Intern Name: Allyson Hak

Topic/Title of Lesson: Guided Reading Group

Grade: 1st Grade
Length of Lesson: 30-45 Minutes
Date Taught: 5/18/16

LESSON PLAN TEMPLATE

Overview

Standards of
Learning
Essential Questions

Objectives

Learning Target
Key Vocabulary
or Concepts
Materials

Introduction/Hook

Instructional
Activities
Accommodations

In this lesson
Students will be given a book to read that is based on their reading level. They
will read the book independently. The teacher then gives them questions based
on the book.
1.9 d) Make and confirm predictions
1.9 e) Ask and answer who, what, when, where, why, and how questions about
what is read
1.9 f) Describe characters, setting, and important events.
1.9 g) Retell stories and events, using beginning, middle, and end, and including
key details
How does knowing about characters, setting, and events help me understand
theme and retell the stories to show I understand the story?
Students will be able to
- Remember character names, setting, and important events from the story.
- Understand and explain the central message or lesson of the story
- Reflect and apply knowledge of the story elements and multiple events when
retelling the key details in the story
Make a prediction about the story based on the title and front cover.
Make a connection to the story.
Ask and answer questions about the story.
Retell a story by telling the important details in the beginning, middle,
and end.
Vocabulary:
Retell
beginning
middle
end
important details
Guided Reading Books
Teacher: Today youre going to read *title of the book*
1. Based on the title page, what do you think is going to happen in the
book?
2. Look at the pictures and think about what is happening
3. Read the story on your own, if you finish early go back and reread the
story. If you need help with any words you are struggling on, ask me for
help.
4. Students then read on their own
5. Teacher will then ask students questions about the book
Ask students questions based on the book
If students are below reading level, they will read their reading level with less
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina

2004, and/or the Virginia Teachers for Tomorrow Curriculum

John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)

Closure Activity
Assessments
Resources

detailed questions and more basic questions that will connect with the book.
If a student has ADHD and they do not behave the teacher will make sure the
student is on task and not distracted.
To end the lesson, tell the students they did a good job and give them a high
five. Then tell them to go back to their desk and finish their work.
Advanced Proficient Consistently demonstrates proficiency; grasps, applies
and extends key concepts, processes and skills
Proficient Regularly grasps and applies key concepts, processes and skills
with limited errors
Developing proficiency Beginning to grasps and apply key concepts,
processes and skills
Novice Not making expected progress toward proficiency
N/A

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina

2004, and/or the Virginia Teachers for Tomorrow Curriculum

John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)