GuidedReading

Author:AshleyDuBois
Datecreated:10/23/20179:48PMESTDatemodified:10/23/201710:53PMEST

VITALINFORMATION
Subject(s) LanguageArts(English)

Topic GuidedReading

Grade/Level Grade2

Materialsandresources:
Copyofbookforeachstudent
SmallWhiteBoards
Resources Markers
StoryMaps
Pencils
Notebooks

STANDARDS&ASSESSMENT
NJNewJerseyStudentLearningStandardforEnglishLanguageArts(2016)
Grade:SecondGrade
Indicator:AnchorStandards:Reading
Subindicator:KeyIdeasandDetails
Standard:NJSLSA.R1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesandrelevantconnectionsfromitcitespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.

Standard:NJSLSA.R2.Determinecentralideasorthemesofatextandanalyzetheirdevelopmentsummarizethekeysupportingdetailsandideas.
Standards
Standard:NJSLSA.R3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.

Indicator:ProgressIndicatorsReadingLiteratureTexts
Subindicator:KeyIdeasandDetails
Standard:RL.2.1.Askandanswersuchquestionsaswho,what,where,when,why,andhowtodemonstrateunderstandingofkeydetailsinatext.

Learning
Objective(s) Studentswillreadanddiscussnarrativetextandengageindiscussionofkeyconceptsandvocabularythroughthedevelopmentofstorymappingandwhiteboardstodemonstratecomprehensionatalevelof(2)proficiencybasedona4point
(Learning rubricscale.
Target(s))
Knowledgeof
Stdnts/Universal
504PlanAllowstudenttotypeonlabtopprovidedinsteadedofwritingandusingwhiteboard.
Designfor
Learning

Assessment InformalQuestioningthroughoutstory.
Plan 4PointRubric

IMPLEMENTATION

Ichosetousecooperativelearninginstructionbecauseitallowsmetoworkoneononewiththestudentsbutalsoworkwithotherstudents.Thesmallgroupsallowmetoworkanindividualstudentbutthenworkasawholegroup.Workingin
Lesson
asmallgroupsallowsthestudentstoworkindependentlywhenneededbutalsoinagroup.Also,readingthestoryinsuchawayallowsfordifferentmultipleintellegencestoshow.Thestudentswillbereadingtothemselves,outloud,writing,
Rationale
talkingwithothersandsomuchmore.Thiswillengagemanystudents.Thepurposfulquestionswillengagestudentstokeepreadingwhichiswhatsomestudentsneed.

Modelof
CooperativeLearning
Instruction

Vocabulary:

Rehearse

SubjectSpecific Disguise
Language InterpretiveDance

Impressed

LanguageFunction:Studentswillbeintroducedtothesewordsthroughawhiteboardactivitywheretheywillanalyzewhateachwordmeansinpairs.

StoryMappingWorksheet
Instructional
Materials https://www.google.com/url?
(handouts,etc.) sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwig84TUlojXAhVHz1QKHZFSAdAQjRwIBw&url=https%3A%2F%2Fwww.thinglink.com%2Fscene%2F669598805598928896&psig=AOvVaw0rRFQ
qEyTxhYS_MQvtcF&ust=1508897282203796

I.PreReadingPreparestudentsforreadingabook:

A. Activate/BuildPriorKnowledge

Initiateasmallgroupdiscussiononifanyonehaseverwonatrophy.Talkaboutwhattheydidtoearnthetrophyandwhattheydidtoprepare.Askthestudentsiftheyhaveeverbeentoacountyfairwhereanimalsputonashowand
receivedprizes.Havethestudentscriticallythinkaboutwhatishappeningonthefrontcover.Havetheyeverseencowssinging?Whatdotheythinkitwouldbeliketohearcowssinging?Afterthesmallgroupdiscussiondiscusswhytheybook
mighthavetwoauthorsandwhythisisimportant.

B.Preview/Predictions

Havethestudentsperformapicturewalkthroughthefirsttwelvepagesofthebook.Askthestudentstopointoutwordsthattheymaynotknowandorlookdifficult.Havethestudentsmakepredictionsofwhatisgoingonwiththefarm
animalsafterviewingthefirsttwelvepages.Teachershouldbeguidingconversationandwritingdownwordsstudentsthinkwouldbedifficulttomakesuretheyarediscussedlater.Teachershouldalsoencouragetohearpredictionsfromeach
student.

C.Vocabulary

Teachershouldgiveeachstudentinthegroupasmallwhiteboardwithonevocabularywordalreadyprewrittenonit.Teachershouldreadeachwordtothestudentsthenaskeachstudentwhatthewordtheyareholdingcouldmean.Ifthe
studentisunsureofthemeaning,guidethemintherightdirectionortheycanphoneafriend.Revieweachofthefourvocabularywordsthenhavethestudentspronouncethewordsasagrouptogetheroutloud.Askthestudentsifthey
understandeachwordclearlybeforemovingon.

