Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Guided Reading.

Date

November 25th.

Subject/Gra
de Level

Grade 2 Reading Level L

Time
Duratio
n

20 min.

Teacher

K. Galbraith

Unit

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

2.1 Strategies and Cues: I can use a variety of strategies and cues to decode
unfamiliar words
2.2,5.1 Respond to Texts (questions): I can understand what I read (Who,
what where when why and how)
3.4,4.2 Reading: I can read and share stories.

LEARNING OBJECTIVES
Students will:
1. Show understanding of making predictions and inferences based on the title, and pictures of
the book.
2. Will show understanding of strategies and cues to decode unfamiliar words.
3. Understand that different text and quotation imply different meanings to the text.

ASSESSMENTS
Observations:
Key Questions:

Products/Performan
ces:

Student engagement
Challenging words.
What is on the cover?
What is the title?
Are there pictures in the book? Are they on every page? Are there
different punctuation? Are there different styles of font?
What strategies do we use when we come to difficult words?
Who are the characters?
What is the problem?
How can this problem be solved?

Student engagement
Participation.

LEARNING RESOURCES CONSULTED

Literacy Place Teaching Plan.

MATERIALS AND EQUIPMENT

Books for kids.

PROCEDURE
Learning Activity
#1

Body
Before Reading.
Have the students look at the cover, through the book, the
pictures in the book, the characters in the book.
What is the title?
What is on the cover of the book? With this information what
are your predictions of the story? Where do you think this
playground might be? Is it different? Why?
Look at the back, read together- What do you think this story is
about? Do you think this story has a problem? What do you
think it is?
PAGE 2
Who are the characters of the story- Have we seen these
characters already? Why do you think this page is included?
Does every book have this page?

Adapted from a template created by Dr. K. Roscoe

Time
15 min,

Lesson Plan Template ED 3501 (Version C)

PAGE 3What do you notice about the picture- tell what they see.
Highlight the thought bubble, what does this mean? (They let
us know what a character is thinking about, and help us
understand what the text is saying)
Page 4Look at the page for punctuation and text differencesQuotations
What do they mean? Why would the author include them? What
do they say?
Page 6What do you notice in the text? What is different? Why do you
think the author included them? What do they say? Explain
the significance of the italics, when you see them it means that
this is what Binh is saying to himself in his head.
Discuss Difficult word strategies.
What can we do? Sound-out, re-reading, use the pictures to
help us.
Teacher Notes:
Assessments/
Differentiation

Look for students understanding of comprehension strategies to

explore thoughts, ideas, feelings and experiences.
USING CHECKLIST: Can I make inferences? Predict story events,
Can sequence, can make connections.

Learning Activity
#2

Difficult word List.

Using the words from the text, read a list of words together that
are pulled from the text that we could be covering in this
lesson. Work on strategies for sounding out, finding root words,
syllables, and what the word means.

Teacher Notes:
Assessments/
Differentiation

Look for students understanding of recognizing challenging

words, and their understanding of strategies to understand
them. Using Checklist 2.1

Learning Activity
#3

Independent Reading with Whisper phones

Objective: We want to find out what the problem is.
Take a sticky and put it on page 10. They is where we will try to
get to today.
Listen to each student independently, listening for outcomes
2.1.
3.4, 4.2 I can read and char stories.
CHP1
KQs- What do we know about Binh? About Lisa? (Re-Read,
pictures for prompts)
What Happened in this chapter?
What do you think will happen in Chp 2?
Chp2
KQ: What happened in this chapter?
What did Binh do?
Why did Binh think Lisa was drawing animals?
Why do you think Lisas face brightened? What happened?
How do you think she feels?
Did we find out what the problem is?
Chp 3
KQ: What happened in this chapter?
What is something different about this chapter?

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Do you think there could be a solution to the problem?
Teacher Notes:
Assessments/
Differentiation

Can students use strategies and cues while they read?

Can students read with ease, expression, column, and selfcorrection?
Can students understand what they read?
Using Checklist
3.4, 4.2; 2.3;

Adapted from a template created by Dr. K. Roscoe