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8.09 Guided Reading
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Plan Author: David Riddick
Date Created: 3/16/2003 11:03:53 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 read 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 Night We
Started Dancing" with 70% accuracy.
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Prerequisite Background Skills/Knowledge:
Students are familiar with the topic and unit theme of the story "The
Night We Started Dancing." 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: ancestors, agriculture, foresee, develop, influence, Spaniard,
headquarters, Quiches, orchards,
pyramids, bougainvillea
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Materials:
1) Pencil & Paper
2) Transparencies
3) Transparency pen
4) Open Court Anthologies
5) Comprehension questions "The Night We Started Dancing"
6) Blooms Taxonomy Questions handout
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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
Night We Started Dancing."
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: Students will reference Bloom's Taxonomy charts to elicit higher level
thinking in response to literature. Inform 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:
Analysis:
What are the parts or features of...?
How does...compare/contrast with....?
What evidence can you list for....?
Synthesis:
What ideas can you add to...?
What might happen if you combined...?
What solutions would you suggest for...?
Evaluation:
Do you agree...?
How would you decide about...?
What is the most important...?
Students will reference Bloom's Taxonomy Questions to ask and answer their
own questions of analysis, synthesis, and evaluation.
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 Night We
Started Dancing."
High achieving students will be allowed to expand their understanding by
making their own comprehension questions utilizing Bloom's Taxonomy questions
and present 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 and higher level thinking questions.
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Assessment:
The students will complete a comprehension worksheet on the story "The
Night We Started Dancing" 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 story, “The Night We Started Dancing,” with an
accuracy level of at least 70%. I correctly anticipated the students would
enjoy answering and questioning one another from Bloom’s taxonomy chart. I
have tried to gear my instruction in recent weeks to the higher level
thinking questions of Bloom’s taxonomy.
Students appear to be more engaged when they can argue or answer an open
ended question rather than a closed ended question. For example, if I had
asked, “Who is Luisito’s grandfather?” a few hands would go up. But as soon
as the answer is given all learning and interest stops. However, I’ve found
with an open-ended question the opposite is true. When I ask a question from
evaluation, students clamber in to give their opinions. I asked the question,
“Do you agree that Grandpa had a right to blame Luisito for the death of his
son?” hands shot up.
I use a strategy of “handing off” to develop accountable talk in guided
reading lessons. Students toss a “kushball” around to one another to continue
a debate or discussion on an open-ended question.
I did not anticipate the level of thinking required on the student
worksheets. Most of the questions asked are from the lower level of Bloom’s
taxonomy. I was instructing a strategy to elicit higher level thinking, but
when I implemented my assessment, the students were evaluated on lower level,
closed-ended questions.
If I were to teach this lesson again, I would have had students design their
test for homework. Students would give me a question from the higher levels
of Bloom’s taxonomy. I would take these questions and give them to the
students to answer for an assessment.
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