Guided Reading Lesson 1 – Day 1



Guided Reading Lesson 1 –

Day 1-Introductions

(Building Background Knowledge –

Read the book Rain (purple one) Have them point to the words and look at the pictures as you read. Review what rain is good for. Have them tell you how they would dress to go out in the rain.

(Introduce (show) the book: Rain 1–

Show new words –

I, see, a, yellow, blue, red

Have them tell the word as you show it, if they get it wrong, you keep it, if they get it right they keep is, continue until they get to keep them all.

(During Reading-

Have them echo read – your turn, then their turn. Have them go back through and point to the important words you showed them previously to reading the story.

(After Reading –

Discuss w/ questions –

1. Why do you think the girl needs the boots, coat, and umbrella?

2. What are some things you see after it rains?

Day 2-Reread Story

(Read the story again by whisper reading.

(Vocabulary Review-

-Make a chart w/ words – write new words with the same beginning and endings.

|Words |Begins the Same |Ends the Same |

|I | | |

|See | | |

|a | | |

|Yellow | | |

|blue | | |

|red | | |

Day 3 – Reread/Shared Reading

(Reread w/ a partner.

(Share the book: A Rainy Day

Have them point to the words as you read.

(Discuss things that were the same in both books.

Make a circle map of things that were the same.

Ask: Which book out of the three have non-fiction pictures (explain that non-fiction mean real)?

Guided Reading Lesson 2 –

Day 1-Introductions

(Building Background Knowledge –

Ask them to name animals they know live on a farm.

Read the book: Life on a Farm – have them point as you read.

Discuss any new animals they saw in the book.

(Introduce (show) the book: Come Back 1A–

Play hangman w/ these new words – away, come, will

Review the words after the hangman game. Have them look for the words in the book.

(During Reading-

Have them echo read – your turn, then their turn. Have them go back through and point to the important words you showed them previously to reading the story.

(After Reading –

Discuss w/ questions –

1. Did you see any animals that were in both books, Come Back and Life on a Farm?

2. Retell the book Come Back – Setting, Characters, order things happened.

3. Why were all the animals gone?

Extra time – draw their favorite farm animal.

Day 2-Reread Story

(Read the story again by smelly reading (hold their nose).

(Vocabulary Review-

Play the Missing Words

Show these sentences *attached to lesson –

Did the hens go __________?

Will the ducks ________ back?

Here ______ come!

Have them write a sentence with on of the words.

Day 3 – Reread/Shared Reading

(Reread w/ a partner.

(Give them their books for school bag

- explain that they will have this bag of books to keep at school to practice. When the teacher calls you to read it, if you can read it, you will get a sticker, 10 stickers will equal the treasure box!

- Our first book for our bag is Tex Has an Itch – DO NOT REVIEW this book with them , they read it ALONE!

Did the hens go __________?

Will the ducks ________ back?

Here ______ come!

Guided Reading Lesson 3 –

Day 1-Introductions

(Building Background Knowledge –

Do a picture walk with the book Look and See! - 2–

Walk through the book together, looking at the visual pictures. Ask questions about the pictures and let students explain what they think is happening.

(During Reading-

Have them echo read – your turn, then their turn. Have them go back through and point to the important words you showed them previously to reading the story.

(After Reading –

Discuss the predictions from the picture walk, were they the same as what happened or different?

(Introduction to vocabulary

Say each of these words to the students without showing them the word, have them sound out the word and predict what letters are in the words. Then show the word and see if they were right. Words – can, at, look, the, my , and

Give each student a word, have them make a sentence with that word. Have students switch and read their friends sentences, everyone should read a sentence with every word.

Day 2-Reread Story

(Read the story again by letting them change their voice as they read each page-

first page- Loud, second page – soft, 3rd, Whisper---next, squeak, growl, baby-talk.

