Small Group Lesson Plan Grade Level: K Days: Day #1 Number of Students: 7 in literacy group (Dogs) Instructional Location:

Classroom

Materials: What Do You See book (copy for each student), Visualization worksheet

Standard(s) Addressed: CCSS.ELA-LITERACY.RI.K.7With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). CCSS.ELA-LITERACY.RI.K.8With prompting and support, identify the reasons an author gives to support points in a text

Content Objectives Language Objectives -The students will be able to use the reading strategy of -descriptive words: big, small, large, tiny, etc. visualization to understand the text with the help of a teacher -animal names: frog, shark, etc (things that the pictures are made of) -The students will be able to identify the authors message with the help of a teacher Prerequisite Skills: -Students must be at a guided reading level of D or above (according to Reading A-Z) -Students must be able to follow expectations such as pointing at each word and following along -Students must be able to have some background knowledge of chopping and sounding out words Enduring Understandings (Big Idea): -Figuring out the authors purpose behind writing the book (entertain, inform, or persuade) -Using text to aid in figuring out illustrations and vice versa Essential Questions: -What do you think the authors purpose is behind writing this book? Is it to entertain, inform, or persuade? -What do you see in the illustration? -How can you tell what the illustration was of? Did the words help you figure it out?

Title: What do You See?

Vocabulary: -do -down Author: n/a -on -see Genre: Nonfiction, -the descriptive -what -you Before: Setting the stage, activate and build background knowledge, introduce and explain Build Background o Look at the coverask students to read aloud and talk about the title o Ask students if they have ever looked in the sky and saw clouds in the shape of something they recognizedget an example from students that want to share Book Walk o Introduce bookask students what the book might be about based on cover and title o Introduce reading strategy: visualizationexplain that readers make pictures in their mind as they read, explain that readers use what they already know to make pictures in their minds Example for students: I will read a few pages of the book and tell them what I see after I read those pages (describe) Have students close their eyes and give them a scenario to visualize (going to the park, for example) Tell students to visualize while they read the book o Introduce comprehension skill: authors purposeexplain the purposes of writing a book (inform, entertain, persuade) Informgive someone information about something Entertainamuse someone Persuadeconvince someone to think the same way Ask students to think about, just from the title, what the authors purpose is (entertain) During: Guided reading o Each student gets own copy of book o Have all students point and follow along while reading aloudwait for each student to flip pages, etc. o Stop at end of page 5ask students to think about what they visualized and more about the authors purposedo they know what his/her purpose is yet? o Give example of visualizingAs I read each page, I create a picture in my mind. When I thought about the milk that

Theme(s): -Visualization -Comprehension

Focus: -Use the reading strategy of visualizing to understand text -Identify authors purpose

spilled on the floor, I visualized the milk spreading across my floor, making a shallow pool. In my mind, it reminded me of a white cloud! o Continue reading, stop at page 8ask students to explain what they pictured in their minds when they read about each picture o Have students practice reading and visualizing to the end of the book (page 10), ask volunteers for things they visualized o Ask, again, about the authors purpose? What evidence shows that his/her purpose is to entertain? After: Reflect on reading strategy: visualization o Explain and have students complete visualization worksheetstudents should draw and label their worksheet with one picture they visualized in their mind o Students should complete at least 1 picture/description by the end of the 20 minutes o Ask students to discuss their answers if time allows Reflect on comprehension skill: authors purpose o Discuss a few pages in the book (go back and look together)figure out what pages are inform, entertain, or persuade o Discuss which purpose fit most appropriately for this specific book Assessment: Were the students accurately and consistently sharing examples of visualizing while reading and on the worksheet? Were the students able to determine and discuss the authors purpose during the ongoing discussion? Extension: Discussion Cards o Use cards as discussion starters after reading the book How can you sort the shapes in this story into two groups? (classify) Did you see the same things the author saw in the pictures? If not, how were they different? (compare/contrast) How did someone make the tree out of pencil pieces? (analyze) Where are some other places you might see things in shapes? (create) o Have students look at cards before reading the book to give students a purpose for reading o Pass out cards randomly to students in the group and have them speak a response out loud to the group Differentiated Instruction: Janyah and Amya will be separated to help both girls focus on the reading and not chit-chatting Idris will be seated right by me in order to enhance concentration and focus on the reading James and Jonathon will be asked to write a sentence about their visualization page on the back of their worksheet because of their high skill level in reading and writing

