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Guided Reading Lesson

My Lemonade Stand
Materials: 1 copy of sight word poem, Copies of My Lemonade Stand, enough for students and teacher,
white boards & white board pens, crayons
Grouping: Small group of students reading instructionally at level G
Time: 15 minutes

Standards:
Reading-Literature
1.Ask and answer questions about key details in a text.
4.Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
6.Identify who is telling the story at various points in a text.
Reading-Foundational Skills
3.Know and apply grade-level phonics and word analysis skills in decoding words.
4. Read with sufficient accuracy and fluency to support comprehension.

Warmup: 1 minute: Practice fluency/sight word review: Choral reading of phonics poem.
Introduction:
Introduce the poem: This poem is about someone running a lemonade stand.What do you know about lemonade
stands? Take student answers, right down important vocabulary on whiteboard as it comes up.
Introduce important Vocabulary: There are some tricky words in this poem.Were going to solve them using our
strategy of taking them apart and putting them back together again.
Write somebody and something on the white board. Cover up body and have students read some, then cover up
some and have them read body. Then prompt them to put the two parts together. Repeat with something.
Hand out poems, and prompt students to find somebody and something and read them out loud.
Say, Now that weve solved these tricky words, youre ready to read! If you finish early, you can start illustrating what's
happening in the poem.
Reading: 5 minutes: students read independently, teacher checks in with each student and listens/prompts
for reading behaviors (See Reading Behaviors Checklist).
Reflection: 5 minutes: lead students in discussion, prompting them to point out where in the poem they
got their answers:
Who is telling this story? What are they doing?
How do you think the author is feeling during the story? What words make you think that?
After the lesson, students can take their copies to their book bins to use during independent reading time.

Reading Behaviors Checklist: Level G, My Lemonade Stand


Student:

Behaviors to Notice and Support:

Date:

Recognizes high frequency words


automatically

Talks about own experiences in


relation to text

Reads with fluency and expression

Infers authors feelings and motives

Notes:
Recognizes high frequency words
automatically

Talks about own experiences in


relation to text

Reads with fluency and expression

Infers authors feelings and motives

Notes:
Recognizes high frequency words
automatically

Talks about own experiences in


relation to text

Reads with fluency and expression

Infers authors feelings and motives

Notes:
Recognizes high frequency words
automatically

Talks about own experiences in


relation to text

Reads with fluency and expression

Infers authors feelings and motives

Notes:
Recognizes high frequency words
automatically

Talks about own experiences in


relation to text

Reads with fluency and expression

Infers authors feelings and motives

Notes: