Reading Lesson

UNIT BIG IDEA

Respecting Others

LESSON RATIONALE
The students are currently working with rhyming words. They have shown a basic knowledge of rhyming words
and can use those to further figure out what the text is about. This lesson contains texts either containing rhyming
words or further supports the idea of respecting others or both. This lesson also contains different strategies
chosen for each of the guided reading groups that will support their learning such as the method of searching for
and finding information which is used through having students look for specific words they already know while
reading.
(CAEP K-6 1.a)
READINESS
I. Goals/Objectives/Standards
A. Goals - Students will show understanding of rhyming words.
- Students will identify characters in the text.
- Students will recognize similarities and differences in rhyming words
B. Objectives – After the lesson, students will be able to identify rhyming words.
- Through completing the reading activities, students will show the ability to identify
important characters in a text.
- Students will identify the similarities and differences in rhyming words.
C. Standards:
- K.RF.3.1 Identify and produce rhyming words.
- K.RL.2.3 Identify important elements of the text (e.g., characters, settings, or events).
- K.RF.4.5 Identify similarities and differences in words (e.g., word endings, onset and rime) when
spoken or written.
(CAEP K-6 3.c)
II. Management Plan:
A. Time: total time = 60 minutes
Anticipatory set/explanation – 5 minutes
Workstations – 50 minutes
Closure – 5 minutes
B. Materials:
-Books (Brown Bear, Brown Bear, What Do You See?, Chicka Chicka Boom Boom, The
Monster Party, The Crayon Box That Talked, Achoo! Good Manners for Animals and
Children, and Time to Say Please!
-iPads (will record on camera app)
-Chart with student groups
-Signs for each station showing which shape group is coming in what order
C. Space:
Anticipatory set – As students are heading over to the rug. Explain stations while
students are still sitting.
Guided reading group – back table
Independent reading stations – on side of room, in a row with enough space in between
to avoid distraction
Read aloud station – on carpet
Closure – at desks
D. Students: At the beginning of stations, I will explain the expectations for the three independent
reading groups. Each group of four students will work with one book. They will work together to read
what they can, using pictures to help them understand the story.
 Circles Triangles Squares Diamonds Rectangles
Kegan Jacob Creighton Lexi Joziah
Mason Kaison Lily Arlo Corbin
Milania Delilah Alexus Kayden Kori
Mylee JT Braylon Frankie Adylee
Guided reading groups contain students that benefit from specific instruction. Students are also grouped based
on their usually reading groups which pairs students who work well together.

Time Circles Triangles Squares Diamonds Rectangles

9:20 With me Independent 3 Independent 2 Teacher reading Independent 1
9:30 Independent 1 With me Independent 3 Independent 2 Teacher reading
9:40 Teacher Independent 1 With me Independent 3 Independent 2
reading
9:50 Independent 2 Teacher reading Independent 1 With me Independent 3
10:00 Independent 3 Independent 3 Teacher reading Independent 1 With me

III. Anticipatory Set

 “What’s the deal, banana peel? What’s shakin’, bacon? How now, brown cow? What’s the story, morning
glory? What’s the word, hummingbird? What’s up, buttercup? What’s new, tennis shoe? What’s the scene,
jellybean? What’s kickin’, chicken?” Emphasize the rhyming sounds. Also include students’ names in
greetings (“Hey __, what’s shakin’ bacon?)
 “Did anyone notice anything special about any of my greetings? Was there any patterns you noticed?”
 “The ends of the words sounded the same, right? What’s that called? Rhyming, correct!”
 “A hint: the ends of the words at the end of the sentence sound the same. What is it called when words end
with the same sounds?” Students will answer that is it rhyming.

IV. Purpose: Those greetings I used sounded interesting because they rhymed! I was able to get your attention
because I used those rhyming greetings. It would be nice and respectful if you used a special greeting that
rhymed to greet someone when you see them. We’re going to have fun today working with rhyming words
and finding new ways to use those words!

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners – All the students are at fairly different reading
levels. Some students will need further questioning to gather an understanding of what they are reading.
Some might need others’ help with reading a word. This help will take place during the independent
reading through the groups working together to read the book. In my guided reading groups, I will ask
another student to assist in reading a word a student might be struggling with. The guided reading groups
were chosen because the first group needs further help with reading and the second group seems to be at a
higher reading level, but with help, I believe they can further improve. (CAEP K-6 1.b)

VI. Lesson Presentation (Input/Output) (CAEP K-6 3.f)

 “We will have five workstations just like you’re used to. Three will work one their own to read some books,
you will work together to read the book in your group and talk about it when you are done. One station will
be with me, and the other will stay here on the carpet. The carpet group will watch the video and read along
in their copy of the book. That group then can use one iPad to record what you think about the book.
 “The chart is up here with who is in what group and where you will go”.
 Workstations:
o #1: Students will watch read aloud video of read chicka chicka boom boom. Teacher or practicum
student can encourage students to read along using the physical copies of the book. After
 reading, the students will work together to make a video response (one per group) about what
they thought about the book.
- “What’s one of the first things you noticed about the book”
- “Who came to help the letters”
- “How could you have helped the letters?”
o #2: Independent reading.
 Three groups of independent reading – Red (The Crayon Box That Talked), Green
(Achoo! Good Manners for Animals and Children), and Blue (Time to Say Please!)
-While guided reading group is exploring the book, explain the reading to the three
groups of students. Will only need to do this during the first two stations.
- “Work with each other to read your book. Find words that you already know and look at
the pictures to help you figure out the rest of the story.”
- Students will work with the pictures to get the best understanding they can from the
book.
 Guided practice:
o Using book, Brown Bear, Brown Bear, What Do You See? Follow guided reading lessons for the
first two groups.
o With the other groups, choral read the book, The Monster Party which includes rhyming words.
(CAEP K-6 3.d)

