La Guided Reading Overview

GUIDED READING
Guided Reading
Guided Reading can be difficult to understand because it can be different for different groups of kids. Our kids are quite diverse, so our teaching needs to be diverse in order to meet their needs. In general, Guided Reading is a chance to work on: Reading Comprehension Strategies Verbal Skills and Discussion Vocabulary Decoding and Fluency
But for different students, on a given day, you might emphasize one or two skills over the others. You can also focus on helping students understand Text Features, Summarization, Sequence, Character Analysis, and other TEKS skills.
Before, During, and After
Guided Reading lessons should be planned in three segments: 1. Before the Reading OPTIONS: Picture Walk, Predictions, Difficult Vocabulary, Personal Connection 2. During Reading OPTIONS: Asking Comprehension Questions, Discussing Text Features, Pointing Out Vocabulary 3. After Reading OPTIONS: Building Fluency through Repeated Reading, Summarization, TEKS Skill
What Are My Other Students Doing?
Other students MUST be kept busy with engaging and challenging work. There needs to be accountability for the work they are doing. The teacher should be able to see at a glance that all students are working. Centers are appropriate even for older students. Struggling readers can practice the text they are going to read before they come up to the Guided Reading table.
Guided Reading
Before
Teacher Select text at instructional level of lowest student in the group Provide book introduction Discuss text features with students Allow students to make predictions about type of text and authors purpose
During
Students Each have a copy of the text Read independently Interact with text (take notes, underlines, use post-its, etc.) Request help when needed Teacher Observes the readers behaviors Takes anecdotal records Scaffolds as needed Checks comprehension Facilitates discussion
After
Students Have book discussions Make connections May complete graphic organizer
Guided Reading Grades 3-5

Guided reading is small group instruction with students who read the same text that is on their instructional reading level (moderate challenge). Guided reading is an opportunity for students to read material and practice authentic reading strategies with support from the teacher.
Groups: Are homogeneous by reading level or for skill work Are flexible and change as you assess progress and needs Are met with everyday if the members are struggling readers Are the first level of intervention for struggling students
Teacher Role Before Reading

Select text that is on the groups instructional level Prepare text introduction that will help readers access and use all sources of information, keeping in mind the demands of the text and the knowledge, experience, and skills of the readers Choose 3-5 high utility Tier II vocabulary words from the text and create kid friendly definitions to each word Decide whether to introduce vocabulary before reading or have students use context clues to determine the meaning of the word during reading Set purpose for reading Leave some opportunities for students to independently solve problems QtA in Guided Reading: Segment the text and write queries for students to think about and answer as they independently read the text Queries should encourage responses along the three levels of comprehension Provide a way for students to record their thinking and answers to queries to be discussed after reading
Student Role
Engage in conversation about the text Understand the purpose for reading the text Access prior knowledge Make connections between the new text and others they have read
During Reading
Listen to students individually read a segment orally (not round robin Assist with problem solving at difficulty Interact with students to reinforce the ongoing construction of meaning Take anecdotal notes and running records on a regular basis
Read the text to themselves (silently) unless reading segment to the teacher Monitor comprehension and use a strategy such as rereading when comprehension breaks down Check predictions and react personally to the text Raise questions and make comments to clarify confusion and expand understanding QtA in Guided Reading: Stop and answer each query using the text to justify thinking
After Reading
Talk about the text with the students and encourage them to talk with each other Encourage participation of all students Encourage students to respond using complete sentences Invite personal response Return to text for teaching opportunities such as finding evidence or to point out a problem solving strategy Assess understanding Engage students in a written response (optional- you might not choose to do this every time) QtA in Guided Reading: Talk about the text with the students and encourage them to talk with each other about queries Revisit vocabulary words and provide kid friendly definitions Encourage active use of vocabulary words in writing and speaking
Participate in discussion of the text Revisit the text at points of problem solving as guided by the teacher Revisit the text for justification of thinking QtA in Guided Reading: Participate in discussion of queries by sharing thinking and providing evidence using the text
Planning Guided Reading Reflection Questions
When planning a guided reading lesson: Consider: What will you address in the introduction? How will you invite students to access background information? What text organization characteristics or text features will you point or discuss? Which concepts/vocabulary will you cover in advance, and which will you leave for students to discover? For the fiction book, how will you break up the reading? What are the natural stopping points? For the nonfiction text, how does the author organize and present ideas? Determine some possible discussion points to introduce when you revisit the text after reading. Consider: How can you help students relate ideas in the text to their personal, world, and literary knowledge? How can you help students summarize and synthesize information from the text? How can you help students think about the text? How can you help students think beyond the text?
Guided Reading Needs Assessment

