TheRainbowFishGuidedReading

Author:JaimeColeman
Datecreated:10/20/20174:33PMEDTDatemodified:10/23/201710:36PMEDT

VITALINFORMATION
Subject(s) Elementary,LanguageArts(English)

Topic TheRainbowFishGuidedReadingLessonPlan

Grade/Level Grade2

Materialsandresources:
Onelargesheetofchartpaper
Markers
Resources
Worksheetswiththevocabularywords/definitions/partofspeech
Storymapsforeachstudent
TheRainbowFishbookforeachstudent

STANDARDS&ASSESSMENT
NJNewJerseyStudentLearningStandardforEnglishLanguageArts(2016)
Grade:SecondGrade
Indicator:ProgressIndicatorsReadingLiteratureTexts
Subindicator:KeyIdeasandDetails
Standard:RL.2.1.Askandanswersuchquestionsaswho,what,where,when,why,andhowtodemonstrateunderstandingofkeydetailsinatext.
Standards
Standard:RL.2.3.Describehowcharactersinastoryrespondtomajoreventsandchallengesusingkeydetails.

Subindicator:IntegrationofKnowledgeandIdeas
Standard:RL.2.7.Useinformationgainedfromtheillustrationsandwordsinaprintordigitaltexttodemonstrateunderstandingofitscharacters,setting,orplot.

Learning
StudentswillreadanddiscussTheRainbowFishnarrativetextandengageindiscussionthemainevents,vocabulary,andmoralofthestorythrough
Objective(s)
thedevelopmentofstorymapsandauthenticactivitiestodemonstratecomprehensionataguidedreadinglevelof(M)proficiencybasedonteacher
(Learning
evaluationoftasksandstudentparticipation.
Target(s))
Knowledgeof
Stdnts/UniversalThefollowinglessonplaniscreatedforstudentswhofallintotheguidedreadinglevelMcategory.Teachersshouldreviewreadingbenchmarksand
Designfor runningrecordstoensuretheplacementofstudentsinguidedreadinglevelgroupsisaccurate.
Learning

InformalFormativeWhenthesmallgroupcreatesthetimelinetheteachershouldmonitorstudentparticipationandaccuracyofanswerstoensure
Assessment thestudentscomprehendedthestory.
Plan
SummativeTheauthenticactivitieswillbegradedtodemonstratestudentcomprehension.

IMPLEMENTATION

Thestudentsarereadingabookthatismatchedfortheirspecificreadingabilitiesanddividedintosmallgroupstoaidinbetterlearninginstruction.By
Lesson ensuringthegroupsaresmallitallowsformoreindividualinstructionandpositivestudent/teacherinteractions.Byallowingthegrouptoparticipateina
Rationale grouptimelineitalsoallowsforstudentinteractionandtheteachertomonitorcomprehension.Theauthenticlearningtaskswillmakethestudents'
learningmoremeaningful.

Modelof
GuidedReadingLessonPlan
Instruction

Scales
SubjectSpecific Ordinary
Language Shimmering/glimmering

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 Peculiar

AuthenticLearningTaskBVideo
Instructional
Materials Attachments:
(handouts,etc.)
1. StoryMaps.pdf

I.PreReading

A.Activate/BuildPriorKnowledge

TheoverallthemeofTheRainbowFishistheimportanceofsharing,anditusesoceancreaturestodepictthemessage.Allowstudentsatthetable
tobrainstormwhatkindofanimalstheywouldexpecttofindintheocean.Next,theteachercanaskifthestudentshaveeverhadanexperiencethat
causedtheirfriendstogetupsetwiththem.Theteachercanallowafewvolunteerstosharetheirexperiences.Thisquestionallowsthestudentsto
thinkoftheirpriorknowledge/experiencesandpossiblyconnecttothetext.