Guided Reading Lessons

Group 1 - Circles
1. Prereading
“It look like I have Bason at my table.” Switch one student at the table’s first
letter of first name with last initial. “Bason, Mason, Bason, Mason. That’s silly
isn’t it? They sound the same don’t they? What do we call it when words sound the same at the
end?” Do this with all the students at the table.
Have students make binoculars with their hands and look around at each
other.
“____ (first student), ask a friend what they see with their binoculars.”
Have student continue like that, asking all the others in the group what they can
see.
“Doesn’t it feel nice to have someone ask what you see? It shows that they care
about what you see, doesn’t it?”
“Well, we’re going to read a book where we ask some animals and people
what they see. And there’s going to be some special word patterns in the
book. Try to listen to see if you can figure out what the pattern is.”
2. Reading
Begin reading book, Brown Bear, Brown Bear, What Do You See?
“Follow with me in your own book.”
Pause before reading repeating line and encourage students to read that
second line aloud.
At the end of the book when they tell what all they see, pause before saying the
color and have the students ‘read’ the color or the animal.
After reading through once, “What was that reading pattern? The words at the
end of each page sounded similar, didn’t they? Just like rhyming words!”
“Now I want all of you to help me read it again out loud. I’ll read the line and then
I want you to repeat after me.”
Students will repeat after me.
3. Responding
“What did you think about the book?”
 “Was it easier to read the second time? Why?”
“How did the pictures help you figure out what was happening?”
“What were we asking everyone in the story?”
“So we’re asking the animals and people what they see. How does that show
respect?”
4. Exploring
“On the first page, it starts with brown __. What word is this?” Point to the
word telling type of animal is shown.
“Where were the rhyming words on each page?”
5. Applying
“After reading this book, we were able to read when we were repeating a line.
We were able to figure out what was happening by using the pictures as clues. There was also
a pattern in the sentences, they ended with rhyming words! Remember when reading other
books, to look at the pictures for clues and find the pattern of rhyming words.”

Group 2 – Triangles
1. Prereading – Same idea as group 1
“It look like I have Baison at my table.” Switch one student at the table’s first
letter of first name with last initial. “Baison, Kaison, Baison, Kaison. That’s silly
isn’t it? They sound the same don’t they? What do we call it when words sound the same at the
end?” Do this with all the students at the table.
Have students make binoculars with their hands and look around at each
other.
“____ (first student), ask a friend what they see with their binoculars.”
Have student continue like that, asking all the others in the group what they can
see.
“Doesn’t it feel nice to have someone ask what you see? It shows that they care
about what you see, doesn’t it?”
“Well, we’re going to read a book where we ask some animals and people
what they see. And there’s going to be some special word patterns in the
book. Try to listen to see if you can figure out what the pattern is.”
2. Reading – Added level of searching for and using information and reading along instead
of repeating the second time
Begin reading book, Brown Bear, Brown Bear, What Do You See?
“Follow with me in your own book.”
Pause before reading repeating line and encourage students to read that
second line aloud.
At the end of the book when they tell what all they see, pause before saying the
color and have the students ‘read’ the color or the animal.
After reading through once, “What was that reading pattern? The words at the
end of each page sounded similar, didn’t they? Just like rhyming words!”
“Now I want all of you to help me read it again out loud and make sure you look
for words you already know!”
Students will read aloud, using repeating lines to help.
3. Responding – Similar questions
“What did you think about the book?”
“Did the repeating lines help you read the story?”
“How did the pictures help you figure out what was happening?”
“What were we asking everyone?”
“So we’re asking the animals and people what they see. How does that show
respect?”
4. Exploring – Expanding on searching for and using information method
 “Find a word on the first page that you already know.”
“On the left side of each page (point to left side) what was the same on each
page?” It’s a question, or asking what they see.
“Where were the rhyming words on each page?”
5. Applying
“After reading this book, we were able to read by finding words we already
know. We were able to figure out what was happening by using the pictures as
clues. There was also a pattern in the sentences, they ended with rhyming words!
Remember when reading other books, to look at the pictures for clues and find the
pattern of rhyming words.”

VII. Check for understanding.

During guided reading further explanation of rhyming can be offered if students are struggling to identify
the rhyming words. “Why do the words sound similar? Which part of the word sounds similar? Look how the end
of the word is spelled.” Watch/listen to students as they are either reading along or repeating and take a little
extra time to figure out a word if all the students are struggling with it or have another student answer what
the word is if only one or two students are struggling with a particular word.
Further checking will be done in the closure.

VIII. Review learning outcomes/Closure:

- “What’s a word that rhymes with bat? What’s a rhyme for cup? What’s a rhyme for
rest?”
- “Which book did you enjoy the most? Raise your hand.” Hold up each of the three
independent reading books one at a time
- Have students share videos they created after the read aloud video. Only share about 1
minute of each video and have group explain further if their thoughts are cut off.

PLAN FOR ASSESSMENT (CAEP K-6 3.a)

-Formative: will occur during guided reading when I am listening to students and can offer
further support for those who are struggling with reading certain words.
-Summative: the recorded video will serve as a concrete example of students learning and
takeaway.

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Was my grouping effective?