Guided Reading Lesson Plan

Text Title: Pirates Past Noon (Magic Tree House #4)

Author: Mary Pope Osborne

Level: 290

Fiction/NF: Fiction- Mystery

Introduction: Student will be called back to the reading table based on their reading group. These groups are decided by the students reading level from pervious assessment such as DRA and Dibbles. Each group will have 4 to 6 students in each. The groups are labeled by sports, the football team, baseball, basketball, and soccer. In rank of level football being the high level readers and soccer being my low level readers. I will then call back the Baseball team to the reading table.

•          “Baseball Team please meet with me at the back reading table.”

Book Introduction (Before Reading)

I will start by passing out a copy of each book to the students. The students are to look at the book quietly and make inferences on what the book is about. I will ask what is the title of the book, who is the author, and what we think we may already know about this book. When students respond with knowing about pirates we will then go over traits about pirates. The students will then watch an author walk over Mary Pope Osborn to get a background on the characters of the book. https://www.youtube.com/watch?v=e7kFwGLLW9Q

Now students will be introduced new phonics and vocabulary that goes with the guided reading book.

Phonics Focus: (CC): CCSS.ELA-LITERACY.RF.2.3.A

Distinguish long and short vowels when reading regularly spelled one-syllable words.

https://www.pinterest.com/pin/72690981456082270

In this activity students will have different words on a cherry. The words will have long and short vowel sounds for a, e,  i, o, and u. The students are too that the cherry’s and place them on the right ice-cream float. The students will do this to practice their phonics before reading.

Vocabulary Focus:

·         Ancient

·         Clutched

·         Deserted

·         Mysterious

·         Scowled

·         Shimmered

I will introduce the words from above to the students. In our reading group we will locate the words in the book to read the sentences to gather context clues. We can then discus what we think each term means and follow by giving the exact definition. I will provide a cut out of each vocabulary word to place on the white board behind me. This way the students know that it is a special word we have already discussed. This will help students be able to recognize the vocabulary easily.

During Reading

The students will be instructed to read quietly aloud at their seats. The students will only read a few pages at a time. I will instruct them to read pages one- four for example and then another set of pages, giving me time to discuss with the students what is being read. I will observe students as they read and listen for any cues that are recognizing phonics and vocabulary that was previously discussed.  I will be there to assist students when they come to a hard word, as well as make sure they understand the reading with guidance from me. The student will only read a chapter with me at the table. We will cover other chapters throughout the week.

Comprehension non-fiction: To reinforce comprehension I will stop students at certain places in the book to have them answer a few questions. This will make sure students understand a concept in the reading before continuing.

Some questions will consist of: “What is happening at the beginning of the story?” “Where is the    story taking play currently?” “What do we know so far about the characters?”

Fluency and phrasing: While the student read I will be listening and processing each student’s fluency. I will look for accuracy and rate during the students reading. Being in the small group the students will need to read at a steady pace to cover material in the given time. I will take notes on each student as I listen.

Word decoding:

Most of the harder words will our vocabulary words from the beginning. I will provide the students with the proper ways to say each word. When students find them in the reading we will stop and pause to make sure everyone has the proper understanding so book makes since.

After Reading

            Once students are done reading the assigned chapters I will ask the students to think about some of the questions we went over before starting to read. We will discuss if we have noticed different things about the book than we thought from just looking at the cover. We will then discus the two main characters of the book. The students are to pair share with someone in the group and discuss who their favorite so far out of the book is and why. Then I will ask students to pair share on predicting what may happen in the future chapters of the book . We will then fill out the prediction worksheet with clues from the text, what we think will happen, and leaving blank what happens for future guided reading meetings.

https://www.pinterest.com/pin/430797520583592493/ 

            Writing Activity

For a writing activity students will go back to their desk and independently write an opinion paragraph about their favorite character in the book.  Students will select between Jack and Annie on who the like more and why.  The students will be given a sheet to help them write their paragraph in an opinion style as a reference.