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 Rehearse,Disguise,InterpretiveDance,Impressed

D.Askstudentstoreadtofindout/discover.

Askthestudents,HowdoesFarmerBrownfindoutthattheanimalsareuptosomething?Oncethestudentreachthisspotinthestorytheyshouldrecordresponseonstorymap.Havestudentswaituntilallstudentsarefinishedwritingand
encourageadiscussionaboutthepurposequestion.Oncetheconversationisexhaustedaskthestudentsthenextpurposefulquestiontogetthemtothenextpartofthestory.(Repeat)

II.Readstudentsreadthetextinasmallgroupsetting,eachstudentreadingtheirowncopy.Theteachermonitorsandobservesforsignsofdifficulty.Thishelpstobuildfluencyandunderstanding.Studentswillreadstorytotheirselves.
Exceptonepagequietlytoteacher.Teachershouldidentifywhatpagestudentwillreadpriortobeginningstory.(Studentwillnotknow)Theteacherwillleaninspecificallytoonestudentatatimeandlistentoeachstudentreadapageand
identifywheretheystruggled.(Recordonrubric)
Procedure
III.Responding

A. Revisitpurposesettingquestion,HowdoesFarmerBrownfindoutthattheanimalsareuptosomething?Thendiscussanswersasawholegrouptoensureunderstanding.
B. Clarifyconceptsandvocabulary:Havestudentsswitchwhiteboardsandgobackintotextandfindthevocabularywordonwhiteboard.Havestudentreadsentenceandidentifywhatthewordmeans.Ensurethatallstudentsareclear
onallfourwords.Ifastudentisnotclearprovideotherexamplesandexplanation
C. Supportingcomprehension:Studentswillbefillingoutastorymapateachstoppingpointinthestory.Thiswillallowstudentstorevisitthestorymapforunderstandingandclarity.Thestorymapwillalsobehandedintotheteacherfora
gradetoensurestudentscanreadandwritewiththesameunderstandingofthetext.
D. RefertoadditionalResources:Teachershouldhandoutaflyerforthecountyfairwhereanimalsdopreformtricks.Theteachershouldhandthisoutpriortoreadingthebook.(Activate/BuildPriorKnowledge)Encourageallstudents
togotoexperiencearealfairwithanimalspreforming.
E. Additionalpurposesettingquestions:Whilereadingthestudentsshouldbereadingtothenextpurposefulquestionandrecordinganswersonastorymap.Oncestudentstalkinpairsthenasawholegroupthenextpurposefulquestion
shouldbegiven.

Nowreaduntilyoufindouthowtheanimalsgottothefair.
Readuntilyoufindoutwhatduckdidatthetalentshow.
Readuntilyoucanidentifywhatplacetheanimalsreceieved.

IV.Exploring

A. Oncethestudentshavereaduntilthelastpurposefulquestionhaveaquickdiscussionabouthowthestudentslikedthebook.Askedthestudentswhattheirfavoritepartofthebookwasandtheirleast.Thenguidethestudentsinto
identifywhatpartsofthebookwererepetitiousAskthestudentsiftheyknowwhatthismeans.Brieflyexplainwhatrepetitiousmeans.
B. Havestudentonereadthefirsttwopagesandasawholegroupdiscussiftherewasanyrepetitiouswords.Studenttwoshouldreadthenexttwopagesanddiscussiftherewasanyrepetitiouswords.Continueallowingthestudentsto
readtwopagesatatime.Teachershouldreadtwopagesaswellanddiscussifthereisanyrepetitiouswords.Oncethebookhasbeencompletelyrereadhavethestudentsdiscussinpartnerswhattherepetitionofthewordsdidforthe
story.Guidethestudentsinthebeginningofthisdiscussion.(Madeitfun?Boring?)

V.ThematicLesson

Engagestudentsinthetaskofexploringthefarm.Engagestudentsinwritingalettertotheprincipletorequestafieldtriptothelocalcountyfair.Engagestudentsincreatinganillustrationoftheirfavoritefarmanimalusingmaterialsintheroom.
Requirethestudentstoresearchwhatfoodfarmanimalseat.Addressimportantinformationabouttheanimalsthatliveonthefarm.Integratescienceskillsbyengagingthestudentsindeeperstudyofthefarm.Havethestudentsresearch
agriculture,andfarminghistory.Encouragethestudentstoexpandtheirknowledgeofthefarm.Havestudentscreateaflipbookoftheprocessofthefarm.

COMMENTARY
EvidenceBased
Reflection
SampleStudent
Products

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