity in about 15-20 minutes. I will allow the students to have enough time to finish at least three of the four strips if the students are taking a long time. o I would end the lesson by asking the students to go over their comic strips with everyone in the group. Throughout the students presenting their strips, I will ask questions like When did that happen? How do you know? Did you predict this happening? I will then end the lesson by saying Good job everyone! You all showed that you understood what happened in the story by creating your own comic strips of what you read in the story. You were able to take the main ideas of the story and show them through your comic strips. Assessment SWBAT make predictions about what is going to happen in a story. o I will assess that the students are making predictions on the story by going through the book with the students and asking them questions about what they think will happen and why they think that. Having the students make their own predictions rather than me show them

Thimmel 3 what I predict allows the students to get engaged about reading the story and focus on what is going to happen in the story. I will also assess their predictions by asking them at the end of the story if they found their predictions to be true or not. SWBAT retell a story through their comprehension of what they feel happens in the story. o I will assess the students comprehension of the story through their comic strips. Their comic strips should be about the main points of the story. Going over everyone comic strips will allow students within the group to see if they have reached those main points. I will have a template of the main points for the story so I will know if the students were able to understand what happened in the story. Having them complete the comic strip shows me that they comprehended the story and that they can retell me what happened in short clips. Management and Transition For the management of this lesson, I would make sure the students are sitting in a circle spread out enough so that they dont bother one another. I would also manage the students by having their materials all placed in the middle of the circle so that they dont get distracted by them. For transition I will go through step by step each part of the lesson. This way, the lesson will go smoothly and there wont be time for the students to get off topic. Differentiation There are many ways I can differentiate this lesson. I can differentiate the reading portion of the lesson by modeling how to make predictions myself to show the students of lower reading ability how they should go about making predictions. I can also differentiate making predictions for the reading for higher reading ability students by having them fill out a sheet of their predictions. For the activity, I can already have pictures for lower level students so that they can see the main points and come up with their own sentences. I can also model this section more with lower level students. For higher-level students, I can differentiate the activity by modeling just the picture and having us as a group come up with the one or two sentences.