Artifact #5: Guided Reading Lesson Plan

This Guided Reading Lesson Plan aligns with the following standards: INTASC

Standards: Instructional Practice Standard 6: Assessment, Instructional Practice Standard 7:

Planning for Instruction. NYS Code of Ethics Standards for Educators Principle 1: Educators

nurture the intellectual, physical, emotional, social and civic potential of each student. NYS P-12

Common Core Learning Standards: Reading Standards for Informational Text, Integration of

Knowledge and Ideas RI 1.7 Use illustrations and details in a story to describe its characters,

setting, or events; NYS Learning Standard 2: Language for Literacy Response and Expression;

TEAC/CAEP Claim 2: Medaille College graduates meet the needs of diverse learners through

effective pedagogy and best teaching practices. Claim 3: Medaille College graduates are caring

educators; ISTE Standards for Teachers 1. Facilitate and inspire student learning and creativity;

1.a. Promote, support and model creative and innovative thinking and ISTE Standards for

Students: Knowledge Constructor 3.b.; International Literacy Association (ILA) Professional

Standards, Standard 1, Foundational Knowledge, Standard 2, Curriculum Instruction, Standard 5

Literate Environment; CEC Standard 6, Ethical Principles; Ontario Curriculum Standards Grade

1 English Language Arts Overall Expectations: 1 and 2, Specific Expectations 1.3 Identify

reading Comprehension Strategies and Ontario Teacher Ethical Standards: Respect.

This Grade 1 Guided Reading Lesson Plan demonstrates my content knowledge in the

subject area of English Language Arts and showcases my abilities in the areas of culturally

responsive teaching and accommodation. I chose to include this artifact in My MSED

Elementary Portfolio Project because I am passionate about teaching students to read.

Throughout my teaching experiences in schools and during my pursuit of my Masters dgree, I

have come to understand how complex the issue of teaching reading is. Firstly, I believe that it is
important to teach students the value of reading multiple sources of media from books to

magazines, newspapers and online offerings. In encouraging students to seek out a variety of

resources, they will likely find the type of reading material that most interest them and is best

suited to their learning style. This is important because it provides me as a teacher with a great

deal of information on how I can support each student and their unique learning style.

Harvard educated theorist Howard Gardner believes in the theory of multiple

intelligences. The foundation of his research being that each individual is unique and possesses

strengths in their learning style across the 8 identified multiple intelligences as laid out in his

model. A synopsis of his theory as related to how we learn is provided in the following

statements, retrieved from http://multipleintelligencesoasis.org

The Theory of Multiple Intelligences is a critique of the standard psychological view of

intellect: there is a single intelligence, adequately measured by IQ or other short answer tests.
Instead, on the basis of evidence from disparate sources, the theory claims that human beings
have a number of relatively discrete intellectual capacities. IQ tests assess linguistic and logical-
mathematical intelligence, and sometimes spatial intelligence; and they are a reasonably good
predictor of who will do well in a 20th (note: Not necessarily a 21st) century secular school.
Humans, however, have several other significant intellectual capacities.

Intelligences can be analogized to computers. Belief in a singular intelligence implies that

humans possess a single general purpose computer, which can perform well (high IQ), average
(normal IQ) or poorly (low IQ). Multiple intelligences theory implies that human beings possess
several relatively independent computers; strength in one computer does not predict strength (or
weakness) with other computers.

It is my strong belief that differentiating instruction in order to allow each student to build

knowledge by using his or her own unique intellectual strength is how to inspire a love of

learning and keep students engaged in learning various components as required by curriculum

standards.
 Further, it is important as an educator to understand that the working world that todays

students will find themselves in when they graduate will require them to understand how they

learn. In order to be successful adults in society, students will need to know themselves,

understand their learning styles and be confident in the process of trial and error in the pursuit of

academic and career success.

These beliefs were the foundation of research by educational theorists such as Johann

Heinrich Pestalozzi (1746-1827) who believed that students should learn through a process of

discovery. In an article retrieved from infed.com, he is quoted as saying Children should not be

given ready- made answers but should arrive at answers themselves. To do this, their own powers

of seeing, judging and reasoning should be cultivated, their self-activity encouraged. (Silber

1965:140).

In guiding students through this reading process, using a book that focuses on content to

which they can relate (getting ready for school) and has a female minority as a main character, I

believe that it there are many topics which can be addressed while providing cross-curricular

learning opportunities from math to art to social studies. I am very excited and proud to share

this artifact as part of my MSED Elementary Portfolio.

