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.
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.
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.