1. Thinking about your level of expertise in Guided Reading, rank the following components from most comfortable to least comfortable. (1 being most comfortable) _____ Guided Reading as a whole _____ Classroom management during guided reading _____ Matching books to readers _____ Literacy Centers _____ Literature Circles vs. Guided Reading _____ Word Study, word work & phonics at the G.R. table _____ Determining flexible groups _____ Components of Guided Reading Phonological Awareness Brief Introduction Scaffolded Reading Comprehension Word Work Extension Activities _____ Running Records (administering) _____ Running Records (how to analyze) 2. In which area would you most like to receive training?
How do you think this will impact your teaching?
3.
In which area or areas do you feel that you are off to a good start this school year? How do you know?
4.
What do you think would have the biggest impact in moving your teaching forward in G.R.?
6. 7.
Who do you consider an expert on your campus or team? ___________________ How could we best support you?
Checklist for Guided Reading

Before Reading Teacher: __ Selects text on students instructional level that clearly supports targeted comprehension skill or strategy. Comment:______________________________________________ __ Reads the text carefully, identifies major concepts/ideas that students should understand and possible misconceptions
Comment: _______________________________________________________
__ __ __
Plans stop points and writes initial queries (questions) and follow-up queries
Comment:_______________________________________
Has completed guided reading lesson plan. Comment:______________________________________________ Students begin with familiar reading to practice fluency. Teacher takes a running record and/or fluency check on one or two students.
Comments: ______________________________________________________
During Reading: __ Provides each student a copy of the text.

Comment:______________________________________________________
__
Introduces book to activate prior knowledge, discuss unfamiliar concepts/vocabulary, make personal connections Comment:______________________________________________ With students, takes a picture walk and/or discusses text features, allow for predictions about type of text (fiction/nonfiction). Comment:_______________________________________________ With students, sets purpose for reading (Read to find out). Comments:_____________________________________________ Provides for fast finishers.
Comments:_____________________________
__
__
__
__
Assigns segments of text to read and asks open-ended queries to promote and assess comprehension. Teacher presses students for text justification for their ideas/claims
Comments: _____________________________________________________
__ __ __
Students read in soft voice or silently (Teacher will ask one student at a time to read aloud).
Comments: _____________________________________________________
Teacher observes the readers behaviors and records observations.

Comments: _____________________________________________________
Students request help when needed and sometimes interact with text (e.g. make notes, underline, postits, etc).
Comments:______________________________________________________
After Reading: __ Students and teacher discuss story and share personal connections. Comments:____________________________________________ __ Teacher asks additional questions and asks students to provide evidence from text.
Comments:__________________________________ Note: Be sure to ask questions that require higher order thinking.
__
Teacher assesses students comprehension with talk, graphic organizer, or written response (possibly during the next session). Comments:____________________________________________________________________________ Note: For emergent readers and early readers, a portion of the guided reading lesson should include phonological awareness activities and/or a word study (phonics) activity.
Comment:___________________________________________________________________________________________________
**Student reading during guided reading should not be round-robin reading. **Other students should be involved in meaningful literacy activities or centers.
LESSON-PLAN TEMPLATES AND SAMPLE LESSON PLANS
Guided Reading Lesson Plan

Title: ___________________________ Publisher:__________________________ Level / # of Words: _________
Before Students Read

