SPEDE 777: Guided Reading Lesson Plan

Teacher: Matthew Lonergan

Date of Lesson: December 1, 2014
Time: 9:30am
Name of School: P.S. 400
Grade Level: Kindergarten
Name of Lesson: Beep Beep, Vroom Vroom
Unit: Reading
Topic: Patterns
Content Area/Developmental Domain:
Language Arts- listening to the lesson objectives, responding to questions and making
reasonable predictions.
Communication- expressing ideas both verbally and in writing, discussing in partnerships
and large group settings
Social/emotional- reflecting on past experiences in which children have seen patterns
before
Cognitive- recognizing, recalling and making connections between objects that have a
relationship
Description of Lesson: As a whole group we will participate in a real aloud of the book Beep
Beep, Vroom Vroom by Stuart J. Murphy. We will have read the book at least five times before
demonstrating proper grammar and fluency while we read. After the read aloud students will go
to their seats with their journals and draw a picture of their favorite part of the book. After the
student is done they will put their journal back and continue to a learning center. The head
teacher will sit at a table in the writing center with a copy of the book and will call upon students
individually to explain their journal drawing/writing and to read a few pages of the book.
This lesson is: New and previously introduced content
Rationale: In compliance with the New York Common Core Standards for kindergarten grade
Mathematics, students are exploring how retell a familiar story using key details.
Timeframe: 40 minutes
Objectives of Activity:
Students will be able to describe their writing samples
Students will be able to write or draw descriptive adjectives
Students will be able to identify main parts in a story
Connections to Standards:
New York State Common Core Standards for Kindergarten
CCSS.ELA RL.K.1 With prompting and support, ask and answer questions about

key details in a text.

CCSS.ELA.RL.K.2 With prompting and support, retell familiar stories, including

key details.

CCSS.ELA.RL.K.3 With prompting and support, identify characters, settings, and

major events in a story.

CCSS.ELA.RL.K. 7 With prompting and support, describe the relationship between
illustrations and the story in which they appear (e.g., what moment in a story an
illustration depicts).
CCSS.ELA.RL.K. 10 Actively engage in group reading activities with purpose
and understanding.
CCSS.ELA.RF.K.1 Demonstrate understanding of the organization and basic
features of print.
CCSS.ELA.RF.K.1.A Follow words from left to right, top to bottom, and page by
page.
CCSS.ELA.RF.K.1.B Recognize that spoken words are represented in written
language by specific sequences of letters.
CCSS.ELA.RF.K.1.C Understand that words are separated by spaces in print.
CCSS.ELA.RF.K.1.D Recognize and name all upper- and lowercase letters of the
alphabet.
CCSS.ELA.RF.K.2 Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
CCSS.ELA.RF.K.4 Read emergent-reader texts with purpose and understanding.
CCSS.ELA.W.K.1 Use a combination of drawing, dictating, and writing to
compose opinion pieces in which they tell a reader the topic or the name of the
book they are writing about and state an opinion or preference about the topic or
book (e.g., My favorite book is...).
CCSS.ELA.W.K.2 Use a combination of drawing, dictating, and writing to
compose informative/explanatory texts in which they name what they are writing
about and supply some information about the topic.
CCSS.ELA.W.K.3 Use a combination of drawing, dictating, and writing to narrate
a single event or several loosely linked events, tell about the events in the order in
which they occurred, and provide a reaction to what happened.

Materials:
Beep Beep, Vroom Vroom By Stuart J. Musphy
Journals for taking notes
Pencils
Crayons

Timer

Use of Technology: At the computer center we will have a youtube video available,
https://www.youtube.com/watch?v=a2VCdmhoMOs for students to watch to refresh themselves
on the story.
Seating Configuration/Use of Physical Space:
Students will begin and end the lesson by sitting on the rug as a whole group in their
assigned rug spots. Rug spots are pre-assigned based on classroom behavior
management and preferential seating for students who require teacher support.
Head teacher will have a desk set up in the writing center with a copy of the book and
writing materials.
Teaching Roles and Collaboration:
The cooperating general education teacher will help with behavior management
throughout the lesson.
Teachers will assess student understanding and finished product.
Classroom Management:
Classroom management procedures have been established in the students daily routine
Students will sit in their assigned rug spots during whole group instruction
The teacher will announce when a transition is about to occur
Children may visit the quiet corner in the classroom if they indicate they need a break
from the activity
Procedures:
Connection1. Students will sit in their assigned rug spots as a whole group on the rug.
2. Teacher will ask students to predict what events will happen on the next page during the
read aloud.
Guided Participation1. Readers! We have been using our powers of reading to decode the text before us! Today
we are going to read the story again and write down are favorite part in our journals.
Then each one of you will sit with Mr. Matt and read a part of the story to him!!
2. Teacher will display the book to the class.
3. During the read aloud the teacher will ask the class to make a prediction about what will
happen after reading the first 2 pages.
4. (Cooperating teacher will hand out each students journal to them)
5. Teacher will direct students attention to the way we, as a whole group, sit together to
read a story
6. Ok we finished our story now we will write or draw our favorite part
7. Take 30 seconds to think in your mind about what you will write
8. Go to your seat and begin to write everyone!
9. Students will work independently in their journals. Teachers will walk around the room
providing assistance to students who request it.

10. When each student has finished they will choose a learning center to go to until they are
called over by the head teacher.
11. After each student has completed their journal and sat with the head teacher we will clean
up and gather as a whole group on the circle time rug.
Closure1. Once students are sitting in a circle on the rug with their journals.
2. A few (2-3) students will volunteer to stand up in front of the class with their journals and
share their writings.
3. The teacher will ask 2-3 students to point out a specific part of the story that they liked
the most, ex Sally can you tell me what part of the story meant the most to you?
4. When the share is finished, teachers will collect the journals and place the book back into
the library.
5. Reading is finished.
Assessment:
Teachers will assess students comprehension of the lesson by asking questions during
the activity. Teacher will assess students comprehension of identifying parts in a story
by asking students to describe their journal writing.
Teachers will assess students understanding of the instructions and activity through
informal observations while circulating the classroom during the journal writing.
Head teacher will create a the beginning of a running record assessing each students
comprehension and ability to retell stories.
Modifications:
To make easier- Students will be offered to choose from a collection of photocopies of the story and
take these copies with them when writing in their journal
- Teachers will check in with students who are having difficulty with the assignment in
order to provide prompts and scaffolding
To make harder- Students will be called on to write about two different events in the story
- Students will be asked to read at least 3 pages of the story to the head teacher
- Students will be asked to describe their journal writings to the class
Extension Activity:
Students will be asked to keep a part of their journal dedicated to retelling familiar stories