 Jaylen will be on the other side of me in order to help guide him during the independent reading section Arif will be seated in front of me so I can guide him during our read aloud portionhe tends to lose his place while reading Modify and Changes to Plan: Based on todays lesson, I will need to make my lesson a bit shorter. I ran out of time to really get to the visualization worksheets. I would have liked to go over at least one visualization worksheet. The independent reading took a bit longer because although many of the students in this group are strong readers (they are in the highest group), a few of them struggle with reading independently. We will need to work on independent reading a lot more from now on. Tomorrow, I will plan for more independent reading and less time spent on worksheets and activities after the reading.

Small Group Lesson Plan Grade Level: K Number of Students: 7 (Dogs) Instructional Location: classroom Days: #2

Materials: Where Animals Live book (copy for each student), chart paper Standard(s) Addressed: CCSS.ELA-LITERACY.RI.K.1With prompting and support, ask and answer questions about key details in a text CCSS.ELA-LITERACY.RI.K.2With prompting and support, identify the main topic and retell key details of a text Content Objectives Language Objectives -The students will be able to use the reading strategy of asking -animal names and answering questions to understand text -question words (who, what, where, when, why) -The students will be able to identify the main idea and supporting details Prerequisite Skills: -Students must be at a guided reading level of D or above (according to Reading A-Z) -Students must be able to follow expectations such as pointing at each word and following along -Students must be able to have some background knowledge of chopping and sounding out words Enduring Understandings (Big Idea): -Reading and understanding the main ideas of a text -Asking questions about the text and then discovering those answers through reading on or figuring out a way to get the answer Essential Questions: -Where do _____ (animals) live? -What was the main idea of this book? -What were some important details in this book? -What types of questions do you have about these animals habitats?

Title: Where Animals Live Author: n/a

Theme(s): -asking and answering questions -identifying the main purpose of a text

Genre: nonfiction, informational Before: Build Background o Ask students about where they live, ask them where birds live, ask students if they know where other animals live o Ask students why they think animals live in different places (dessert vs. arctic, etc) Book Walk o Introduce Book Ask students to read cover aloud with youthen ask about what they might read based on the title and cover photos o Introduce reading strategy: ask and answer questions Explain to students that one way to understand a book is to ask questions about a story before reading, and then look for the answers as they read Example: It looks like that animal lives in the groundI wonder what a home in the ground is called. I wonder what animals live in the ground. Ask each student to think of a question and write it on chart paperhave each child think about their question as they read During: Guided Reading o Read the first few pages along with the students (pg. 6)remind students to follow along left to right and to make sure they are participating o Ask students what they have read about so far (pg. 6)ask if students have figured out the answer to their question yet (some may have, some may have not) o Ask students to read the remainder of the story independently During this time, look to see what children are struggling and which ones are finishing Keep an eye on struggling students and make it clear that they are able to ask for help (but youd like to have them try by themselves first!) For students who finish early, have them give teacher a thumbs up in front of chest

Focus: -Using the reading strategy of asking and answering questions to understand text -identifying the main idea and supporting details

Vocabulary: -these -this -some -animal words (not sight words, but common)

After: Reflect on reading strategy o Have students share answers they found to their questions while reading o Discuss how asking and answering questions in their minds as they read made them think about what they were reading o Have students repeat their question and then answer it for the group Teach comprehension skill: main idea and details o Discussionask students new things (facts) that they learned from this book, ask which questions they were unable to figure out from reading the book and how to find those answers o Introduce/modelexplain to students that every book has a main idea that tells what the book is about Ask students if they can figure out what the main idea of this book was (take multiple answers) Discuss with students what details made it possible for us to figure out information (ex: page 4, the details on the page tell us that monkeys and birds live in trees) Explain that the detail (above) explains the main ideawhere animals live and different animals live in different places Assessment: Did the students ask a question and answer that question using the text? If the question was not answered, did the student understand different places he/she could find the answer? Did the student understand the main idea and identify supporting details that correlated with that main idea by using the text and expressing his/her thoughts? Extension: Writing and art o Write the sentence This animal lives ___________. on the board o Ask students to choose an animal, draw a picture of that animal, and use the sentence pattern to write where their animal lives o Have students share their illustration and sentence Differentiated Instruction: Janyah and Amya will be separated to help both girls focus on the reading and not chit-chatting Idris will be seated right by me in order to enhance concentration and focus on the reading James and Jonathon will be asked to write an extra detail about the animal they choose to draw. It could be about the description of the animal, etc. Jaylen will be on the other side of me in order to help guide him during the independent reading section Arif will be seated in front of me so I can guide him during our read aloud portionhe tends to lose his place while reading Modify and Changes to Plan:

 Today went pretty well! The Dogs stayed on track and got through a majority of the work. This book was a little bit better for independent reading (a little less wordy), so some students that were struggling last lesson werent struggling as much. I will continue having the children read independently more each time we have small group.

Small Group Lesson Plan Grade Level: K Days: #3 Number of Students: 7 (dogs) Instructional Location: classroom

Materials: I Need An Eraser book (copy for each student), cut out pictures from extra copy of book

Standard(s) Addressed: CCSS.ELA-LITERACY.RI.K.2With promting and support, identify the main topic and retell key details of a text CCSS.ELA-LITERACY.L.K.5.CIdentify real-life connections between words and their use (e.g., note places at school that are colorful) Content Objectives -The students will be able to begin to use the reading strategy of retelling in order to understand the story more -The students will be able to recognize and demonstrate the correct use of my and your Language Objectives -find -good -look -made -might -one -the -this -you -your -my

Prerequisite Skills: -Students must be at a guided reading level of D or above (according to Reading A-Z) -Students must be able to follow expectations such as pointing at each word and following along -Students must be able to have some background knowledge of chopping and sounding out words Enduring Understandings (Big Idea): -Using retelling as a way to remember and recall what is going on in a story -Using retelling as a strategy when reading any type of book -Recognizing the use of personal pronouns (specifically your and my) Essential Questions:

-What has happened in the book so far? -Can you retell the story out loud? -Can you retell the story through pictures? -Can you retell the story in your mind? -When do we use my? -When do we use your? Title: I Need An Eraser Author: n/a Genre: fiction, personal account Theme(s): -retelling the story -recognizing and using high frequency words Focus: -Use the reading strategy of retelling to understand the story -Recognize and use highfrequency words my and your Vocabulary: -find -good -look -made -might -one -the -this -you -your

Before: Build Background o Ask students to explain the meaning of mistakethen explain that it is very natural for all people to make mistakes o Ask students to share a time when they made a mistake, how they tried to fix it, and what happened Book Walk o Introduce the book Ask students what they think they might read about based on the title of the book Ask students to look at the picture and figure out what might be going on Explain to students that the phrases I made a mistake and I need an eraser repeat throughout the storyhave them say/read these sentences a few times o Introduce reading strategy: retell Explain to students that one way to understand what they are reading is to stop every now and then during their reading to retell in their mind what is going on Ask students to retell their stories of how they made a mistakeguide by using prompts: What mistake did you make?

What did you do next? How did you try to fix the mistake? Did it work? Have students circle pages 5, 7, and 9this is where the children should stop and think about what they have just read

During: Guided reading o Ask students to point to the first word on the first page of the textremind students that we read left to right and that we should all follow along and read aloud o Read to the end of page 5 (first circle) togetherask students to stop and think about the events that have just happened and ask students to share what they know o Have children read on their own to page 7 on their owncheck for understanding by asking them the same questions as above (have children retell the story in their mind first!) o Repeat the same process when the children reach page 9 After: Reflect on the reading strategy o Ask students to retell the events that happened after the boy found an eraser that wasnt what he needed o Have students help place the pictures from the cut out copy of extra book in order of the events that occurred Discuss what exactly happened in each picturehave children retell you the story o Ask students how retelling a story in your mind helps your during your reading Word Work o Explain that some words help readers understand who things belong to in a story (my and your) o Have students turn to page 6read the sentence aloud and ask the students what word tells them who the pencil box belongs to in the story (your)write on paper o Have students turn to page 8repeat same process as above o Check for understanding Show students a book, hand to a student, and say This is your bookthen have that student say, This is my book Have pairs of students use classroom objects to practice these sentence phrases (Teacher will be partner with one student if there is odd number) If time, have students complete the high-frequency word comprehension worksheet (practice using and writing my and your in sentences)