Brief Introduction: (BK, PC, SS)
While Students Read

Pages to Monitor:
After Students Read

Comprehension Questions:
Purpose for Reading:
Teaching Point:
Known Words
Unknown Words
Phonological Awareness/Wordwork
Comments:
Predictable Language Patterns:
Challenging Language Phrases:
Guided Reading Fluent Reader Lesson Plan

Title:
CHALLENGES
VOCABULARY CONCEPTS
Genre:
Level:
TEXT FEATURES
Week:
TEKS Objective
Background Knowledge, Personal Connection, Brief Synopsis What do you know about the What would you expect to see
Introduction & Summary
Provide for Fast Finishers Read this book to find out
Purpose for Reading &
Open-ended; Higher Order; Link to TEKS obj. & Purpose for Reading (See Questions that Evoke Conversation in ORS)
Discussion Questions
How will student learning be assessed?
Assessment
This is a book about a
FF:
Guided Reading Lesson Plan

Title: ______________________________ Genre: _________________________ Level: ________________
CHALLENGES
VOCABULARY CONCEPTS TEXT FEATURES
Date:______________________
Sustaining Reading
Strategies used to move through text while maintaining momentum

Expanding Meaning
Strategies used to expand meaning of concepts & ideas in text

Background Knowledge, Personal Connection, Brief Synopsis
Reading Purpose
Provide for Fast Finishers
Open-ended; Higher Order; Evoke Conversation; Purpose for Reading
IPG Focus 2nd Reading

Use IPG focus of the week with/without graphic organizer
Solving words Monitoring & Correcting Gathering
Making Connections T T T S T W Inferring Summarizing Synthesizing Analyzing Critiquing

FF:
Predicting
Maintaining Fluency Adjusting
Guiding Readers and Writers Grades 3-6, Fountas and Pinnell, pp. 309-320.
Template created by Teresa Cavazos for AISD
Plan para la Lectura Guiada

Ttulo:
RETOS
VOCABULARIO
Gnero:
Nivel:
CONCEPTOS
CARACTERSTICAS DEL TEXTO
Semana:
Objetivos de TEKS # de matriz
Conocimiento previo, conexin personal, sinopsis breve
Introduccin y resumen
Proporcionar lectura a los lectores que terminan rpido
Propsito de la lectura
De respuesta abierta; de alto nivel; relacionadas con obj. de TEKS y Propsito de la lectura
Preguntas de discusin
Cmo se evaluar el aprendizaje del estudiante?
Evaluacin
Spanish translation by Austin ISD Bilingual Education/ ESL Department, 2004
Plan para la Lectura Guiada

Ttulo: ______________________________ Gnero: _________________________ Nivel: ________________
RETOS
VOCABULARIO CONCEPTOS CARACTERSTICAS DEL TEXTO
Fecha:______________________
Sustentar la lectura
Estrategias utilizadas para avanzar en el texto al mismo tiempo que se mantiene el momento

Extender Introduccin Propsito el y resumen de la conocimientos anteriores, significado lectura

Estrategias utilizadas para ampliar el significado de conceptos e ideas en el texto conexiones personales, sinopsis breve Proveer para los estudiantes que terminan pronto
Preguntas de discusin
sin respuesta nica, de alta habilidad, que promueven la conversacin, con propsito para la lectura
Enfoque de IPG a 2 Lectura

Use el enfoque de IPG de la semana con/ sin la grfica organizadora.
Resolver palabras Monitorear y corregir Reunir Predecir Mantener la fluidez Ajustar
Hacer conexiones texto texto texto uno mismo texto al mundo

Inferir Resumir Sintetizar Analizar Criticar

FF:
Guiding Readers and Writers Grades 3-6, Fountas and Pinnell, pp. 309-320.
Template created for Austin ISD Spanish Translation by the Austin ISD Bilingual Education/ ESL

