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Guided Reading Plan

Your Name: Chelsea Williams

Name of the Book: We're Back! A Dinosaur Story

Author: Hudson Talbott

Reading Level: M

Genre: Fiction

Standard(s) https://www.nj.gov/education/cccs/:

 NJSLSA.R10. Read and comprehend complex literary and informational texts


independently and proficiently with scaffolding as needed.

Objective: Students will be able to read and discuss the sequences of events in a narrative story.

I. Preparation for Reading

A. Activate/Build Prior Knowledge

Start a discussion relating to dinosaurs and ask students to share any information they know
about them. Encourage students to connect dinosaurs to any part of their lives that they see them
in. Examples might include movies, books, television shows, and video games. Ask the students
if they know any specific dinosaurs and their characteristics. Have students explain when
dinosaurs walked Earth. Use this to transition into previewing the text.

B. Preview Text and Make Predictions

Now examine the cover of the narrative. Guide students though a Picture-Walk of the book. Ask
the students to look at a few pictures and have them predict what is happening. While looking
over the book’s illustrations, question students on where the dinosaurs are going. Create a
sequence of events. Stop at the part were the dinosaurs found the museum so the students can
predict the ending based on inferences they made by looking at the pictures.

C. Develop Vocabulary Knowledge (Identify Tier 2 words and include child-friendly definition)

While guided students though previewing the book, make notice of important vocabulary words
that the students will come across. Check to make sure vocabulary words are explained in the text
of the story and the meaning. Provide a direct instruction of the following vocabulary words: test-
marketing, jolted, terrorizing and imitate.
Academic Language Demands:

The job/function students will need to be able to perform, in terms of language, is to sequence the
events of the story to gain a better understanding of those events. Key words such as first, next,
then, finally will be good supports that will help students understand the order of the events. The
use of a timeline will support students’ ability to effectively structure the key events of the story.

Function: Vocabulary: Discourse/Syntax:


What is the function we are Consider the following –
performing with language? What are the considerations
What “job” are we doing with  Tier 2 words with child regarding the structure of
the use of the language to friendly definitions language and/or students
support comprehension? How  Phrases and/or key words ability to use language to
is language helping us in the discuss or write in support
process of comprehension?  Figurative language of comprehension?

Sequence: a chronological order Tier 2 words: test- Create a timeline of events


of events that allow for a better marketing, jolted, terrorizing to help student summarize
understanding of the story and imitate. the narrative by key events.

Key Words: first, next, then,


last

D. Set a Purpose for Reading

Before students begin to read silently, remind them that the dinosaurs are coming back, and they
must find the museum. Ask the students to read and discover the adventure the dinosaurs go
though and see what happens when they finally get to the museum.

II. Read Silently

Direct students to begin reading silently until they discover what happens when the dinosaurs get to
the museum. While students are reading, observe their progress and assist students when they are
struggling. Have students write or draw about different events the dinosaurs encounter on their way
to the museum in their journals while they wait for everyone to be done reading.
III. Respond to Reading to Develop Comprehension
A. Revisit Purpose Setting Question

Start a discussion about the purpose of reading. Students began reading with the question of what
the dinosaurs did on their adventure to the museum. The dinosaurs do make it to the museum
after a close call when the T-Rex tried to eat a parade balloon. Students should be able to
highlight and summary each key event that happened in the story. Start at the beginning of the
story and have students retell you the main events in their own words so you can monitor their
understanding of the reading.

B. Clarify Additional Concepts/Vocabulary

Continue the discussion about the timeline of events and incorporate questions that students had
while reading. Encourage students to consider the issue about the T-Rey attacking the parade
balloon. Ask them why this event caused them to run and hid in the museum.

C. Supporting Comprehension of Structure

Open the floor for students to share the events the made notes of in their journals. Guide students
into creating a story timeline that highlights key events in the story. While creating a timeline,
talk about signal words to help create it. Words include first, next, then, last. Ask students if their
prediction on what would happen after the dinosaurs go to the museum was right. Discuss their
thoughts that created the prediction and the events that changed it.

D. Seeking Additional Sources for Information

Encourage students to continue to learn more about dinosaurs to see if the way they were
portrayed was accurate. The students can research the different types of dinosaurs and their
characteristics in a science lesson.

E. Additional Purpose Setting Questions (List remaining purpose setting questions here….):

IV. Review/Reread and Explore Strategies

Do a direct instruction lesson on sequence of events and explain how story timelines organize the
events in a chronological sequence that highlights key events in a story. Have students reread the
narrative independently, then have them share the timeline they have created with a partner. This
will allow peer interaction and peer knowledge building. Students may have different views on
key details, or may have added or deleted some. This way they can see points that they both
found as important and have them summarize the story together.
V. Applying the Literature/Extending Reading Across the Curriculum
Describe the task in a paragraph in an outline format and be sure to address the following
when you develop each task:
 Authenticity (service learning component? Or real, true to life purpose?)
 Cross curricular integration (e.g., combine language arts/science/arts or math)
 Skill integration (target specific writing and reading skill, e.g., writing a letter)

After students have read, We're Back! A Dinosaur Story, have students become
paleontologists. Students will pick a dinosaur in the story they would like to research.
Assign students to research the dinosaur they have choose. Ask them to find information
about their characteristic and any information they find interesting. Use this as an
opportunity to teach important research skills related to finding credible sources. Once the
students have done their research, have them create a fossil to relate it to what scientist are
studying today. Finally, have students write about the dinosaur as if they were a
paleontologist in a news paper article. They should include all the facts they learned and
even attach a photo of their fossil.