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Kari A. Sparks

Guided Reading Plan:
Sky Tree by Thomas Locker

11/19/2011

RDG 3110


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Guided Reading Lesson Plan RDG 3110



LESSON PLAN STEP 1:

After this lesson, the child will know:


Grade Level Expectations: Grade Level Expectations: Third
Grade:
1. Strategies are needed to make meaning of various
types of literary genres.
2. Comprehension strategies are necessary when
reading informational or persuasive text.
3. Increasing word understanding, use, and relationships
enhances vocabulary.


LESSON PLAN STEP 2:
The students can:
C. i.) Explain how specific aspects of texts illustrations contribute to
what is conveyed by the words in a story (e.g. emphasize aspects of
setting). (CCSS RL 3.5)

The students can:
A.iii) Use key ideas and details to: describe the relationship between a
series of events, scientific ideas and concepts; also using language that
pertains to time and sequence.

LESSON PLAN STEP 3:
Assessment of Evidence Outcome:
Students will be assessed on their ability to interpret the illustrations of
the Sky Tree, and what deeper meaning is conveyed in relation to the
setting of the story. This assessment will be conducted after cooperative
reading activity and during the individual reading portions. Each
student will be asked specific comprehension and connection driven
questions relating to what they think the story is about, why the author
chose those images, and what the author is trying to teach them through
the story.




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Assessment of Evidence Outcome:
Students will be assessed on their understanding of the relationship of
the sequence of events in the Sky Tree to the scientific events of the life
cycle of the tree through the descriptive language in the text. This
assessment will be conducted through a assigning a tree to each
student while the others listen to the written description and decide what
point in the life cycle the tree is going through and what part of the
season the description is referring to, and drawing/writing on the tree
worksheet. During this portion, Teacher can conduct a brief Running
Record and spare tested student from peer focus as peers will be
practicing their listening and drawing skills.

LESSON PLAN STEP 4: Describe the Student Group for whom the
lesson is written:
1. 5
2. 3.5

LESSON PLAN STEP 5: Resources/Materials: Identify the text that
you will use.
1. Sky Tree, by Thomas Locker, 1995, Harper Collins Publishers
2. Frye Readability formula.
3. The text has a poetic flow and descriptive language that
would be engaging to third graders. The topic is non-fiction
but in a very beautiful manner of presentation.
4. The third grade class has been learning of the life cycles of
various flora and fauna in their science unit; specifically the
unit is moving onto deciduous trees which are in correlation
with the chosen text.
5. Some may have difficulties with understanding the specifics
of description in the text and may latch onto to key terms
like: spring, summer, autumn and winter instead of focusing
on the life cycle.
6. Descriptive Words: Fluttered, Glistened, Sound emphasizing
words (Chirped, Squabbled), Huddled








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LESSON PLAN STEP 6: Teaching Approach/Method/Procedure.
This is the actual student contact part of the lesson. Write all
sections using what you will specifically say to students. Use this as
an opportunity to mentally rehearse the lesson.

PREREADING: Activate prior knowledge, build background,
and schema, introduce a comprehension strategy (if this is a
focus), introduce the book and set a purpose for reading the
text.
1. Alright, boys and girls, we are going to be reading this
really beautiful book called Sky Tree, while we are
reading we will be listening for words that the author
uses to describe what is going on, and we will be looking
at the pictures in the book to find out what is the
purpose and setting of the story.
2. Now lets look at the book, what does it say on the
cover? (Pause) Why yes it does say Seeing Science
through Art ; so knowing that do you think this a
fiction (made up) or non-fiction (real based on facts)?
(Pause) Yes, you are right it is non-fiction. What do you
think it might be about? (Pause) No, it isnt about trees
in the sky, yes you are right trees only grow on the
ground. What is a good way to figure out what the author
is trying to say? Yes great job, he might show us in his
pictures! Also, boys and girls the author will be telling us
through his writing so while we are reading we will be
making pictures in our minds and on paper! Alright,
settle down we are still reading, we will be writing and
drawing a little later.
3. So help with our chart paper, we know our book is Sky
Tree so I will write that down, can you tell me where is
the Authors name is on the book? (Pause) Oh thank you
for raising your hand! (Pause) Yes, you are right it is
right there and it says: Thomas Locker, so I am going to
right it down. How can we tell where the authors name
is on MOST books? (Pause) Yes, great job it is by the BY
most of the time! Now, boys and girls what else do
picture books have besides an author? (Pause) Why yes
an illustrator! (Pause) Is there one for this book? (Pause)
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No, I dont see an illustrators name either, so that means
Mr. Locker wrote and made all the illustrations!

4. So lets begin our picture walk (flip a few pages Pause-)
So what do you all see so far? (Pause) Yes, lots of trees,
What else? (Pause) Okay, yes regular trees, fall trees and
naked trees. (Pause-finish going through the images)
What does it remind us of? (Pause) Exactly, the LIFE
CYCLE. (Pause) What happens in a life cycle? (Pause)
Great job, living things change and grow! Lets write that
down.