(Vocabulary Review-

Look, Say Cover, Write, Check

Use the following words, Words – can, at, look, the, my , and

1. Take a paper with three or four columns (see appendix 5).

2. Teacher calls out 5 word wall words.

3. Students write the list of words in the first column.

4. Begin with the first word. SAY it and notice parts to remember.

5. LOOK closely at the letters to notice the visual details.

6. COVER the word with a card and think about how the word looks.

7. WRITE the word from memory.

8. Uncover and CHECK it with the word in the first column.

9. Cover and write the word again and check.

Do all five words

Day 3 – Reread/Shared Reading

Practice reading on your own, teacher calls one at a time to come perform (read) for the teacher.

Once everyone has read and you are back together, ask if anyone has a pet. Talk about how there were pets in the books.

Shared Reading – Read the book Flip’s Tricks to the group.

Have them retell the story. (refer to purple retell chart in room)

Guided Reading Lesson 4 –

Day 1-Introductions

(Building Background Knowledge –

Read: Play Hide-and-Seek – student following and point as you read.

Discuss how hide and seek is a fun game to play with friends.

Make a circle map of other ways the students like to play.

(Introduce (show) the book: Come and Play 2A–

Show new words –

All, play, down

Be a Mind Reader-

1. Students number their paper from 1-3.

2. The teacher focuses on 1 word.

3. If 1 word is focused on – the teacher gives 5 clues to the word.

• It’s one of the words on the word wall.

• It has 4 letters.

• It begins with w-h

• The first vowel is e

• It begins the sentence: _____ will lunch be ready?

Review all words at the end.

(During Reading-

Have them echo read – your turn, then their turn. Have them go back through and point to the important words you showed them previously to reading the story.

(After Reading –

Have the retell the order that the characters appeared. Give them paper to draw the order, having them stack just as the did the in book, but they can’t look at the book.

Day 2-Reread Story

Have them read SSLLOWWW…..holding each word as the read, ex. like sit... s……....i……....t…….... – Demonstrate.

(Vocabulary Review

|Working with words – word wall |

| |

|Build, Mix, Fix |

| |

|Teacher calls 3 words. .Students chant and write on paper as teacher writes on board.\ |

| |

|Teacher directs class to Build the first word with letter tiles/cards at desk. |

| |

|After all students have the word built, teacher directs class to Mix up the letters of the word. |

| |

|Students are directed to Fix the word by arranging the letters to spell the word. |

| |

|Chant the word. |

| |

|Continue with remaining words. |

| |

| |

Day 3 – Reread/Shared Reading

Reread Come and Play – 2A with a partner

Shared Reading – read Come and Play (Blue book) – students follow along as you read. Have then retell the book. Is anything the same as the other Come and Play book?

Guided Reading Lesson 5 –

Day 1-Introductions

(Building Background Knowledge –

Have students draw a picture of their family and label it. Share your picture and tell why your family is special.

(Introduce (show) the book: My Big Family–3

Show new words – big, it, is, in, little, have

Have students spell words by tracing them onto each others backs.

(During Reading-

Have them echo read – your turn, then their turn. Have them go back through and point to the important words you showed them previously to reading the story.

(After Reading –

Write one way your family may be similar to the family in the story.

(Vocabulary Review

Ruler Tap

Teacher chooses a word from the book - big, it, is, in, little, have .

1. Say the word, then tap and say several letters in that word but not the whole word: come, c-o

2. Call on a student to finish speling the word out loud: m-e.

3. If the student correctly finishes spelling the word, that child gets to call out a word, tap and spell the word and call on another student to finish.

4. Do several additional words.

5. Variations of this activity could be, only the teacher having a ruler, all students having a ruler.

Day 2-Reread Story

Mumble(lips together) read the book.

Vocabulary Review –

Dribble and shoot - Dribble the letters and shoot the word.

big, it, is, in, little, have .

Write each word in a sentence on a sentence strips. Cut the words apart and put the sentences back together.

Day 3 – Reread/Shared Reading

Practice reading- My Big Family–3 on your own, teacher calls one at a time to come perform (read) for the teacher.

Once everyone has read and you are back together Read No One Else Like Me.

Discuss how everyone is special and every family is special. Draw and write how you and your family is special.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download