Guided Reading Lesson Plan

Name: Mr. Patrick Ralph Lesson Title: The Littlest Owl Grade level(s)/Course: 2nd Grade Date taught: March 18th March 21st, 2013 GENERAL CONTEXT Textbook or Instructional Program referenced to guide your instruction (if any) Title: The Littlest Owl by Caroline Pitcher and illustrated by Tina Macnaughton Publisher: Scholastic Inc. Date of Publication: N/A District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. This lesson will be delivered in a guided reading format, in small groups, to emphasize suffixes and how they change the meaning of words. Amount of time devoted each day or week in your classroom to the content or topic of your instruction. The lesson will be taught in a 15-20 minute window of time. The lesson will be taught twice each day to a different group of students. Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. The small groups will be formed during the students Daily 5 activities. The students will be grouped based on level of reading fluency and comprehension quickness. Each student will have the opportunity to complete the lesson at some point throughout the week. Each group will consist of four to six students. List any other special features of your school or classroom that will affect the teaching of this lesson. The lesson will be taught on a carpet with each student sitting cross-legged. The coinciding worksheets will be completed on the students personal class clipboards to give the students a different, more dynamic, work-space medium. INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total students_____17____ Males_____11_____ Females_____6_____ Students with Special Number of Accommodations and/or pertinent IEP Objectives Needs: Category Students Students with IEPs 0 English Language Learners Gifted 504 Students with autism or other special needs 0

0 0 0

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Guided Reading Lesson Plan

Students with Behavioral Disorders

INFORMATION ABOUT THE LESSON Content Strand found within the Wisconsin Academic Content Standards or Wisconsin Model Early Learning Standards Reading Foundational Skills: 2nd Grade Writing: 2nd Grade Enduring Understanding and/or Essential Question In what ways do suffixes change the meaning of words in the story, and words in general? GLE(s) or EOC and Symbolic Notation DOK CCSS.ELA-Literacy.RF.2.3.d Decode words with 2 common prefixes and suffixes. CCSS.ELA-Literacy.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Outcome(s) 1. Students will be able to identify suffixes as word endings and how they change the meanings of those words. 2. Students will develop, and gain, previously unknown and/or difficult vocabulary related to the story itself. 3. Students will be able to creatively write their own version of the ending to the story. The ending must demonstrate and accommodate an understanding of the main idea(s) within the text. The students will also employ and indentify utilized suffixes within their personal work. Academic Language related to the lesson Identify suffixes Altered meanings Story vocabulary (hatched, quickly, snatched, chirped, blinked, etc.) Prior Learning/Prior Thinking The students have had previous lessons regarding suffixes and how they alter the meanings of the corresponding root words. The students will be encouraged to recall this prior thinking and apply it to this lesson. The students have also read previous books on different types of birds in class. They may retrieve this information and attempt to relate it to the story about owls. LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge Students will take their seats on the carpet around the teacher. The teacher will proceed to ask if the students recall prior learning regarding suffixes. The teacher will prompt the students about how suffixes are endings and can alter the definitions of words. The teacher will briefly and orally discuss previously learned suffixes with the students and how they changed the meanings of their corresponding root words. Focus/Purpose Statement Today, we are going to read a story about owls. Pay careful attention to how suffixes change the 2|Page

Guided Reading Lesson Plan

meanings of root words. Some words may be covered up in the story, so it will be up to you (the students), to uncover and discover the true meanings of the missing words. Procedures * Procedures will remain generally the same for all groups. The only difference may occur with fluctuations in time constraints. 1. After reminding the students briefly about what suffixes are and what they do, the teacher will begin a quick vocabulary builder activity with the group. The activity will consist of building knowledge about the following words: hatched, snatched, blinked, chirped, quickly, and feathers. 2. The teacher will cut squares with the targeted terms written on each one. The rest of the squares will consist of the definition of the words and the proper suffix added to the words. The teacher will hand each student one vocabulary word square and one with the definition/suffix. The teacher will lead the group in going around from student to student. Each student will read his/her vocabulary word. It is up to the other students to figure out if they have the corresponding suffix and definition to match the two together. Once a pair is made, the teacher will place the newly formed word in the middle of the circle for all students to see. The game will continue until all words have been covered. 3. Next, the teacher will introduce the title of the story, author, and illustrator. The teacher will engage the students in asking them what they think the story is about. The teacher will again elicit prior knowledge the students may contain about owls. 4. The teacher will ask the students to pay careful attention towards any targeted vocabulary words in the story that were mentioned in the vocabulary game. The teacher will also warn the students of certain words that wont be visible as sticky notes will envelope particular words on the pages. It will be up to the students to discover, using context clues, what the words are and what their proper suffixes are. 5. The teacher and students will begin simultaneously reading the story; going over word after word out loud. 6. The teacher will pause periodically when a covered up word is discovered and ask the students what they think it is. This will continue with all vocabulary words throughout the story. 7. The teacher will also pause after every couple pages to ask the students who, what, when, where, and why questions as they pertain to the lesson. The teacher will do this to keep discussion ongoing with the students about the storys true purpose/main idea(s). 8. At the conclusion of the story, the students will be prompted to think about the story they had just read and what it was about. The teacher will ask the students to remember the key skill (suffix use) they had learned. The teacher will also remind the students of how they can use suffixes at the end of some of their words to change meanings in their writings. 9. The teacher will go over instructions on the two assignments that follow the story. The teacher will instruct the students to fill out the worksheets independently, and remind them of the need to use the story to answer questions when completing the assignments. 10. The teacher will model example sentences for the students and have them consider ideas for writing their endings. Differentiation Content The lesson is being taught to all students in the class. The story has been chosen at a Fountas and Pinnell level of K. The level makes it accessible to every student in the class. Its an average level of the highest readers in the class and the students who read at the lower leveled end of the spectrum. Process The teacher will guide the students through unknown terms and areas in the story they might have trouble understanding. The teacher will do so by encouraging children to discuss and think openly about the story. The teacher may model this behavior if it assists in developing students methods of thinking while reading. Product 3|Page