7. 5. . In the Sky Tree there are some really fun
Descriptive Words, they are fun because we can act them
out! The first one is Fluttered, I will write it down, can
one of you tell me if you have heard this word before or
words like it? (Pause) Okay yes it does rhyme with
buttered but can we think of where we might have heard
that word? (Pause) yes, definitely butterflies can flutter,
can you show me how they flutter using your hands?
(Pause) Butterflies are gentle, what else might flutter?
(Pause) Grass, yes great job; also boys and girls leaves
can flutter! Our next word is Glisten, lets write that
down, I know its a funny word, can we try chunking
it? (Pause) You are right glisten is listen with a G.
Hmm, GLIwhat words have that in the beginning?
(Pause) Fantastic, GLITTER? What does glitter do?
(Pause) yes, it does decorate and it is messy in art
classbut also it is shiny! So maybe the word glisten
or glistened means something has a shine. The next
words we are going over are words that describe a
Sound, I will write the word Chirped down have you
heard that word before? (Pause) Exactly, baby birds chirp
can you make a chirping sound? (Pause) great, cheep
cheep! Okay, I will write down the next word which is
Squabbled, Have you heard that word before? (Pause)
What a great example, my grandmas use to tell me to not
squabble with my friends too! So based on that example
what do you think squabble means? (Pause) Right again,
it means to argue! Now if I say that birds squabble what
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would you think? (Pause) Great example, ducks do quack
and sound like they are arguing at the pond! Our last,
vocabulary word which I will write down is Huddled, Have
you heard it before and where? (Pause) Fantastic, you do
huddle during a peewee football game! So can you tell me
what do you do when you huddle? (Pause) Yes, you get
really close! Lets all stand up and have a wiggle minute!
(Pause) Alright we are done, thats stand near each other
squish into a circle! (Pause) Right on, we are huddling!

6. Alright so now that we have learned so much about
our book, before we have even read it what do you think
we will hear, see and learn from this book? Lets make a
KWL chart!

7. Our purpose for read Sky Tree today is to better learn
how to use the illustrations in books and to figure out
the order of things in time, like our life cycles and also
listen for the descriptive words that we can use to make
pictures in our minds!

READING
1. Remind students of a specific word identification strategy
they should use if they come to a word they dont know.
This strategy should be based on the developmental level
of the students and the reading process. Incorporate
coaching statements supporting the reading process
and use of the cueing systems.
2. Describe what you will say students to encourage
independent reading of the text.
3. State where you will stop in the text for checking
predictions, making new predictions, and briefly
discussing the text. What questions will you ask?
FIVE questions that encourage response to the text and
support oral language development.
1. Provide ONE brief prompt for one affective response to
the text.
This should elicit a personal response in a very general way.
Did you like it? Why/why not? What part was your
favorite?
2. List at least TWO questions you will use to promote critical thinking.
RESPONDING TO THE STORY: Write
Develop questions that require more than one word answers,
are higher level, and encourage use of complete sentences.
3. List TWO ways you will have students return to the
text for a purposeful rereading that asks them to analyze
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the text and promotes fluency through rereading. . This
might be Find me the place where. . .. This should also be
a higher-level question that encourages interpretation of the
text, not a one-word answer.

Simply add these statements for 7-8-9 in this Lesson Plan. You do
not need to incorporate the three activities here. Your three
activities should be attached to Live Text separate from this Lesson
Plan.

LESSON PLAN STEP 7: Postreading Activities to Enhance
Comprehension
One activity that will enhance comprehension ha been developed and
attached. The teacher will use this activity to provide more in-depth
comprehension of the story.

LESSON PLAN STEP 8: Prereading and/or Postreading Activity to
Enhance Vocabulary Learning
One activity that will enhance vocabulary learning has been developed
and attached. The teacher will use this activity to provide more in depth
vocabulary learning.




LESSON PLAN STEP 9: Phonemic Awareness, Phonics/Word
Identification Skill, or Word Study Lesson Using Words and
Language from the Story
One activity that will enhance phonemic awareness, phonics or word
identification has been developed and attached for lesson for grades K-2.
For grades 3-6, this lesson may be a study of the morphemic aspects of
words or figures of speech. The teacher will use this activity to provide
more in-depth word study that is developmentally appropriate for the
level of the students.


LESSON PLAN STEP 10: REFLECTIONS AND APPLICATION OF
ASSIGNMENT
Reflect on your learning through this assignment and how you
might use these techniques in your future classrooms.
1. This assignment is an artifact for three
Performance-Based Standards for Colorado
Teachers. Reflect on the assignment, stating clear
connections to appropriate CPBS standard(s), and
identify each standard (1.2, 1.3, 1.5. 8.5). How did
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you demonstrate proficiency on each standard
through this assignment?
2. Provide thoughtful reflection on potential
application in your classroom of knowledge
acquired through assignment. Identify options to
improve performance.
3. This reflection and application to practice should
consist of two paragraphs and be included under
the heading, Reflections and Application of
Assignment.