B.Preview/Predictions

First,startbyshowingthestudentsthecoverofthebook.Theteachercanthenflipthroughafewpagesandshowpicturesfromthebook.Next,ask
theclasswhattheythinkthestorywillbeabout.Afterafewstudentshavevolunteeredandgivenafewideas,theteachershouldgiveashortbook
talktogivethestudentsmorebackgroundknowledgeofthebook.Next,asktheclasstomakeafewpredictionsaboutthestory.Instructthe
studentstothinkofapredictionandtoturntoapartnerandsharetheirprediction.Thiswillallowparticipationforallstudents.

C.Vocabulary

Scaleseachofthesmall,thinhornyorbonyplatesprotectingtheskinoffishandreptiles,typicallyoverlappingoneanother

Tier3sciencesubjectspecifics
Theteachercangiveaminilessononanimalsthathavescales,possiblyshowingthestudentsanexampleofsomethingwithscales

OrdinaryPlain/simple

Tier1basicmeaning

Shimmery/glimmeringtoshinewithasofttremulousorfitfullight

Tier3highfrequencywordwithinthestory
Theteachercanwearmanyshimmerystickers
Duringreadingtheteachercanpointouttheshimmeryscalesontherainbowfish

Peculiarstrange

Tier1basicmeaning

Havethestudentslocatethevocabularywordsgiven.First,passoutagraphicorganizercontainingthevocabularywords,partofspeechandthe
definition.Haveeachstudenttakeaturnreadingtheword,partofspeech,andthedefinition.Havethestudentsclapoutthewordstobetter
understandthesyllablesofeachword.Nextgoaroundthetableandhaveeachstudentreadasentencethatcontainsoneofthenewvocabulary
words.Thismaygivethestudentsabetterunderstandingofeachwordbyseeingitusedincontext.

D.SetAPurpose

Finally,intheprereadingprocesshavethestudentsbrainstormqualitiesandcharacteristicsofbeingagoodfriend.Createawordwebofqualities
thattheclasshascomeupwith.Thisallowsstudentstohavemorebackgroundknowledgeandunderstandthethemebetter.Askthestudentsthe
purposequestion.

Whatbad/goodfriendqualitiesareexhibited?

II.Reading

Havethestudentsreadthestoryandstopatanappropriatepartinthestorytoaskthepurposequestionsinthestory.Whilethestudentsarereading,
havethestudentsbegintofillouttheirstorymapgraphicorganizer.Monitorthestudentsreadingandensuretheyarecomprehendingthestoryby
checkingtheirstorymapswhiletheyarereading.Ensurethatthestudentswaituntiltheendofthestorytofilloutthesequenceofeventstoensure
thattheyarepickingoutthemostnotableevents.

III.Responding

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 A.RevisitPurposeSettingQuestion

Havestudentsthinkaboutthepurposequestionsinthestory.Afterstudentsgiveresponsestothepurposequestions,givefeedbackandsupportthe
responsesfurther.

Whatbad/goodfriendqualitiesareexhibited?
Procedure
B.ClarifyAdditionalConcepts/Vocabulary

Duringreading,theteachercanbegintosharetheirsparklystickerstothestudentswithintheguidedreadinggroup.

C.Supportingcomprehension

Astorymapwillhelpthestudentsunderstandthestoryandthecharactersmoreindepth.Astorymapallowsstudentstoclearlyidentifythe
characters,setting,theproblem,thesolutionandthesequenceofeventswithinthestory.Ensurethestudentsunderstandtheirnewvocabularywords
andprovidesynonymstostudentswhoarestillhavingdifficulty.

D.RefertoadditionalResources

Explaintothestudentstheimportanceoffriendship.

Askthestudentsiftheycouldrelatetothestory

Introducethestudentstosomeadditionalrelatedliteraturebookswiththeoceantheme.Thiswillhelpthestudentswhentheybegintheapplyingthe
literature/extendingacrossthecurriculumsectionofthelessonplan.Refertotheprereadingsectionwhenthestudentsnamedexamplesonanimals
thatcouldbefoundintheocean.Containsomeinformationalrelatedliteratureaboutanimalsintheoceantoengagestudentsincrosscurricular
learning.

E.Additionalpurposesettingquestions

Guidethestudentsthroughreadingandassistthestudentsinfillingouttheirstorymap.Havethestudentscontinuereadingindependentlyandprompt
thestudentswiththeremainingpurposequestions.