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The writing worksheet will be evaluated for individual creativity and originality in terms of thought. The teacher will take each students ideas into account on an individual basis. Proper use of spelling and grammar are encouraged for all students but serve no final bearing on the grading of the assignment. The students will be instructed to complete the assignment using complete sentence structure (capitalization, punctuation and complete thoughts). The amount of time students will have to complete the assignment will differ depending on the length students need for the assignment. Students will have the entire week to complete the assignment, including a Friday session devoted to uninterrupted personal work time. This is to aid students to who need longer to complete the writing assignment. A second assignment, on storyused vocabulary, is available to students who are able to complete the writing assignment before Friday. The teacher will also work alongside students, time willing, to model sentence thinking and idea strategies for those students who require it. Closure The teacher will ask the students what the story was about. Who or what was the main character? The teacher will also ask the students to recount specific details and main idea(s) gleaned from the story. The teacher will hold a brief discussion with the students asking them to recount suffixes employed in the story. The lesson will commence with the students heading back to their respective table seats in the classroom after instructions for the summative assessment have been given. Materials and Resources Book: The Littlest Owl by Caroline Pitcher and illustrated by Tina Macnaughton Vocabulary builder: Created originally by the instructor Writing worksheet: Created originally by the teacher Extra vocabulary worksheet: Created originally by the teacher Classroom Management/Democratic Practices The students will be positioned on the carpet. This allows them to constantly face the teacher and increases student-teacher interaction in a positive fashion. It also allows students to collaborate with each other on their responses, if collaboration is required. The teacher will never ask specifically for students to raise their hands, but will instead model by lifting his hand for each question asked. The teacher will only call on students who have raised hands. The teacher reminds students to provide positive feedback when students respond to teacher/worksheet driven questions. Students can respond with good job or nice try. Upon teacher observation, students will be requested to change seats if they are moving off task or interacting on a distracting level with another student. The teacher has the ability to pass out good slips to students who are working diligently or contributing positively. The good slips go into a pot and a drawing is held every Friday for small, in-class incentives. ASSESSMENT Before the lesson Gathering information about student knowledge Students will be questioned on what suffixes are what they are used for. The students will mainly recall information hopefully retained from previous lessons in their class. Pre-assessment that may be used During the lesson Informal Formative Assessment The teacher will observe how the students contribute in a positive manner to discussions about the story and for suffixes. The teacher will observe carefully which students are participating in an effective fashion during the book discussion. Formal Formative Assessment The students will be required to attempt at least one vocabulary builder word during the beginning 4|Page

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vocabulary activity. The teacher will also ensure to call on each student throughout the story, at least once, to answer what the missing word is on each individual page and identify which suffix the word requires. At the end of the lesson Formative The students will be asked to review what the book is about, and what they recalled from the story. Their formative assessment will be based on the recollection of knowledge from the story and suffix vocabulary builder activity. The teacher will look for one critical aspect that describes the story from each student. Summative The students will be assessed on an independent thinking activity after the story is completed. The students will be asked to write three sentences depicting their own version of how the story could end. The students will NOT be assessed on grammar and spelling, but will be evaluated on sentence structure (complete thoughts, capitalization, and proper punctuation). The students will also be assessed on the inclusion of a minimum of three words endings, or suffixes within the sentences. The students will be asked to highlight the suffixes to demonstrate their understanding of them. Idea originality and creativity will also be taken into account by the teacher, as well as proper correctness as it relates to the story. There is an extra vocabulary activity for the students who finish quickly enough on the first assignment. Assessment Rubric

REFLECTION If you have not had a conference at the completion of your lesson, or if your instructor asks for this, send a REFLECTION to your practicum supervisor. In your reflection address each of the following. 1. Focus on student thinking and learning. 2. What was working? What was not working? For whom? Why? 3. Use specific examples of students work, actions or quotes to support your claims. 4. What missed opportunities for student learning are you aware of that happened? 5. If you could do it over, what might you have done to take advantage of missed opportunities to improve the learning of students with diverse needs? 6. In your own classroom what would you teach next to build on this lesson?