Title:
Arachne and the Weaving Contest: A Greek Legend
CHALLENGES
VOCABULARY Arachne, Athena, disguised (p. 4)
Genre: Myth or Legend
Level: 4th grade
CONCEPTS using a loom to weave, Greek goddess (Athena)
TEXT FEATURES cover, title, illustrations, author information
Week:
TEKS Objective Matrix #s

#189- Use graphic organizers to analyze characters, including their traits, motivations, conflicts, points of view, relationships and changes they undergo, which may or may not be specifically stated by the author 5.12H

Preview text features and predict type of text and authors purpose. Ask: What do you know about legends? Have you ever participated in a contest? Have you ever met someone who brags a lot or talks about how good they are at doing certain things? This is a story about a boastful character named Arachne who is visited by a goddess named Athena.
Open-ended; Higher Order; Link to TEKS obj. & Purpose for Reading
Graphic Organizer Students complete Character Analysis graphic organizer and discuss using questions that evoke conversation. (p. 2-7) What do you know about the characters? What has the author told us about the characters (text evidence)? (p. 8-13) Given what the author has already told us about the main character, what do you think hes (shes) up to? (p. 14-17) How do things look for the characters now? (p. 18-20) How has the author let you know that something has changed?
Assessment
1-2
Read this book to find out how being very boastful can get a character into trouble. First Reading Students read for meaning. Students who are fast finishers may use sticky notes to write context clues to support meaning of Word Study words (below). Write the words below on white board: Words in context: ancient (p. 2), boasting (p. 3) tapestry (p. 5) Read Second Time for Focus (possibly day 2) Students will reread to find out what kind of person Arachne is and find evidence in text to support this. Set stop points and use Questions that Evoke Conversation (see next column). Students may use sticky notes to record information.
Make Thinking Public/ Assessment Students will use the following stem and complete the stem with evidence from text to support: From the article, I can tell that ___ is ___. Students can think of one or two of the icons from the graphic organizer to help direct their thinking about character/subject (does, feels, says, changes, etc.)
Possible positive character traits to look for in characters/subjects: alert, aware, concerned, careful, bold, cooperative, dependable, courteous, courageous, creative, determined, helpful, generous, friendly, honest, kind, hopeful, fair, patient, perseverant, sincere, serious, self-controlled, polite, trusting, wise, respectful, sensitive, loving, proud, faithful, forgiving, grateful, decisive, enthusiastic, content, compassionate Possible negative character traits of the antagonist in the story: jealous, mean, greedy, deceitful, boastful, surly, dishonest, competitive

Title: Ancient Egypt (from Harcourt Horizons) Genre: Nonfiction
CHALLENGES
CONCEPTS
Level: mid 3rd grade
VOCABULARY modern, ancient, tombs, pharaohs, hieroglyphics
TEXT FEATURES title, map, photographs, captions,
Week: 23
2/23-2/27

#154 Make and explain inferences from texts such as determining important ideas, and cause/effect, making predictions, and drawing conclusions. Determine the difference between right there (explicit) and think and search (implicit) responses and give support from text. (9F) B T #179 Support interpretation or conclusion with examples drawn from text. (10C) B T #210R Read regularly in instructional-level materials that are challenging but manageable. B
Students lead introduction of text, making prediction on type of text and authors purpose.
This is a book about Egypt and its people. What do you already know about Egypt? What prediction(s) can you make about the Egyptians?
Lets read to find out where Egypt is and what we can tell about the Egyptian people.
Open-ended; Higher Order; Link to TEKS obj. & Purpose for Reading Does the author tell us why the Egyptians built the Great Sphinx? What can you infer? Based on what the author has already said, what can the reader tell about Egypt? (Possible inferences: It is a very old country. The Egyptians were artistic people.) Which sentence(s) best shows you that pets were important to the Egyptians? (See attached graphic organizer.)
Assessment
Students will share facts and inferences they have written on post-it notes with the group and then state the justification for their inference(s).
FF: Reread and write on post-it note(s) facts about the Egyptian people and at least one inference. (An idea that is not directly stated in the text.)

