Professional Documents
Culture Documents
Guided Reading Lesson
Guided Reading Lesson
Assessment
The student will self-monitor and self-correct as Teacher will assess that the student corrects
they read. The student will recognize letter
himself and rereads for fluency when he makes
sounds, punctuation, and important words.
a mistake. Teacher will assess that the student
correctly identifies and says letter sounds,
recognizes punctuation, and identifies important
words.
The student will make predictions about the end The teacher will assess that the student predicts
of the story using details and pictures from the
the end of the story based on context clues and
beginning and middle of the story.
details in the beginning and middle of the story.
The student will recall information from the
story in order to answer questions about
different parts of the story, make text to self
connections, and share his opinion.
Materials/Resources: (List materials, include any online or book references and resources)
Book print out of I Looked Everywhere
Worksheet
CVC cubes and bucket
Plan for set-up/distribution/cleanup of materials:
During this lesson, I am working with one child. I will bring the materials to the rug with
me when we begin working. I will bring out the materials based on the stage of the lesson. For
example, I will use the bucket first, then put it to the side. Then, I will bring out the book when it
is time to begin reading. This is prevent the student from getting distracted by the materials.
Step by Step plan (numbered):
1. Lesson beginning: Word Work: The lesson will begin by telling the student that he is
going to do some reading with me on the reading rug today. I will start by telling him that
we are going to go over CVC words. I will ask him what CVC words are and if he has an
example of a CVC word. Then, we will use the bucket to shake the 3 dice. One dice has
the first letters on it, the second has vowels, and the third has the final letters. CVC words
will be words he previously gone over in class as well as words that appear in the story
that he should focus on. I will tell the student to shake the bucket and roll the dice onto
the carpet. I will then ask him to tap out the word that appears of the top of the dice. I
2.
3.
4.
5.
may also ask if he knows any words that rhyme with that word. Depending on time, we
will repeat this 5-6 times.
Before Reading: Next, I will tell the student that we are going to look for some of these
words while we are reading a story. I will bring out the book, I Looked Everywhere, and
we will start by looking at the front cover. I will ask the student to make a prediction
about what is going to happen in the story based on the cover. If the student does not
know what prediction means, I will explain that it means a guess of what is going to
happen during the story.
Next, we will locate 2 or 3 high frequency words that have previously been selected. The
high frequency words are did, for, and look. The student will be asked to focus on these
words. Additionally, I will show the student 1 or 2 important words that I want the
student to learn. These words are shoe and closet. We will focus on the first sound in the
word, but I will slowly say the word with the student to introduce it to him.
During Reading-Teaching Points: I will then ask the child to begin reading the story. I
will assess the student according to teaching points on the checklist. These points include
checking to see if the child is correcting himself with words, sentences, and letter sounds
as well as if the student recognizes punctuation and high frequency words. I will also ask
the student to predict the end of the story based on the beginning and middle of the story
as well as the pictures.
After Reading- Comprehension: When the student is finished reading, I will ask him
what he thought of the story. Then, I will ask him if any points in the book stuck out to
him or seemed important. I will ask him to tell me how the character felt when she found
her shoe and if he has even felt the same way and why. The student will earn a sticker for
his work!
Transitions: To transition from Word Work to beginning the story, I will tell the student
that we are going to read a story and be on alert for any CVC words that we see. To transition
from pre reading activities to starting the book, I will say, Now that you have made a prediction
about what you think will happen, lets read the book and see if we made the right prediction.
To start the closure questions, I will ask the student what he thought of the book and why. Then I
will continue with the other questions. We will end by joining the rest of the class.
Classroom Management: Classroom management will be limited, as I am working with
an individual student. In the beginning of the lesson, I will put the dice and bucket to the side
when I am finished with them in order to limit distractions. If the child seemed to get distracted I
will bring his attention back to the book by asking him a question about the story or pointing to
the spot he should continue reading from. We will also find a quiet place on the carpet, away
from others, to limit distractions as well.
Differentiation
The book I chose to read with the student is from RAZ reading on his level, level C. It was
chosen because it has multiple CVC words and questions. This will help him practice CVC
words and different kinds of punctuation and inflection with that punctuation.
Resources:
http://www.readinga-z.com/