Link your ideas to your methods class content and readings, using appropriate and accurate quotes from text or theorists as you analyze and evaluate your work. Reflection The story The Littlest Owl by Caroline Pitcher was an excellent book to give a guided reading lesson on covering the skill of suffixes. I made an effort to research books in the school library regarding suffixes and/or prefixes. I was also looking for a book in the K level of the Fountas and Pinnell reading scale because it fit most, if not all, of the students in the class. Therefore, this book provided a decent lesson on suffixes for all the right reasons. However,
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there are always aspects of a lesson I hope to improve on and opportunities Id like to go back and take advantage of. This lesson proved no different as I am usually the harshest critic on myself. The vocabulary builder before the book proved to be an excellent way to preview words the students needed to know to properly comprehend the story and decode meanings. The students were active in their participation and nearly every student was able to figure out the definition of their word card. If students struggled, other members of the group always had positive praise for them. Students would often use conversation such as nice try, or good job to praise other members of the groups in their efforts. I could also see the carry-over into the actual book. Students were almost always able to figure out the missing word on the pages before I could finish reading the sentence. Some of the students had never learned the words before-hand so I take this as a success. The book was also able to capture and hold their attention spans throughout the whole story. That is the purpose of guided reading. The students keep their attention focused on the story and are then able to practice the examined skill. However, certain parts of the lesson either didnt go as planned, or couldve been altered (if I had the opportunity to do it over again, that is). As the group and I were reading through the story the students continued to point out other suffixes at the end of words, proud of their discoveries. This by no means is a problem. It meant the students easily mastered the concept of recognizing suffixes. However, I believe it also means I couldve challenged some of the students a little bit more. Instructing students on a new topic will always involve gauging their ability on the subject/topic/skill. I believe I could cover more vocabulary words during the opening vocabulary builder activity along with more suffixes. I also believe the level of suffixes and vocabulary could be raised a few notches to accommodate some of the more proficient readers. Certain students arent as proficient in fluency and comprehension, but they were still able to understand the concept fairly easily so I believe they couldve been challenged more as well. Students began to read a little bit faster than I was going as well. If I could the lesson over, I would take the time to ensure students stayed at my pace when reading the text. Theres no problem with their ability to read fluently and efficiently, however I dont want their speedier reading to detract from the students struggling to keep pace. The groups werent chosen based on level, like most guided reading lessons. The groups were made in accordance to the students Daily Five lessons. Therefore, most groups had a wide range of students and could indeed be considered as mixed ability groups. I incorporated writing as a skill into this guided reading activity. Therefore, writing took a considerable chunk of my attention when planning the lesson. If allotted another chance to do the lesson over again, I would have picked one higher leveled book for students who needed more of a challenge. I dont think I would need a lower leveled book because most kids were able to comprehend, and read fluently alongside The Littlest Owl. I do however, know the activity to finish the story challenged
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them to a degree (all students in the class). The idea of finishing the story is something theyve never encountered in 2nd grade, at least not yet. However, they have written to writing prompts where a picture is the only aspect of the text available. I chose this form of writing because I believe it will serve as a scaffold between writing prompts for pictures and enabling students to inquire more about the main events in stories. Students were able to think about what suffixes they wanted to include in their sentences and say them aloud to me. Many had answers such as Oh! Ill use ly to end fast or ed to end locked. I personally enjoyed comments like this because I knew it meant they were also excited about learning. That kind of interaction proves to be a truly rewarding and validating experience to teachers and myself. Most students had trouble getting going with their writing, but that made it an excellent opportunity to brainstorm ideas with them. At the conclusion of their assignment, I was thoroughly impressed with the suffixeuse and descriptive language employed by most students. The next, follow-up, lesson would probably cover more in-depth and challenging suffixes. I think the activities, and vocabulary lists would be scrutinized more by myself and require more quality and quantity. This lesson merely scratches the surface of the barrel regarding suffixes. I think adding prefixes to either the next lesson or upcoming lessons would be a terrific idea. I would also try to keep the stories about night animals so the students and class would integrate nocturnal animals with our science lessons. I also believe I could add a longer sentence requirement to the end the story to make it more challenging. I thoroughly enjoyed teaching this lesson regarding writing, suffixes, and the struggles of one little owl. The students attentions were captivated and the information gleaned from the story was nearly exactly what I was looking for. The resulting assessments were incredibly rewarding me for me, as were the process the students went through to complete the assessments. It is for this reason that I would love to do another lesson regarding suffixes. I would have a better understanding of the students prior knowledge about suffixes and have the ability to create an even more authentic lesson plan. I would also like to have the opportunity to cover-up the text on other pages of books and have the students fill in the page with their ideas regarding the story. I think this is an excellent way to check for comprehension understanding and have the students practice authentic writing skills.

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