Title: Mia Hamm (TFK Exploring Nonfiction LA# 5 Genre: Expository
CHALLENGES
CONCEPTS
Level: 3rd
VOCABULARY pursuing a goal
TEXT FEATURES Title, introductory paragraph, subtitles, photograph, timeline sidebar
Week:
3

#147 Retell [or act out] the
order of important events in stories, orally and/or in writing through the use of a variety of graphic organizers. (9C) B T
Background Knowledge, Personal Connection, Brief Synopsis What do you know about playing soccer? Who are some athletes you know? This article is about Mia Hamm, a female soccer star.
In which order does the author present his/her ideas? What happened before Hamms brothers and sisters insisted that Hamm play to the end of games? What happened earlier in the text that suggested to you that Hamm would become a gold medallist? Based on what has happened up to now, what do you predict will happen in Hamms life? What happened between college and her pro soccer career?
Assessment
Read this selection to learn more about Mia Hamm. First Reading Students read for meaning. Word Study Multiple meaning word: drive (noun) (introductory paragraph) 1. a ride or short trip in a motor vehicle 2. a road or driveway 3. a special effort to achieve a goal 4. a disk drive Read Second Time For Focus Students will read to find the events in Hamms life that led her to become a great soccer player. FF: Record events on sticky note.
Why was the event important to the story?

Title: Big and Small, Homes for All (SF Leveled Reader 70B)
CHALLENGES
CONCEPTS
Genre: Nonfiction - Description
Level: 2nd /Beginning 3rd
VOCABULARY burrows (context) (p .3), waterproof (p. 9)
TEXT FEATURES title, photographs
Week: 6
8/20-8/24

#152 Produce summaries of text selections-using graphic organizers and/or statements 2 to 5 sentences in length for narrative and expository texts. #178 Understanding of informational text #210R Instructional level reading #215R Silent reading
Background Knowledge, Personal Connection, Brief Synopsis Have students preview text and predict type and authors purpose. Introduction: Ask: What do you know about birds nests? Where have you seen one? First Reading Read to find out more about birds nests. Students read for meaning. Students who are fast finishers may use sticky notes to record something they learned and something they wonder about birds and their nests.
Words in Context burrows (p. 3) Second Reading Reread the selection to find out the important who, what, when, where, why, and how. Students use sticky notes to record this information as they find it in their reading. Reread p. 3 and use sticky note to write meaning of the word burrows and context clues from the text to support meaning. FF: Reread text to increase fluency. Students complete the Non-Fiction Summary Graphic Organizer.
Open-ended; Higher Order; Link to TEKS obj. & Purpose for Reading What point is the author trying to make? What are the important ideas in this selection? How would you retell the authors message in 2-3 sentences?
Assessment
Use Graphic Organizer Rubric to assess. Make Thinking Public What important information are we going to be thinking about when summarizing this text? (The important who (subject), what, when, where, why, how)
Template created by Teresa Cavazos for AISD 2003

Title: Mia Hamm (TFK Exploring Nonfiction, Language Arts 35
CHALLENGES
CONCEPTS
Genre: Nonfiction
Level: 3rd Grade
VOCABULARY
TEXT FEATURES
Week: 25
2/16-2/20

#151 Determine how a texts main (or major) ideas are supported with details. (L) #163 Read to accomplish various purposes, both assigned and selfselected. (7C) #184 Distinguish fiction from nonfiction, including fact and fantasy, and other examples of fiction and non-fiction. (11B) #210R Read regularly in instructional-level materials that are challenging but manageable. (6B)
Background Knowledge, Personal Connection, Brief Synopsis Students lead introduction of text, making prediction on type of text and authors purpose. Introduce: This is a biographical sketch about a famous young soccer player named Mia Hamm. What do you know about playing soccer? How does a person become a star athlete?
Provide for Fast Finishers Lets read to find our what we can learn about Mia Hamm. The article begins by telling us the theme or main idea (Mia Hamm is a great soccer player who has the drive to be the best). For each paragraph you will ask your self who is it about and what did they do and why. As you read, you should ask yourself how the details support this main idea.
Open-ended; Higher Order; Link to TEKS obj. & Purpose for Reading What is the authors main message? What is the author trying to tell us in this paragraph? Which details does the author include to support his/her main message?
Assessment
Students will share main ideas they have written on post-it notes with the group and then find details in the text that support the main idea.
FF: Reread and use post-it notes to record main ideas of paragraph or paragraphs. Created by Teresa Cavazos for AISD 2003

