EDCI 3482 – Guided Reading Lesson

LSU Student Name: Ellyn Culotta Date: April 17th, 2018 No.: 1

Student: Briceida, Jaiden, Jeslyn Grade: 2nd grade GRL: M Teacher: Brooke Patterson

Student Information and Instructional Data Self-Evaluation

These students are at a DRA reading level of 28 as it is used for instructional 1 2 3 4 5 6 7 8 9 10

purposes. They are considered a little below average compared to their normal
classroom. They use practices such as self-correcting and rereading skills to make
sure that they comprehend what they are reading. The students read at different
1st time teaching a guided reading
paces but all practice good fluency skills. lesson
Guided Reading – 15 minutes Reflection
LSS: RI.2.7 Explain how specific images (e.g., a diagram showing how a machine The students responded similarly to
works) contribute to and clarify a text. (RI.2.7) how I predicted within this lesson
Steps for instruction:
“In second grade, you all have been learning about using supporting details to write
plan.
a story. Well today we are going to use the pictures in this chapter book to help us Briceida struggled with the Aztecs
better understand the story and support the authors ideas. The book we are going to and Incas as she called them Artics
read today is called ‘All About Tomatoes.’ This is a book about tomatoes. The and Indians. This could have been
author tells us what a tomato is, where they come from, how to grow them, and prevented by me going over who
how to make different dishes of food with them. You are going to read to learn
more about tomatoes. But before we begin reading we are going to go over a couple
those people were before the
of tricky words that I don’t want you to get stuck on.” [pass out books to students.] students began reading the book.
“Everyone turn to page 3 and look for the word in bold font that starts with an ‘r.’
Can anyone tell me what that word is?” [Student response: ripe] “Correct that word Jaiden guessed at what the word ripe
is ‘ripe.’ Does anyone know what the word ripe means?” [Student response: you meant and originally got it wrong.
can eat the fruit.] “Excellent job, Jaiden! The word ripe means ready to be picked
and eaten. Now, turn to page 6 and look for the bold word that begins with the letter
So, we looked it up in the glossary
f. Who can tell me what that word is and what it means?” [Student’s Response: and he then learned the proper
fruits, a fruit is something that you eat] “Very good Briceida, a fruit is part of a definition of the word ripe.
plant that you can eat and it has seeds. Now look at page 7, there are two bold
words on that page, can you point to the first one. This word is transplant, can The students had good fluency skills
someone tell me what they think the word transplant means?” [Student Response:
while reading and used the pictures
the put it in the ground] “Close, transplant means you move a plant from one place
to another. Now, let’s look at the next bold word that begins with an s what is this to explain what they read.
word? It has the word seed in it.” [Student Response: seedling] “What do you think
a seedling is?” [Student Response: a seedling is a young seed.] “So, if we look at
the pictures we can see that there are seeds in the student’s hand and then there is a
seedling, which is a young plant. Now, when you see these words you will know
what they are. Let’s turn back to page 2 and you guys read pages 2 and 3, then we
will talk about them.” [Allow students time to read pages 2 and 3]. “What did you
learn from reading those two pages? [Students Response: tomatoes are healthy,
different colors, ripe, etc.] “Great now use the pictures to help you think of
everything you read. Does everyone see the blue words next to the picture on page
3? This is called a caption. A caption tells the reader more about the picture. [Read
the caption to them.] This tells us that the picture is showing us the different types
and colors of tomatoes. Now it is your turn to read pages 4 and 5. [allow students
time to read] “How do these pictures help you to understand what you read?” [Elicit
students’ response] Talk about the text and pictures based on what the students’
responses were.”

Word Study – 5-7 minutes

LSS: L.2.4 Determine or clarify the meaning of unknown and multiple-meaning The students met the language
words and phrases based on grade 2 reading and content, choosing flexibility from standard by using the glossary in the
an array of strategies. (L.2.4)
“Now read to the posted note, this includes pages 6-9.” [Allow students time to
back of this chapter book used for
 EDCI 3482 – Guided Reading Lesson
read] Once you are finished turn to page 8 and let’s talk about the bold word on that guided reading. They looked up
page. Who can tell me what that word is?” [Student’s response: stake] and based on words like stake, and ripe.
what you read do you know that that word means? [Students response: not really]
“Lucky for us there is a glossary at the end of our book that can help us find out
what that word means. Who can find the word stake in their glossary on page 15
and tell me what it means?” [Student response: a stick that supports the plant, helps
the plant stand up.]

Writing About Reading – 5-7 minutes

LSS: #8 Recall information from experiences or gather information from provided This was the originally plan for
sources to answer a question. (W.2.8) writing however we did not get to
“Now that you have read the first three chapters of the book, we are going to write
about what we learned.” [pass out the students pencils and a piece of blank printer
read the entire book in one sitting.
paper] “Please draw a picture from the book and write about how the picture helped Therefore, we completed the writing
you to better understand the information.” [allow students time to write and draw section by using pages 6-9 of the
their picture then collect students work at the end.] book to draw a picture and write
about it.
Materials

Book “All About Tomatoes” by Emma LaConti

Sheets of paper for students to write one to two sentences on.
Pencils with erasers
Anecdotal Notes

Fluency skills seemed to be on track there were a few words that tripped up the
students. For example Europe, slightly, damp, or little.
 EDCI 3482 – Guided Reading Lesson
LSU Student Name: Ellyn Culotta Date: April 17th, 2018 No.: 2

Student: Briceida, Jaiden, Jeslyn Grade: 2nd grade GRL: M Teacher: Brooke Patterson

Student Information and Instructional Data Self-Evaluation

These students are at a DRA reading level of 28 as it is used for instructional 1 2 3 4 5 6 7 8 9 10

purposes. They are considered a little below average compared to their normal
classroom. They use practices such as self-correcting and rereading skills to make
sure that they comprehend what they are reading. The students read at different
paces but all practice good fluency skills. They will be working with the same book
seeing as we did not finish the book during the first lesson.

Guided Reading – 13 minutes Reflection

LSS: RI.2.7 Explain how specific images (e.g., a diagram showing how a machine
works) contribute to and clarify a text. (RI.2.7)
To begin this guided reading lesson, we discussed a what we talked about in guided
reading lesson 1. We talked about what we learned about tomatoes. Allowing the
students to flip through the book we talked about the pictures and used them to
remind the students of the content on each page. Then moving on to chapter 4,
allow the students time to look at this chapter individually. Note that there are
recipes that the students will need to read in order to talk about the book. Let the
students begin reading chapter four. As they read the teacher listens in on each
student and takes notes on the progress of their reading.

Word Study – 7-9 minutes

LSS: RI.2.2 Identify the main topic of a multi paragraph text as well as the focus of
specific paragraphs within the text (RI.2.2)
After the students are through reading the chapter we discussed some words that
they seemed to struggle with. Either these words were identified by the teacher or
the students admitted to struggling themselves. We looked up the definitions in the
glossary of the book and used context clues of the book to help determine the
meaning of the words. The recipes that involve tomatoes were then discussed as
way to meet the standard for this word student. There were multiple paragraphs and
pictures within the text that helped the students use context clues to define certain
words.

Writing About Reading – 7-9 minutes

LSS: W.2.8 Recall information from experiences or gather information from
provided sources to answer a question. (W.2.8)
Now that the students have defined the words they were unsure of and read the last
chapter of this book, they are capable of practicing their writing. The students are
all given another sheet of blank printer paper and prompted to write a story. The
students will be told to write a story about one of the recipes that they will use from
their book. They have the ability to write freely as long as they discuss some of the
content of the book and talk about tomatoes. If any students finish early, encourage
them to elaborate and write more of their story or draw a picture of what their story
is about. This will help their readers to understand the story better and connect to
RI.2.7. [When finished, collect the students work.]
Materials
 EDCI 3482 – Guided Reading Lesson

Book “All About Tomatoes” by Emma LaConti

Sheets of paper for students to write one to two sentences on.
Pencils and erasers
Anecdotal Notes