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Guided Reading 3.18
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Plan Author: David Riddick
Date Created: 12/9/2002 6:24:12 PM PST
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School:
Dyer St. Elementary
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Grade Level:
5
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Students:
31 Students. 20 boys and 11 girls. 10 E0s; 10 RFP's 10 ELD4-5: 1 ELD2. GATE
class - advanced learners
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Subject Area(s):
Reading
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Goal(s):
Students will have an appreciation of guided reading strategies to locate
main ideas and details.
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Concept(s):
Students learn a variety of guided reading strategies such as making
predictions, asking questions, and clarifying to locate main ideas and
details.
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Standards:
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 CA- CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Engaging and Supporting all Students
in Learning
TPE: C. Engaging and Supporting Students in Learning
CSTP Description: Teachers build on students’ prior knowledge, life
experience, and interests to achieve learning goals for all students.
Teachers use a variety of instructional strategies and resources that
respond to students’ diverse needs. Teachers facilitate challenging
learning experiences for all students in environments that promote
autonomy, interaction and choice. Teachers actively engage all students
in problem solving and critical thinking within and across subject matter
areas. Concepts and skills are taught in ways that encourage students to
apply them in real-life contexts that make subject matter meaningful.
Teachers assist all students to become self-directed learners who are
able to demonstrate, articulate, and evaluate what they learn.
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• CSTP Key Element : Using a variety of instructional strategies and
resources to respond to students’ diverse needs.
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 Question : use a variety of
strategies to introduce, explain, and restate subject matter concepts
and processes so that all students understand?
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CA- California K-12 Academic Content Standards
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• Subject : English Language Arts
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• Grade : Grade Five
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• Area : Reading
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• Sub-Strand 2.0: Reading Comprehension (Focus on Informational
Materials)
Students read and understand grade-level-appropriate material. They
describe and connect the essential ideas, arguments, and perspectives of
the text by using their knowl-edge of text structure, organization, and
purpose. The selections in Recommended Readings in Literature,
Kindergarten Through Grade Eight illustrate the quality and complexity of
the materials to be read by students. In addition, by grade eight,
students read one million words annually on their own, including a good representation
of grade-level-appropriate narrative and expository text (e.g., classic
and contemporary literature, magazines, newspapers, online information).
In grade five, students make progress toward this goal.
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• Concept : Comprehension and Analysis of
Grade-Level-Appropriate Text
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Standard 2.4: Draw inferences,
conclusions, or generalizations about text and support them with
textual evidence and prior knowledge.
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Objective(s):
Cognitive: Students will learn different strategies to build comprehension
through guided reading.
Observable behavior: Students will follow along with teacher in beginning of
the lesson, and continue the story reading independently.
Criteria: Given a comprehension handout, the students will demonstrate
his/her ability to answer comprehension questions of "The Book That
Saved The Earth" with 70% accuracy.
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Prerequisite Background Skills/Knowledge:
Students are familiar with the topic and unit them of the story "The
Book That Saved The Earth." Students have been introduced and are
familiar with the words in the vocabulary section.
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Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes and write their Language Arts notebooks.
Reading: Students read from Open Court anthology.
Vocabulary: frigid, variable, amateur, insignificant, primitive, cease,
necessity, vain, conceited, trifling, stabilize, frequently, revolutionized
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Materials:
1) Pencil & Paper
2) Transparencies
3) Transparency pen
4) Open Court Anthologies
5) Comprehension questions "Book That Saved Earth"
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with lesson.
Extra credit points for actively engaged students
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Procedure:
Procedure: Open
As an attention getter, I call on students who have transitioned well into
Reading to be the first volunteers to share what they know about "The
Book That Saved The Earth."
Procedure: Body
Input:
1st: Point out the standards we are working on (posted).
2nd: Establish a sense of academia by reviewing vocabulary for this lesson,
and deepen their understanding by allowing students to demonstrate their
knowledge of the words.
3rd: I will inform the students of the guided reading strategies they will be
doing to locate main ideas and details. Strategies include:
1) Making Predictions
2) Asking Questions
3) Clarifying
4th: Making Predictions: In this activity I will introduce the story and tie
the theme to activate students prior knowledge. As a group, we will browse
the 1st few pages of the story. The students will make predictions of what
they think the story will be about and what might happen.
5th: Asking Questions: In this activity students will ask questions of the
text to guide their independent reading. I will read the first 2 paragraphs
and model how to ask higher level thinking questions such as:
What would happen if...?
Why did...?
If..., what might have happened next?
If you were...what would you...?
What did...make you think of?
What did you like best about this book?
6th: Clarifying: After a grand conversation of different higher level
questions, students will read independently to ask and clarify their own
questions silently.
7th: Students will be given a comprehension handout to answer questions about
the story they read.
Guided Practice:
I will describe how using a variety of guided reading strategies promote
reading comprehension.
I will activate their prior knowledge of the story and theme.
To check for understanding, I use non-verbal hand cues to assess for
confusion and clarification.
Independent Practice:
Students will read independently to answer their own higher level thinking questions.
Students will complete the comprehension handout on "The Book That Saved
The Earth."
High achieving students will be allowed to expand their understanding by
making their own comprehension questions and presenting them to the class.
Procedure: Close
To close the lesson students will share words that gave them difficulty. In a
grand conversation, we will discuss multiple meanings of the vocabulary for
these words.
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Assessment:
The students will complete a comprehension worksheet on the story "The
Book That Saved The Earth" with an accuracy level of 70% accuracy.
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Assessment/Rubrics:
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Reflection:
The objective of the lesson was achieved. Students were able to complete a
comprehension worksheet on "The Book That Saved The Earth" with an
accuracy of at least 70%. The story was grade level appropriate for my
students.
The next time I use guided reading strategies I will be sure to circulate
them (making predictions, asking questions, clarifying) throughout the text.
In this lesson, I introduced the strategies as if they were courses of a
meal, one at a time. I will be sure to intermingle them in future guided
reading lessons.
In the future, while students are reading independently, I will read with
students who are struggling. I will ask them for strategies that have aided
their comprehension in the past.
I have discovered making predictions is an engaging strategy to focus
students on the lesson. However, I must insist students keep their
predictions plausible to the story. A couple of students made predictions to
be humorous, and drove the class off task. I was able to redirect the class
by insisting predictions are plausible to the story.
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