Assessment: Do students accurately and consistently demonstrate retelling the story during discussion? Do students correctly use high-frequency words my and your during discussion and/or the worksheet (if done)? Extension: Discussion Cards o Use cards as discussion starters after reading the book Why is there a hole in the boys paper? (inference) Could this story really happen? How do you know? (reality/fantasy) How is the way you fix mistakes the same as or different from the way the boy fixed his mistake? (analyze) Why do you think the first two erasers the boy had were not good enough? (evaluate) o Have students look at cards before reading the book to give students a purpose for reading o Pass out cards randomly to students in the group and have them speak a response out loud to the group Differentiated Instruction: Janyah and Amya will be separated to help both girls focus on the reading and not chit-chatting Idris will be seated right by me in order to enhance concentration and focus on the reading James and Jonathon will be asked to write a sentence on their own using my and your Jaylen will be on the other side of me in order to help guide him during the independent reading section Arif will be seated in front of me so I can guide him during our read aloud portionhe tends to lose his place while reading Modify and Changes to Plan: Today also went quite well. However, the use of my and your was a little bit more difficult. I think the concept may have been a stretch for some of the kids, but after working on it, I believe the students finally got it.

Small Group Lesson Plan

Grade Level: K Days: #4

Number of Students: 7 (Dogs)

Instructional Location: classroom

Materials: Senses book (copy for each student), classification worksheet, dry erase board

Standard(s) Addressed: CCSS.ELA-LITERACY.RI.K.10Actively engage in group reading activities with purpose and understanding CCSS.ELA-LITERACY.RF.K.4Read emergent-reader texts with purpose and understanding

Content Objectives -The students will be able to use the strategy of connecting to prior knowledge to understand the text -The students will be able to practice and understand classifying information

Language Objectives -hearing -seeing -feeling/touching -smelling -tasting

Prerequisite Skills: -Students must be at a guided reading level of D or above (according to Reading A-Z) -Students must be able to follow expectations such as pointing at each word and following along -Students must be able to have some background knowledge of chopping and sounding out words Enduring Understandings (Big Idea): -Using prior knowledge to help understand the reading -Ability to classify pictures and information based on similar properties Essential Questions: -What do you know about your senses? -What knowledge can you use in order to help you read this book? -How did your prior knowledge help you read through the book? -What categories can you separate _______ into?

Title: Senses Author: n/a Genre: nonfiction, descriptive

Theme(s): -connecting prior knowledge to the reading -classifying objects

Focus: -Use the strategy of connecting to prior knowledge to understand the text -Classify information

Vocabulary: -I -my -to -use -bees, berries, birds, caterpillar, ears, eyes, fingers, flowers, garden, hear, nose, see, senses, smell, taste, tongue, touch

Before: Build Background o Tell students to close their eyes and tap a pencil on the deskask them to guess what I am doing without opening their eyes, ask students if they know what sense and part of their body they use for this o Ask students to identify the five senseshave them share how our senses allow us to learn about the world in which we live Book Walk o Introduce the book Ask students what they might read about in a book called Senses Ask students what other senses the girl on the cover might use in the book and for what purpose she may use them for o Introduce the reading strategy: connect to prior knowledge Explain to the students that good readers make connections between what they already know and new information they will readremind them to think about what they already know about the topic of the book to help them understand what they read Have students preview pictures on the cover and title pageshave the students tell you about experiences with senses Have students read to find out more about using the five senses During: Guided Reading o Have all children point to first word on the pagehave everyone follow along until page six o Invite students to share how they connected with what they already know as they read o Ask students to read the remainder of the book by themselveshave students star pages that they had trouble with in order to go back and re-read o Remind students of what they already know about their five senses to help them understand new information as they read

