Cassie Mayer

EDUG 550
November 30, 2015

Guided Reading

Guided Reading Lesson Plan

Your Name: Cassie Mayer
School: Andersen Elementary

Date of Lesson: 11/19/15

Grade Level: First

Master Teacher: Paige Webb

Title of Text Used for This Assignment: SIPPS Small Books: The Muddy
Pig
Lesson was reviewed with MT

yes X no__

1. CCSS (2 or 3 generally sufficient): CCSS.RL.1.2: Retell stories,

including key details, and demonstrate understanding of their central
message or lesson.
CCSS.RL.1.4: Identify words and phrases in stories or poems that
suggest feelings or appeal to the senses.
2. Objectives: Students will summarize using key details from the text,
The Muddy Pig to demonstrate their understanding of the central
message of the book, while also identifying words and phrases that
suggest feelings or appeal to the senses.
3. Tools/Resources/Supplies: SIPPs Small Books, Cardstock Paper,
pencil and crayons
4. Assessment Activity: Using anecdotal notes while students whisper
read and answer questions, students will show understanding of central
ideas of the text, and identify words and phrases that suggest feelings are
appeal to the senses.
5. Plans to differentiate: (give a brief explanation for each area
separately): [TPE 6, 7, 8, 12]
ELs: There are no ELs in this group, however if there were I would go
over vocabulary or phrases that may be challenging in the text before
reading begins.
Students with special needs: One or more students in this group
have a hard time staying in their spot or interrupting the teacher. To
help these students out I will give each student sticky notes to mark
their pages if they need help or have a question, but wont interrupt
the student I am currently working with. Im differentiating the
RL.1.2 standard so that it aligns more with the kindergarten
standards since this group of students reads at a preprimary
level and needs the extra support. RL.K.4 Ask and answer
questions about unknown words in a text.

GATE: For kids who are gifted I will challenge them to look up the
definitions of some of the words in the text from a dictionary and write
those on their bookmarks instead.
6. Summary (2-3 paragraphs, Give an overview of the lesson. In this lesson,
I will): Working with a small group of students, I will instruct the
students to whisper read a text that is at their independent reading level.
I will monitor and make note of each student as they read the text. When
students are done reading they will go back and refer to the text to creat
their site word bookmarks.
7. Procedures (list possible questions for each section, provide all the
information necessary for another teacher to duplicate your lesson.) [TPEs
2, 3, 5, 6, 11]
A. Step 1: Prereading
Gather the small group of students with a common reading level around the table.
Go over the letters they have been learning in the SIPPS program and introduce
their new letter, g. Next, review previous sight words and introduce the sight
words name and out. Explain to the students that we are all going to whisper
read the same text, but we are all going to start at different times. For example,
Child one will start reading, give it a beat or two, and then child two will start
reading and so on. Explain to the students that you will focus on one student at a
time. If the students find that they have a question or are stuck, they can use a
sticky note to mark that page to refer to when the teacher comes to them,
otherwise they can continue to read. Show the pictures of the book and have them
predict what may happen. Instruct them to pay special attention to any sight words
they may find in the text.
B. Step 2: Read the Text
Have the students read the entire book. The book is short so if you have fast
readers work with them first, or have them read the book twice finding all their
sight words. Start the reading with one end of the table then instruct each
individual child to begin reading. Let the students know you will be taking notes
on them as they read. Observe and monitor the reading.
Ask the questions: What would happen if you were in the story? What do you
think will happen next? and What did you like least or best about the book?
Remember that you are working with the lower reading group, their books are not
that deep, so ask questions such as what would happen if the characters made a
different decision?
C. Step 3: Respond to the Text (based on objective/s)
After each child reads the text ask:
What was the main idea in The Muddy Pig?
Who were the main characters?
How did the family solve the problem of the muddy pig?
What are some adjective, or describing words, you found in the text?

Give each students a chance to answer the questions.

Encourage students to describe reactions, opinions, and related experiences.
Analyze students use of reading strategies. Re-teach, if necessary, and focus
comprehension strategies based on observation of students reading.
D. Step 4: Explore/Revisit the Text
Allow time for rereading the text (to build fluency).
After the students have reread the text pass out the two by five inch card stock.
Step one: Have students write name on the back.
Step two: Using a pencil, have students design a boarder to go around the
bookmark
Step three: Using a pencil, have students refer back to their books to find
descriptive words and phrases and write those on the bookmark.
Step four: Discuss words they found, and point out words they missed.
Step five: If time allows, have students illustrate a picture from the text on back of
bookmark.
E. Step 5: Application
Students apply the strategies they are learning in independent reading activities.
Sounding out words
Textual clues
Picture clues
Site Words
If there is extra time we will extend the lesson by creating our own descriptive
phrases to add on to our bookmarks and illustrate them.

