Emergent Guided Reading Lesson Plan - Weebly
Nonfiction Flexible Small Group Reading Lesson Plan
(DRA2 Levels 16, 28, 38, 40)
|Group Members: Date: |
|Familiar Reading (Quick 3-5 minutes prior to the reading lesson-notice fluency rate, phrasing, using punctuation, etc.) |
|Focus Student (running record on previous day’s new book):______________________ |
|Letter/Word Study: High Frequency or Taking Words Apart (link to text) Choose 2 or 3 |
|Locate _____________________________________________ |
|Break words apart____________________________________ |
|Make with magnetic letters _____________________________ |
|Write with dry erase__________________________________ |
|Cut up word/sentence _________________________________ |
|Analogies___________________________________________ |
|Sorts______________________________________________ |
|Focus Book (new book or familiar book used for a different focus)(Gradual release of responsibility): |
|Title:___________________________________ Level:_________ |
|Introduction of the new book: |
|Say the title out loud |
|Search for information in the cover and the title page |
|Activate schema (prior knowledge) |
|Text features (table of contents, headings, charts, tables, maps, glossary, bold words, diagrams, etc.) |
|Remind child of their individual goal as a reader (specific) |
|Each child reads book individually |
|Strategy Focus: (choose one as well as reviewing or monitoring other focuses ) |
|Solving Words |
|Solves unknown words in flexible ways (onset/rime, syllables, word chunks, analogies, notice vowels, spelling patterns, word sorts, etc.) |
|Uses word meanings to solve unknown words (prefixes, suffixes, roots, and compound) |
|Builds vocabulary through reading a variety of text (understanding the meaning of unknown words by using context clues, synonyms, antonyms, schema) |
|Monitoring and Correcting |
|Support and reinforce self-corrections of miscues |
|Searching for and Using Information |
|Reads and uses punctuation to help support comprehension |
|Retell/Summarizing |
|Retells the ideas and facts presented in the text |
|Identifies important information (key ideas and facts) |
|Retells information in a logical order |
|Uses key vocabulary/language from the text |
|Refers to the text for specific information |
|Use of graphic organizers to keep track and present facts and ideas |
|Use heading to organize a summary of informational/nonfiction text |
|Maintaining Fluency |
|Uses longer and more meaningful phrases with appropriate expression |
|Adjusting Predictions |
|Model and support making predictions (predictions based on title, table of contents, what already read) |
|Other |
|Make connections (text to text, text to self, text to world) |
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