Title: The Amish Genre: Nonfiction - Description
CHALLENGES
CONCEPTS
Level: Beginning 3rd
VOCABULARY Amish, Pennsylvania, preserve, higher education
Amish society
TEXT FEATURES photographs, italics (p. 4), inset photograph
Week: 22
1/26-1/30

#152 Produce summaries of text selections-using graphic organizers and/or statements 2 to 3 sentences in length for narrative and expository texts. #178 Understanding of informational text #210R Instructional level reading #215R Silent reading #329 Monitor understanding of spoken message
Background Knowledge, Personal Connection, Brief Synopsis Have students preview text and predict type and authors purpose. Introduction: This is a book about a community of people who live in the northern U.S. today who live the way people did over 200 ago. Ask: What do you know about life long ago in America? (connect to Pioneer Living text) Lets read page 2-4 to find out a little about where the Amish live and how they dress. (show map of U.S/ Pennsylvania)
Read the book to learn facts about the Amish people and their way of life. Student read text silently and use Post-it notes to record 3 or 4 things they learn. Ex: L Most Amish families live on farms.
Open-ended; Higher Order; Link to TEKS obj. & Purpose for Reading How would your life be different if you lived in an Amish community? Why is this topic important? What important information are we going to be thinking about when summarizing this text? (The important who (subject), what, when, where, why, how)
Assessment
Students reread the text and write the important parts for nonfiction summary and a 2 to 3 sentence summary.
FF: Reread text to increase fluency.
Created by Teresa Cavazos for AISD 2003

Title: Thundercake Genre: Fiction
CHALLENGES
Level: 3rd grade
VOCABULARY thunder, lightning
CONCEPTS thunderstorm, thundercake
TEXT FEATURES title, illustrations, dialogue
Week: 23
2/2-2/6

#127 Discuss meanings of words and develop vocabulary through meaningful, concrete experiences, including the use of concept maps, semantic maps, grids, word parts, and context clues. (8A) #129 Develop vocabulary through reading using strategies in wide reading (different genres) such as learning a new meaning for a known word and clarifying and enriching the meaning of a known word; using meanings of word parts (word families). (8B) #142 Use knowledge of word order (syntax) and context to support word identification and confirm word meaning. (5E) #210R Read regularly in instructional-level materials
Background Knowledge, Personal Connection, Brief Synopsis Students preview the story Thundercake by Sylvia Polacco noting text features. They will make a prediction on type of text and authors purpose. Introduce: This is a story about a little girl who is afraid of thunderstorms. Why might a child be afraid during a thunderstorm? Have you ever seen (heard) a thunderstorm?
Read the first three pages to find out what grandma does to take her granddaughters mind off the storm. Show students new vocabulary words but do not read them aloud. Students use post-it notes to write words and clues around the words to help determine meaning (following Click and Clunk strategies). FF: reread text
Open-ended; Higher Order; Link to TEKS obj. & Purpose for Reading How did this story make you feel? Why? Have you ever had a similar experience? Which characters change? Why?
Assessment
Students write and discuss meanings of new vocabulary words.

