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Guided Reading Lesson

Submitted by: Kortney Hale

Assignment: Mentor Evaluation 1 for Grade Level(s) 1st

Objectives:

• TSW confirm predictions about what will happen next in text by “reading the part that tells.”

• TSW establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down.

• TSW connect the meaning of well-known story or fable to personal experiences.

• TSW describe the plot (problem and solution) and retell a story’s beginning, middle and end with attention to the sequence of events.

• TSW describe characters in a story and the reasons for their actions and feelings.

• TSW write brief comments on literary or informational texts.

Lesson Plan:

Introduction (Anticipatory Set/Motivation):

1. With every reading group begin with asking the students to take a look at the cover of the book and give their prediction of what the story would be about.

2. Allow each student to state their predictions and then explain to them that they need to keep these in mind while reading and they can change their predictions at any time throughout the story.

Process:

1. Orange Group (beginner level)

Book: Biscuit’s Day at the Farm by Alyssa Satin Capucilli

-Begin with a picture walk of the book and ask each student if they would like to change their predictions from the one made using only the cover of the book.

-Ask questions during picture walk such as “how would you describe your prediction using only the illustrations?”

-Review any unknown vocabulary words with students (explain piglet, geese and pigpen).

-Have students read the book out loud, but independently. While students are reading listen to each student as they read.

-As you listen to each student read, set goals for them as they continue to read.

-As students finish, have them read and re-read until all students have read the story.

- Review the story by asking comprehension questions:

“Who were the main characters?

“Where does the story take place?”

“List the events in the story by beginning, middle and end.”

“What is the problem and was it solved? How?”

“How would you describe Biscuit’s feelings about the piglets?”

“Can you relate to Biscuit’s feelings?”

2. Purple Group (on level)

Book: Henry and Mudge in the Sparkle Days by Cynthia Rylant

- Begin with a picture walk of the book and ask each student if they would like to change their predictions from the one made using only the cover of the book.

- Ask questions during picture walk such as “how would you describe your prediction using only the illustrations?”

- Review any unknown vocabulary words with students (explain creature and spies).

-Have students read the book out loud, but independently. While students are reading listen to each student as they read.

-As you listen to each student read, set goals for them as they continue to read.

-As students finish, have them read and re-read until all students have read the story.

- Review the story by asking comprehension questions:

“Who were the main characters?

“List the events in the story by beginning, middle and end.”

“List the major events in the story.”

“How would you describe Henry and Mudge’s relationship?”

“Can you make a connection with Henry and Mudge?”

3. Blue Group (on level)

Book: Henry and Mudge and the Wild Goose Chase by Cynthia Rylant

- Begin with a picture walk of the book and ask each student if they would like to change their predictions from the one made using only the cover of the book.

- Ask questions during picture walk such as “how would you describe your prediction using only the illustrations?”

- Review any unknown vocabulary words with students (explain farm-fresh)

-Have students read the book out loud, but independently. While students are reading listen to each student as they read.

-As you listen to each student read, set goals for them as they continue to read.

-As students finish, have them read and re-read until all students have read the story.

- Review the story by asking comprehension questions:

“Who were the main characters?

“List the events in the story by beginning, middle and end.”

“Why would the mom choose to go to the farm over a grocery store?”

“Can anyone relate to the mom’s decision of buying farm-fresh items?”

“When and why did the wild goose begin to chase Mudge?”

“What can you say about Mudge and the Goose’s feelings toward each other?”

4. Green Group (above level)

Book: Franklin by Paulette Bourgeois (assortment of titles-different for each student)

-Note: each student in this group was reading a different Franklin book. Each had the same theme, but different problems and solutions to them. Questions were made to be general so the entire group could discuss using the same prediction and comprehension questions.

- Begin with a picture walk of the book and ask each student if they would like to change their predictions from the one made using only the cover of the book.

- Ask questions during picture walk such as “how would you describe your prediction using only the illustrations?”

- Review any unknown vocabulary words with students.

-Have students read the book out loud, but independently. While students are reading listen to each student as they read.

-As you listen to each student read, set goals for them as they continue to read.

-As students finish, have them read and re-read until all students have read the story.

- Review the story by asking comprehension questions:

“Who were the main characters?

“What was the setting in the story?”

“List the major events in the story.”

“What is the problem and solution?”

“What lesson did Franklin (and his friends) learn?”

Accommodations:

1. Assist a child with special needs while in group or have a partner buddy read with them.

2. For an ELL provide on level text and if needed, provide text in native language.

Enrichment/Extension:

After comprehension questions are asked and answered efficiently, students can create readers responses in their notebooks. This can be to retell the story using words and illustrations.

Assessment/Evaluation:

1. The assessment and evaluation of the students will be taken during the comprehension questions. Students will be answering these questions to check for their comprehension of the text they just read.

2. If student(s) are struggling, group or individual will continue reading and re-reading text to master comprehension.

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Rationale: Students read leveled books and discuss for comprehension.

Materials/Equipment:

-Biscuit’s Day at the Farm by Alyssa Satin Capucilli (beginner level)

-Henry and Mudge in the Sparkle Days by Cynthia Rylant (on level)

-Henry and Mudge and the Wild Goose Chase by Cynthia Rylant (on level)

-Franklin books (assorted titles) by Paulette Bourgeois (above level)

TEKS Achieved:

1st Grade Reading/Language Arts:

4(A): confirm predictions about what will happen next in text by “reading the part that tells.”

4(C): establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down.

7(A): connect the meaning of well-known story or fable to personal experiences.

9(A): describe the plot (problem and solution) and retell a story’s beginning, middle and end with attention to the sequence of events.

9(B): describe characters in a story and the reasons for their actions and feelings.

19(C): write brief comments on literary or informational texts.

Bloom’s Taxonomy:

Knowledge Analysis

Comprehension Synthesis

Application Evaluation

Differentiated Learning:

Auditory Visual/Spatial

Kinesthetic Logical/Math

Verbal/Linguistic Musical

Intrapersonal Interpersonal

Classroom Strategies:

Cooperative Groups Hands-On

Technology Centers

Independent Activities Simulation

Charts/Graphs/Maps Lecture

Problem Solving Whole-group

Peer tutoring Pairing

Curriculum Integration:

Music Math PE

Social Studies Reading Health

Science Theatre

Writing Art

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