Guided Reading

Lesson Plan
Teacher Manning Date 3/17/09
Group A: Quashawn, Michelle, Keysahwn, Alexis
Text: Frog’s Lunch
Text Level: F&P Level F
Aim:
o SWBAT use visual cues to solve unknown words (initial and final letters, using parts of
the word, asking if the word makes sense in the sentence.)
o SWBAT answer critical thinking and inferential questions based on information from the
text.
Big Ideas in the book:
o Characters point of view, characters motivation
If they don’t get ***, they won’t get***:
o If they don’t get that the frogs eat flies and lives in swamps on lily pads, they won’t get
why the frog is waiting on the lily pad and “snaps” up the fly at the end.
Pre-Reading/Introduction (2 minutes)
• Activate Prior Book introduction: Good Reader are good thinkers. When we think
Knowledge/Making what a story will be about it can help us understand a story better.
Connections: Help connect This book is called Frog’s Lunch. Who can predict what this story will
the text to their lives, to
be about?: What do we know about frogs? What do frogs like to eat?
knowledge of the world, or to
literary experience.
• Establish Purpose for Quick Mini-Lesson
Reading: Notice text There are some tricky words in this story. We have been learning
structure, ask focus questions about what good readers do figure out words they do not know. They
based on concepts of can
comprehension, formulate o look at the beginning and ending letters.
predictions (e.g. The title o They can use part of the word that they know.
makes me think…; after o they can ask themselves does that word make sense?
looking at the pictures, I think
the story is going to be
Lets look at a word that might be tricky in this book and try to figure it
about…; let’s describe the out:
pictures in the book…) and Lunchtime. I can look at the beginning of the word: LLLLL but I don’t
read to confirm. know the ending sound. . . What can I do next? I can looks for part of
the word I know. OOhhh I see lunch in the word and I see time! I
know the word its lunchtime!

Practice with another word “afternoon”

During Reading/Guided (15 minutes)
Practice
Students will read the book. Teacher will check in to assess how
• )
students are using the strategy. Students will read text at least
2 times prior to comprehension discussion.

TW monitor students’ progress and help decode difficult words

in the text, using prompts when appropriate.
Post (3 minutes)
Reading/Comprehension Factual Q; What happens to the fly?
Discussion
• Critical Thinking Question:
• During the story, why was the frog sitting so still?
Critical Thinking think aloud:
• What was the fog thinking about? What was he look for when the
fly appeared? What do we know about flies and frogs?

Inferencing Question:
• What does the author mean when she wrote “the frog’s eyes grew
big?
Inferencing think aloud:
• Why was the frog sitting still? How was the frog feeling? What do
 we know about flies and frogs? What was the frog doing while the
fly was buzzing around?

Independent Reading What will this group be doing while the other group is with the
Activity teacher?
• Activity that will continue
students’ thinking about its Scholars will be practicing a word Study Activity
ideas or themes.
• Word Study activity