Observation/Reflection Form
Multiple and Single Subject Candidates
(Note: This is an expanded version of the same form with documents in the folder
for the MT.)
Teacher Candidate Cassie Mayer Date November 24, 2015 Subject Guided Reading Grade First

6. CCSS(s): CCSS.RL.1.2: Retell stories, including key details, and demonstrate

understanding of their central message or lesson.
CCSS.RL.1.4: Identify words and phrases in stories or poems that
suggest feelings or appeal to the senses.
TPE 1: Model of Teaching or Instructional Strategy ________ Integration with other
subjects (identify)
Observer of Lesson (circle one):

master teacher

1. Open-ended observation - (A minimum one page dialogue with discussion/insights

Indicate which section of the lesson being discussed- beginning, middle or end-)
Teacher: What are some descriptive words you found in the text? One word I found was small.
Student 1: Muddy
Student 2: Messy
Student 3: um, dry
Student 4: Clean, its right here on this page!
Teacher: Great job, nice pointing out what page you found it on.
Teacher: Can you make up your own descriptive phrase? Mine is, The orange and yellow cat
slept in the sun.
Student: My gold and brown puppy is small.
Teacher great job!
2. Insights:
With help of modeling what I was asking, the student were able to quickly and easily find
answers to my questions. This tells me students may struggle with academic vocabulary, and
once modeled the students understand what is being asked.
3. Does candidate communicate instructional objective to students? Yes, Students will
summarize using key details from the text, The Muddy Pig to demonstrate
their understanding of the central message of the book, while also
identifying words and phrases that suggest feelings or appeal to the senses.
(TPE 1)
4. Does candidate have a performance task/assessment tied to the learning objective by
which to measure students progress toward achieving standard? If results of students
work are known, how well did students achieve understanding of the content standard?
(TPE 3) (Attach, label and discuss each example of student work. For a whole class
approx. 5-6 examples. )
I used anecdotal notes to assess the students and how well they met the standards. All student
met standard with little to no help from me. Students used strategies such as sounding out and
looking for contextual clues to help decode text as needed. When discussing main ideas and
descriptive words and phrases, students were capable and even referred to text to show evidence.
5. Does candidate explain content clearly? Describe how candidate reinforced content, such
as the use of written and oral presentation, manipulatives, physical models, diagrams,
visual and performing arts, non-verbal communication, or technology. (TPE 4)
Yes, I believe I explained content clearly, as proven by students success in understanding what
was expected of them. I reinforced content through modeling, guided questions, and non-verbal
communication.

6. Does the candidate ensure student engagement by making instruction relevant and
extending students thinking with stimulating and challenging questions, projects,
discussions, debates, or investigations? How so, or how might this be improved? (TPE 5)
I engaged all students by making eye contact with them and involving them in discussion and
the creation of their own descriptive phrases and sentences. By giving them the opportunity to
create these phrases we used the twenty first century skill of creating.
7. Is the candidates lesson and instructional activity challenging, yet developmentally
appropriate, for students grade and skill levels? How so or how might it be improved?
(TPEs 6 and 8)
The lesson was not too challenging but challenging enough as we introduced a new letter and
two new sight words. It was developmentally appropriate for this group as this particular group is
continuously monitored and assessed in the SIPPS program.

8. Did the candidate make adjustments in the lesson for English learners? (TPE 7) How?
(Explain aspects of the lesson which support English learners.)
I did not make adjustment for ELs as there were none in my group. But if there were ELs I
would accommodate them by going over vocabulary or phrases that may be challenging in the
text before reading begins.
9. Do students have adequate time to practice and apply what they learned? Describe
candidates use of instructional time (pacing and carrying out procedural tasks and
transitions). (TPE 10)
Students had adequate time to practice and apply what they learned, as well as opportunity to ask
me questions as needed. My instructional time was well paced and fit into the time allotted to
me.
10. Describe how candidate monitored student learning during instruction. (TPE 2)
I monitored student learning throughout the lesson by asking questions of the students and by
writing anecdotal notes on the students.
11. Describe candidates maintenance of student discipline through classroom management
and leadership for the successful delivery of the lesson. (TPE 11)
Students listened well to me as I lead the group. I used my marker as a cue for students to read
aloud, and took it away when they should whisper read. I also told the students that if they had a
question for me or needed help, to look for context clues or pictures clues, and if they still
needed help to stick their thumb up and I would help them when I had the opportunity.
12. Does the candidate provide evidence of high quality instructional planning (e.g., written
lesson plan; standards-based objectives; assessment plan)? (TPE 9) (Submit the draft of the
lesson plan with Prof. initials and revised/adjusted lesson plan, if the lesson had to be revised.)
Yes, I brought my revised lesson plan as well as my first draft with my professors initials. I
discussed the lesson in detail with my master teacher, who gave me her advice and suggestions

about my lesson as well. Specifically which students to be mindful of during instruction and
which strategies are most beneficial to them.
13. How will you use what you learned from this lesson experience to plan for future
instruction?
(TPE 13) (There should be a link between this comment and your next lesson.)
I learned the importance of modeling and how it benefited by students. I think I could use more
behavior management tools as the students were a bit talkative and distracted. At one point we
used white boards to write out their new sight words and they went a little crazy drawing and
scribbling on the boards. I would have them set their markers down or not pass them out till I
was done giving instruction. Also, I would clarify where all the supplies I needed were before my
lesson as I was unsure of a few things during, but my students quickly helped me out. Also, my
tablet was not cooperating and would not allow a recording of my lesson, so I would plan for a
backup next time, if technology doesnt cooperate.