Doyouthinkitwasanappropriatechoicefortherainbowfishtoseekhelpfromthewiseoctopus?
Doyouthinktherainbowfishwillcontinuetosharehissparklescales?
Doyouthinktherainbowfishbecameagoodfriend?
Howdidtherainbowfishsattitudechangethroughoutthebook?

IV.Review/RereadStrategiesExploring

Afterthestudentsfillintheirsequenceofevents,usetheeventsoftheirchoosingtocreateagrouptimelineonchartpaper.Thestudents
shouldhavesomeofthemainideas/keyeventsontheirstoryconceptmap.Thestudentscanbegivenscissorsandallowedtocutouttheirsequence
eventsboxesontheirstorymapchart.Next,givethestudentstapeandhavethestudentstapetheirideasandeventsonthegrouptimeline.Byusing
tapetheideas/eventscanbechangedifneeded.Theteachershouldmonitorthestudentsparticipationduringthisactivitytoensuretheirideasmatch
thestory.

V.ApplyingtheLiterature/ExtendingReadingAcrosstheCurriculum

A.FirstcreateaPowerPointpresentationwithfactsaboutdifferentseacreatures.Havetheclasstakeafieldtriptothebeach.Allowthemtosearch
forseashellsandfindotherthingswasheduponthebeach.Ifthestudentsareonthebaysideofthewater,theycanuseaseiningnettocatchsmall
crittersandhavemoreofanunderstandingoftheanimalsinthewater.Thestudentsmaygetsmallfish,crabs,andsnailsinthenet.Theycanbe
taughtaboutsomeofthelocalanimalsinhabitingthewater.

B.Havethestudentsunderstandtheimportanceofoceancleanup.Therearemanyoceananimalsthatarerelatedtothethemeoftheliteracyeunit.
Thestudentscanwatchthefollowingvideoonoceanpollutionhttps://www.youtube.com/watch?v=HQTUWK7CMY.Thestudentsshould
understandtheharmfuleffectsofplasticintheocean.Next,havethestudentsbrainstormwaysonhowtheycanhelptakecareofouroceansby
creatingawordweborachart.Byhavingthesuggestionswrittenout,itappealstovisuallearners.Next,havethestudentswritealetterexplaining
whyitisimportanttoavoidoceanpollution.Thestudentscanlearntheproperformatofwritingaletterandgainpracticethroughwritingone.Amini
lessoncanalsobetaughttoteachstudentshowtowritepersuasively.

C.TheinstructorwillreadTheRainbowFishtotheclass.Next,thestudentscancreatetheirownrainbowfishwiththeuseofaluminumfoil.The
purposetousealuminumfoilduringthisartactivityistogivethefishametallicdesignliketherainbowfishinthestory.Thestudentscanoutlinea
stencilofafishonthefoilandthencolorthefishwithSharpiemarkerstocreatearainbowfish.Thestudentscanalsooutlineanddesignanocean
background.Thisactivityrelatestotheliteracyoceanunitandallowsthestudentstocreateafunartproject.

D.Givethestudentsageographylessononthedifferentoceans.Next,havethestudentspicktheirfavoriteoceancreatureandresearchinformation
onthecreaturethattheychoose.Ensurethatthestudentsnametheoceanthattheirseacreaturecanbefound.Trytohavethestudentsfindabook
(attheirreadinglevel)ontheirseacreature.Havethestudentstakeatriptotheaquarium.Hopefullythestudentswillbeabletoseetheseacreature

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 thattheychosetoresearch.Thestudentscanlearnaplethoraofinformationaboutsomeoftheoceancreaturesexhibitedattheaquarium.After
returningfromtheaquarium,havethestudentspresenttheirseacreaturethattheyhavechosentoresearchtotheclass.Thestudentscanalsobe
askedtopresentattheschoolssciencefair.Thesepresentationsdemonstratetheirunderstandingandenhancesthestudentsoralskills.

COMMENTARY
EvidenceBased
Reflection
SampleStudent
Products

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