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Guided Reading Lesson Plan

Date: 11/3/17

Group: Reece and Mason

Text: The Night Sky By Felix James

Level: 11

By: Bridget and Jenna

Iowa Core and Learning Targets

Iowa Core Standards:

RL. 1.4 Identify words and phrases in stories that suggest feelings or appeal to the senses
a. Read grade-level text with purpose and understanding
b. Read grade level text with accuracy, appropriate rate, and expression
c. Use content to confirm or self-correct word recognition and understanding, rereading as necessary
RL.1.5 Explain major differences between books that tell stories and books that give
information, drawing on a wide reading of a range of text types
(Have to discuss differences between books that tell stories and books that give information.
Discuss how there are books that tell you a story (fiction) and then there are books that are
facts and give us information (non-fiction).
RL. 1.6 Identify who is telling the story at various points in a text
(Will ask Reece and Mason to identify who is telling the story throughout reading).
(Need to include who is telling the story (the boy) - does not change
RL 1.7 Use illustrations and details in a story to describe its characters, settings, or events

I Can Learning Targets:

I can say the word night slowly when I write it

● I can ask if my reading makes sense, sounds right, and looks right
● I can read more words together
● I can talk about the setting, and what happens in the story
● I can understand what is going on in the story as well as what the
pictures mean
● I can explain why the night sky is important
● I can explain to my parents what this book is about
● I can explain the difference between the night and the sky
● I can explain what the little boy is looking at out his window
● I can understand the difference between the moon and the sky
Before Reading

Before distributing the text, display one text with the title facing the students. I have a book we
are going to read and it’s called The Night Sky.

There are differences between books that tell stories and books that give information. There
are books that tell a story (fiction) and then there are books that state facts and give us
information (non-fiction).

Read the title. Respond to the cover illustration. The Night Sky. What do you see on the

Relate the topic to the reader: Do you like the night sky? The characters in this story like the
night sky.

Summary statement: In this book we are going to read about the night sky. What do you
think will happen?

Picture walk/preview: Before we start reading we are going to take a picture walk to learn
more about the story. Distribute the text to the students. Open your book to the title page
(teacher reads): The title says, The Night Sky. The story is by Felix James

(Hand out book) Let’s turn to page… 2...

Pp. 2-3: Where is the boy? Why is he there? ( Setting: looked out my window, sky is dark).

What letter do you expect to see at the beginning of the word sky? Find the word sky and point
to it so I can see that you found it.

Find the word night and point to it so I can see how you found it. The word night begins with
what letter?

What letter do you expect to see at the beginning of the word window? Find the word window
and point to it so I can see that you found it.Do we hear the same sound at the beginning and
the end of the word window? (Read with fluency and comprehension)

Pp. 4-5: What does the sky look like? Do you see the stars? (setting and events: Where are the

Pp. 6-7: What is that orange object in the sky? What is it doing? (setting and events)

Pp. 8-9: Do you think the moon is big? How do you know? (making inferences) What do you
notice about the word “moon”?The author said the word moon twice as well as bolded it.
The author bolded the word moon because it made the word more powerful because it
attracts the reader’s eye more immediately. The author said the word moon twice on the
page because he found it to be important and worth repeating.

Pp. 10-11: What is in this picture? Why does the object appear to be very visible in the sky?

Pp. 12-13: Now what is the little boy doing? Why? (events; making inferences) (How is the
little boy acting?)

Stop at p. 13

Predict: Before we read the whole story we are going to make a prediction or a smart guess
about what will learn in the story. We make predictions to help us think about what we are
reading. What do you think we will learn about? record the predictions We can say: “I think
that we will learn… because…” I am going to make a prediction: I think that in this story we
will learn about different things in the night sky because the pictures show different things
in the sky. Now it’s your turn to make a prediction.