Title:
Arachne and the Weaving Contest: A Greek Legend
CHALLENGES
VOCABULARY Arachne, Athena, disguised (p. 4)
Genre: Myth or Legend
Level: 4th grade
CONCEPTS using a loom to weave, Greek goddess (Athena)
TEXT FEATURES cover, title, illustrations, author information
Week:

#189- Use graphic organizers to analyze characters, including their traits, motivations, conflicts, points of view, relationships and changes they undergo, which may or may not be specifically stated by the author 5.12H

Preview text features and predict type of text and authors purpose. Ask: What do you know about legends? Have you ever participated in a contest? Have you ever met someone who brags a lot or talks about how good they are at doing certain things? This is a story about a boastful character named Arachne who is visited by a goddess named Athena.
Graphic Organizer Students complete Character Analysis graphic organizer and discuss using questions that evoke conversation. (p. 2-7) What do you know about the characters? What has the author told us about the characters (text evidence)? (p. 8-13) Given what the author has already told us about the main character, what do you think hes (shes) up to? (p. 14-17) How do things look for the characters now? (p. 18-20) How has the author let you know that something has changed?
Assessment
1-2
Read this book to find out how being very boastful can get a character into trouble. First Reading Students read for meaning. Students who are fast finishers may use sticky notes to write context clues to support meaning of Word Study words (below). Write the words below on white board: Words in context: ancient (p. 2), boasting (p. 3) tapestry (p. 5) Read Second Time for Focus (possibly day 2) Students will reread to find out what kind of person Arachne is and find evidence in text to support this. Set stop points and use Questions that Evoke Conversation (see next column). Students may use sticky notes to record information.
Make Thinking Public/ Assessment Students will use the following stem and complete the stem with evidence from text to support: From the article, I can tell that ___ is ___. Students can think of one or two of the icons from the graphic organizer to help direct their thinking about character/subject (does, feels, says, changes, etc.)
Possible positive character traits to look for in characters/subjects: alert, aware, concerned, careful, bold, cooperative, dependable, courteous, courageous, creative, determined, helpful, generous, friendly, honest, kind, hopeful, fair, patient, perseverant, sincere, serious, self-controlled, polite, trusting, wise, respectful, sensitive, loving, proud, faithful, forgiving, grateful, decisive, enthusiastic, content, compassionate Possible negative character traits of the antagonist in the story: jealous, mean, greedy, deceitful, boastful, surly, dishonest, competitive
Title:
Sights, Sounds, Celebrations
Genre: Expository
CHALLENGES
CONCEPTS
Grade: high 3rd, early 4th
VOCABULARY performers, dramas,
ceremonies
TEXT FEATURES title, subtitles, photographs, captions
Week:

#154 Make and explain inferences from texts such as determining important ideas, and cause/effect, making predictions, and drawing conclusions. Determine the difference between right there (explicit) and think and search (implicit) responses and give support from text. (9F) B T #179 Support interpretation or conclusion with examples drawn from text. (10C) B T #210R Read regularly in instructional-level materials that are challenging but manageable. B

Students lead introduction of text, making prediction on type of text and authors purpose. This is a book about song and dance performances in many countries around the world. What do you know about dances? What kinds of dances have you done or seen performed? What performers do you like? What predictions can you make about this book?
Does the author tell us why___? What can you infer? Based on what the author has already said, what can the reader tell about______? Given what the author has already told us, what do you predict will probably happen in the future? Which sentence(s) best shows you what the author meant?
Assessment
17 & 18
Lets read to find out how different cultures celebrate dance through performances and ceremonies event that takes place to celebrate a special occasion (wedding, quincenera, even special holiday where might learn about or celebrate by performing a play or drama.
Students will share facts and inferences they have written on post-it notes with the group and then state the justification for their inference(s).
FF: Reread and write on sticky notes facts about dance and one inference (an idea that is not directly stated in the text).
What part of the authors message has been left unsaid?
Lesson Plan Template created by Teresa Cavazos for AISD

Title: Mia Hamm (TFK Exploring Nonfiction (Spanish), Las artes del lenguaje Carta 5)
CHALLENGES
CONCEPTS
Genre: No ficcin
Nivel: 3er Grado
VOCABULARY
TEXT FEATURES
Week: 25
2/16-2/20

