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Guided Reading Lesson Plan

You will create a guided reading lesson plan appropriate for students in second through fifth grade. Begin by choosing the level of reader
(transitional, self-etending, or advanced!. "onsider the characteristics of those readers when planning your lesson.
(#! $escription of Reading Group % &nclude the grade level ('
nd
through (
th
! as well as the reading level (transitional, self-etending, or advanced!.
)he reading group is a group of four students that are in the *
th
grade at "hap+an ,le+entary -chool. )he students are on a transitional reading level.
('! .uality literature- &nclude the title, author, genre, a short su++ary in your own words, and the readability of the tet.
)itle/ Because of 0inn-$iie
-u++ary/ 1pal spends ti+e at the 2er+an 0. Bloc3 4e+orial Library in her new town, 5ao+i, 6lorida. )he librarian and owner of the library is
4s. 6ranny Bloc3. Both her and 1pal do not have any friends and began to for+ a friendship after a scare fro+ 0inn-$iie.
7uthor/ 8ate $i"a+illo
Genre/ Realistic 6iction
Readability/ ,asy
(9! Lesson focus % $escribe the strategy:s3ill that you are targeting.
)he story structure is the parts of the story. )he story ele+ents include the setting, characters, and plot. )he plot is described as the events that happen
in the story. )his includes the beginning, +iddle, end, proble+, and solution of the story. &t is i+portant for students to understand what story
structure is, because the ele+ents are what +a3e up the story.
(*! 6or+ative assess+ent- $escribe how you will assess students during the guided reading lesson. 0hat behaviors will indicate that your students
;get it<= 0hat behaviors +ight indicate that they need further instruction<
)he assess+ents that are going to be used are >uestioning throughout the lesson and a co+pleted story +ap. .uestions will be prepared before the
lesson to be as3ed at certain points during the lesson, such as before, during, and after reading. &f students are responding to the >uestions with
correct or al+ost correct answers, then & will 3now they ;get it=. &f there are no responses to the >uestions, then & will need to reread a part or do
so+e scaffolding. )he story +ap that the students will co+plete will have the setting, characters, and the plot. &f the students are atte+pting to fill out
the story +ap, then & will 3now they are getting it. &f they are not atte+pting or are acting confused, and then & will need to assist the+ in co+pleting
the assign+ent.
)itle/ Because of 0inn-$iie/ -tory -tructure Genre/ Realistic 6iction Level/ &nstructional Grade * -tage/ )rans. $ate(s!/ 1ct. #, '?#*
Element Suggested Teaching Points Plans/Notes
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7ctivate:Provide bac3ground
2elp students +a3e connections
-hare thin3ing
4a3e predictions
5ew vocabulary
$raw attention to tet features
2ear and say new lang. structures
Reveal structure of the tet :genre
0riter@s craft to support analysis
7uthor@s accuracy or authenticity of tet
7s3 students what genre the story is.
o Realistic 6iction- has characters and events that are li3e people and events in real life.
o 7s we read, loo3 for a setting that could be a real place, a plot with a beginning, +iddle and end,
characters who have feelings that real people have
Review first 9 pages of the story fro+ last wee3.
"ontinue reading the re+aining of the story as3ing the >uestions below.
)al3 to students about what story structure is/ -etting, "haracters, Plot. 0hy is it i+portant, how can it
help the+ beco+e better readers.
o )he plot is the story@s events. )hese events are usually told in the order they happen/ Beginning,
4iddle, and ,nd
o "haracters are the people in the story
o -etting is the ti+e and place where the story events happen
Begin the story +ap.
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$e+onstrate, pro+pt for, or reinforce the
effective use of processing strategies% word
solving, searching for and using information,
maintaining fluency, detecting and correcting
errors, summarizing, and adjusting reading.
Pro+pt for fluency and phrasing.
0hat proble+ does 1pal help resolve for 4iss 6ranny when she sees 0inn-$iie in the window<
0hat do these plot events tell you about 1pal<
2ow did 4iss 6ranny beco+e a librarian<
0hy do you thin3 that the part of the story 4iss 6ranny will never forget is when the bear too3 the boo3<
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Gather evidence of co+prehension by
observing what students say about the tet.
&nvite students to pose >uestions and clarify
their understanding.
2elp students learn to discuss the +eaning of
the tet together.
,tend students@ epression of understandings
through >uestioning, su++ariAing, restating,
and adding to their co++ents.
Within
0hat was the proble+ in the
story< 0hat did 1pal do to solve
the proble+<
0hat happened in the story< 2ow
did the story end<
Beyond
)ell +e how 4iss 6ranny Bloc3
felt when she saw 0inn-$iie in
the window. 0hy<
0hat lesson did 4iss 6ranny
Bloc3 learn<
About
Loo3 at the way the writer ended
the boo3. $o you thin3 this is a
good way to end< 0hy
or why not<
&s this a good title for this story<
0hy (not!<
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Revisit the tet to de+onstrate, reinforce, or
provide eplicit instruction of strategic
actions.
-olving 0ords
4onitoring and chec3ing
-earch for: use infor+ation
-u++ariAing
4aintaining fluency
7dBusting Reading
Predicting
4a3ing connections
-ynthesiAing
&nferring
7nalyAing
"riti>uing
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d Cse writing, drawing, or etended tal3 to
eplore any aspect of understanding the tet.
-tudents will co+plete a story +ap for the tet. )he story ele+ents students will identify are the setting,
characters, and plot.
)itle/ Because of 0inn-$iie/ -tory -tructure Genre/ Realistic 6iction Level/ &nstructional Grade * -tage/ )rans. $ate(s!/ 1ct. #, '?#*
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)each word analysis, letter-sound
relationships, analogies, or brea3ing words
apart. "text s#eciic/not %ord study$
)eacher/ Bethany 6ralic3 Group 4e+bers/