After: Reflect on reading strategy o Discuss with students how using what they already knew about the five senses helped them understand what they read invite students to share how they connected to prior knowledge as they read o Discuss other strategies students used to gain meaning from the book Teach the comprehension skill: classify information o Ask students to identify additional things the girl could see, hear, touch, taste, and/or smell outside o Remind students that the book is about different kids of senses Write the different senses on the board Explain that sorting information into groups helps readers think about and remember what they readfor example, draw a picture of a lemon on the board, explain how this is classified under taste Ask students what heading they would place a clock; continue with a few more examples. o Introduce and explain the classification worksheetif time allows, go over responses Assessment: Do students explain and share prior knowledge and then connect that to the reading? Do they use it to create new ideas and thoughts about the reading? Do students classify, correctly, the examples put on the board? Are they able to create coherent and justifiable groups when sorting their worksheet pictures? Extension: Science o Prepare a center with objects that students can examine using their five senses o The center will have a feely box that will include canisters with different smells, instruments for making noise, a kaleidoscope for viewing, dried fruits for tasting, and different objects for feeling (seashells, pine cones, rocks, etc) o The children will use a log created by the teacher to record findings based on their five senses Differentiated Instruction: Janyah and Amya will be separated to help both girls focus on the reading and not chit-chatting Idris will be seated right by me in order to enhance concentration and focus on the reading James and Jonathon will be asked to write a sentence describing one of their classifications and the justification for it Jaylen will be on the other side of me in order to help guide him during the independent reading section Arif will be seated in front of me so I can guide him during our read aloud portionhe tends to lose his place while reading Modify and Changes to Plan: Based on todays lesson, theres not much I would change. Guided reading is going much better than the first lesson, and the children

will continue on with the same routines.

REFLECTION The first lesson went pretty well. We do small reading groups throughout the semester so the students are very familiar with the way literacy groups go. The children, however, are a little rowdy. The group I work with in these literacy groups are my highest group and they are reading level D books. The children struggled with the independent reading at first. I realized that half of the students were feeding off the few students that are at a higher reading level. The book was also a challenge because it forced the students to think abstractly about images they were reading about. Overall, however, the students really enjoyed the visualization worksheet. Janyah seemed to understand the idea of visualization after doing the worksheet a lot more. The second lesson started off great. We did this lesson two days after the previous lesson. The theme of this book was animal habitats, which was much easier for the children to relate to! Arif, Johnahon, and James got very into it talking about animals that theyve seen at the zoo and whatnot. We got a little off task, but got back to the book. I think it really helped some of the more struggling students (Amya and Janyah) in reading the book after talking about questions we had and looking for them in the t ext. Talking about the main purpose of the book before reading was also something that helped all the students during the reading process. I also gave them more time to independently read today, which is something that most of them struggled with on day one. However, after introducing the reading strategies, the students seemed to better understand their independent reading.

The third group lesson focused on retelling the story and looking for key details. As well, we focused on grammar and the use of my and your. The kids seemed to be having a hard time focusing today. There were many distractions in the room and the other groups were particularly loud. I had to stop a few times in the middle of the group to calm the rest of the class. The skill of retelling is something the kids have been working on, specifically this group. The higher level group typically has an easier time retelling the story after reading. Jonathon and James really excelled at retelling the story, while Arif and Idris needed some prompting to retell details of what happened. Today, the students also had an easier time independently reading today. I feel as though the more I have them independently read, the more they are trying to actually read and not just follow their higher level peers. The students also found the my/your game to be particularly helpful and fun. It was clear that the students understood the assignment because they all got the answers right. By day four, the students began to use the method of starring or marking pages that didnt make sense while independently reading. This was helpful in our discussion afterwards. Day four focused on the ability to connect prior knowledge in order to understand the text more. It also focused on classifying objects/items. This book was really fun for the kids because we are focusing and learning about the five senses right now! The kids were pretty engaged during the book because they had some prior knowledge. This was helpful in our reading strategy for the day. Independent reading has gotten better, especially with Janyah. She always seems to be struggling a little more during the independent reading section, and she seemed to be focusing and trying a little more today. Overall, these four lessons were a really great experience in planning out and looking through. We have set guided lesson plans that we do, but I dont typically write it all out. Each guided lesson plan I did was based on a different theme or lesson. There were

also different types of genres of books to give the children a variety of texts. The nice thing about these guided readers is that you can do many educational activities that relate to them. Although they are not real texts, the guided readers are simpler to read and understand so we can focus on specific attributes of the text. The children were engaged as much as they typically are. My dogs group is a rowdy bunch with lots of talkative kids. I also have a new student in that group that makes the dynamic a little more hectic. However, the activities after the book are very helpful in keeping the kids engaged. These lessons were successful, and I believe that they were important in growing the childrens ability to independently read, use and learn different reading strategies, and engage in a text by doing more than just reading.