#151S Determinar cmo las ideas principales (o importantes) del texto y estn apoyadas con detalles. (L) #163S Leer para lograr varios propsitos ya sean textos asignados o seleccionados por s mismo. (7C) #184S Distinguir la ficcin de las narraciones verdicas, incluyendo en la distincin los hechos y la fantasa, y otros ejemplos de ficcin de y narraciones verdicas. (11B) #210RS Leer con regularidad materiales de instruccin difciles pero descifrables. (6B)
Background Knowledge, Personal Connection, Brief Synopsis Students lead introduction of text, making prediction on type of text and authors purpose. Introduccin: Esta es una seleccin biogrfica que se trata de una jugadora de ftbol famosa llamada Mia Hamm. Qu sabes de jugar ftbol? Cmo puede hacerse una persona un atleta estrella?
Provide for Fast Finishers Vamos a leer para ver qu podemos aprender acerca de Mia Hamm. El artculo empieza por decirnos el tema o la idea principal (Mia Hamm es una gran jugadora de ftbol que es determinada ser la mejor.) Por cada prrafo te preguntars de quin se trata, qu hicieron y por qu. Mientras lees, debes preguntarte en qu manera los detalles apoyan a la idea principal. FF: Reread and use post-it notes to record main ideas of paragraph or paragraphs.
Open-ended; Higher Order; Link to TEKS obj. & Purpose for Reading Cul es el propsito principal del autor? Qu trata de decirnos el autor en este prrafo? Cules detalles incluye el autor para apoyar su propsito principal?
Assessment
Students will share main ideas they have written on post-it notes with the group and then find details in the text that support the main idea.

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GUIDED READING

Before, During, and After

What Are My Other Students Doing?

Guided Reading Grades 3-5

Teacher Role Before Reading

Planning Guided Reading Reflection Questions

Guided Reading Needs Assessment

How do you think this will impact your teaching?

Checklist for Guided Reading

During Reading: __ Provides each student a copy of the text.

Teacher observes the readers behaviors and records observations.

LESSON-PLAN TEMPLATES AND SAMPLE LESSON PLANS

Guided Reading Lesson Plan

Before Students Read

While Students Read

After Students Read

Purpose for Reading:

Predictable Language Patterns:

Challenging Language Phrases:

Guided Reading Fluent Reader Lesson Plan

Introduction & Summary

Provide for Fast Finishers Read this book to find out

Purpose for Reading &

How will student learning be assessed?

This is a book about a

Guided Reading Lesson Plan

Introduction & Summary

IPG Focus 2nd Reading

Solving words Monitoring & Correcting Gathering

Making Connections T T T S T W Inferring Summarizing Synthesizing Analyzing Critiquing

Maintaining Fluency Adjusting

Template created by Teresa Cavazos for AISD

Plan para la Lectura Guiada

CARACTERSTICAS DEL TEXTO

Objetivos de TEKS # de matriz

Conocimiento previo, conexin personal, sinopsis breve

Proporcionar lectura a los lectores que terminan rpido

Cmo se evaluar el aprendizaje del estudiante?

Spanish translation by Austin ISD Bilingual Education/ ESL Department, 2004

Plan para la Lectura Guiada

Extender Introduccin Propsito el y resumen de la conocimientos anteriores, significado lectura

Enfoque de IPG a 2 Lectura

Resolver palabras Monitorear y corregir Reunir Predecir Mantener la fluidez Ajustar

Hacer conexiones texto texto texto uno mismo texto al mundo

Inferir Resumir Sintetizar Analizar Criticar

Guided Reading Fluent Reader Lesson Plan

Arachne and the Weaving Contest: A Greek Legend

Genre: Myth or Legend

Level: 4th grade

CONCEPTS using a loom to weave, Greek goddess (Athena)

TEXT FEATURES cover, title, illustrations, author information

TEKS Objective Matrix #s

Background Knowledge, Personal Connection, Brief Synopsis

Introduction & Summary

Provide for Fast Finishers

Purpose for Reading &

How will student learning be assessed?

Guided Reading Fluent Reader Lesson Plan