Repeat unusual language (embedded in the picture walk above): pg 2: At night, I look out my
window pg. 4: Stars look like tiny dots of light. They look tiny because they are far away. P.7:
Giant ball of fire. Pg 8:”Moon” Pg. 10: Sometimes the moon looks very thin. Note: Words
being repeated (meaning of text and punctuation).

Locate key vocabulary (embedded in picture walk above): Sky (2) Night (2) Window (2)

Set the purpose (based on preview and predictions): We are going to read to find out if the
moon is a part of the night sky

State the strategy focus: Before we start reading we need to think: What do you do when you
come to a tricky word? It has to make sense and look right. You can say the word slowly just
like when you write it. I am going to pretend that Night is a tricky word for me. Watch and
listen what I do: I will look at the word and say it slowly like when I write it: N-ight ----------
When you read put your words together just like we did when we read: “At night I look out
my window.”(2).

During Reading

Fountas and Pinnell Prompts: .

The boy seems to be the one and only character in this story. Does that change throughout the
story? Why or why not?
Teach: The picture will help you think about this part of the story. Prompt: Can the picture
help you think about this part of the story? Reinforce: That makes sense in this part of the

Teach: That didn’t make sense. You need to stop when it doesn’t make sense. Prompt: Find
the part that is not quite right. Where is the tricky part? Reinforce: You found out what was
wrong all by yourself.

Teach: You can try it again and think what would make sense. Prompt: Something wasn’t
quite right. See if you can fix that. Reinforce: You had trouble and you figured it out all by

Second reading (reread until the other students are finished)

After Reading

Respond to text: What did you think about the {stars,moon, sky} (record response to text)

Check Predictions:You made a prediction about what you would learn in the story. Were
you right? Were you close? Let’s talk about it.

Return to text/review strategies used: One praise and one teaching point. (record strategies
noticed). (What they said).

Word Work

Type of word work: Word Sort- /tr/, /cr/, /dr/

Today, Reece and Mason will be panning a two-step sort. The first sort is by consonant blends
and then short vowel. (/a/, /i/i, /u/. These are also CVC words (closed syllables). We will
discuss this CVC pattern and what it means to Reece and Mason. A CVC Pattern is defined as
words that begin with a consonant followed by a vowel, followed by a consonant. An example
of this would include: (cat, beg, bug). Words begin with the simple CVC Pattern and progress
to words with more than one consonant at the beginning or end of the word.

Reece and Mason, today we will be working with certain words. These words include: trap,
crack, drag, crash, trick, drill, trim, drip, crib, drug, crumb, truck, drum, and crush, Both of
you will receive a set of index cards. Your job is to sort them by /tr/, /cr/, and /dr/. (Blends).
Jenna will first demonstrate this and show you examples on how to do this. Let us know if
you have any questions.
Words: trap, crack, drag, crash, track, trick, drill, trim, drip, crib, drug, crumb, truck,
drum, crush

Procedure: Word Cards for each student. Demonstrate: starts initial digraph

Other Word Work: ***

*Jenna and I will have these notecards mixed up- The students will then have to sort the word
blend and then vowels (if time allowed) --- put a,i, and u vowels all together
The students will then complete an activity that involves blending words
First Sort By Blends: (Talk about the CCVC pattern)
Second Sort Sort By Vowel Sound (If time)

(Notes: Jenna and I will have note cards that have them demonstrate their ability to sort
words by their vowel sounds).



App(s): Alphabet Car HD for Kids

How the app(s) will be used: Students will find the right letters to a given word by using
the ipad like a steering wheel and we will have the students learn how to spell in a fun
and engaging way.

This app will give the students practice with using initial digraphs and blends, long vowel
sounds, and vowel digraphs.

Initial Digraphs and Blends: tr, dr, and cr (trap, drag, crack)

Short Vowel Sounds: a, i, and u (trap, trick, drug)

Other possible Apps to use:

Intro to Letters: This app will give Reece and Mason an introduction to what letters are
and sounding them out.

Text Reading: Running records; evidence of strategy (word solving, monitoring, fluency)

Word Work: Successful word sorting and writing sort