 Guided Reading Lesson Plan

Wendy Ward

Medaille College

EDL 550: Developmental Literacy

I. LESSON DATA:
A. Candidates First & Last Name: Wendy Ward
B. Subject/Content Area: English Language Arts
C. Grade Level (PK-12): Grade 1 (Ontario); Grade 1 (NYS)
D. Unit Topic: Guided Reading
E. Lesson Topic: Fluency
F. Duration of Lesson: 20 minutes
G. Materials:
5 books, Fountas & Pinnel level A
5 worksheets
Pencil crayons (enough for the group)
Scissors

II. INSTRUCTIONAL PROCESS:

A. Standards
1. NYS K-12 Common Core Learning Standards for English Language Arts &
Literacy
Standard Strand: Reading Standards for Informational Text K-5
Grade: 1
Topic: Integration of knowledge and ideas.
Item Number and Statement: 7. Use illustrations and details in a story to describe its
characters, setting, or events.

NYS P-12 Common Core Learning Standards Social Studies Framework

Standard Strand: 1. Individual Development and Cultural Identity
Grade: 1
Topic: My Family and Other Families, Now and Long Ago
Item Number and Statement: 1. Gathering, Interpreting and Using Evidence

2. Ontario Curriculum Grades 1-8: Learning Standards for English Language Arts &
Literacy

Overall Expectations
1. read and demonstrate an understanding of a variety of literary, graphic, and
informational texts, using a range of strategies to construct meaning.
2. use knowledge of words and cueing systems to read fluently.

Specific Expectations
1.3 identify a few reading comprehension strategies and use them before, during,
and after reading to understand texts, initially with support and direction (e.g., activate
prior knowledge by brainstorming about the cover, title page, or topic; describe how
they visualize a character or scene in a text; ask questions about information or ideas
presented in a text: I wonder if?, What if? Why did?; identify important ideas in
a text).
B. Central Focus:

Students will be able to identify and discuss the role of an Author and an Illustrator which are
important elements of literature. Students will also be able to make connections between text and
self and re-tell an event as it relates it to their own lives. This will promote the use of critical
thinking and problem solving skills when reading through a story to find meaning

C. Objectives:

1. Students will define and discuss the following vocabulary: Illustrator and Author.
2. Students will prompted to discuss what items a student might put into his/her backpack in
preparation for their school day.
3. Students will be able to activate prior knowledge in make connections between what they have
read in the book and what they know to be true in their own lives.

D. Assessment Plan:

1. The teacher will formatively assess the students understanding of the vocabulary by asking
them questions such as What does the Author do? or What does the Illustrator do?, and
having a group discussion.
2. The teacher will formatively assess students by observing and guiding a fun worksheet
activity, where they will cut out pictures of items that would fit into a school backpack. They will
place those items into a plastic Ziploc bag (their backpack).
3. The students will be asked to tell a story about how the topic in this book relates to their own
life experiences.

E. Opening/Anticipatory Set:

1. The teacher will ask who likes to imagine or play pretend?

2. The teacher will ask if anyone has ever imagined writing their own book or drawing pictures
for a book?
3. The teacher will explain that someone who writes a book is called an Author and someone
who draws the pictures is an Illustrator.
4. The teacher will direct the students attention to the poster on the table with the words
Author and Illustrator so students will have a visual aid to help them learn the difference.
5. The teacher will ask students for a suggestion about what we might call someone who is the
Author and Illustrator of a book.

F. Main Body/Procedure:

1. Upon entrance to the classroom, the teacher will ask the students to sit at their desks.
2. Once seated, the teacher will explain that it is time for reading.
3. The teacher will show the class the book that they will be reading and explain that he/she will
be conducting a guided reading lesson with one group while the rest of the students break into
their paired reading groups which were determined by the teacher at the beginning of the week.
4. The teacher will sit at a table with 4 students and hand out a copy of the selected book to each
student.
5. The teacher will explain that we are going to participate in a shared reading of Maria Goes to
School and explain the role of the author and the illustrator.
6. The teacher will explain that we will do a picture walk together to brainstorm ideas about the
theme of the book.
7. The teacher will ask the students if anyone can identify the name of the author and illustrator
on the front page of the book.
8. The teacher will also explain that we will practice becoming fluent readers by reading softly
together as a group. The teacher will explain that the first 3 words on each of the pages are the
same (or repeat): I get my ______ and students must use reading strategies such as looking at
the illustrations to find clues to identify the unfamiliar text.
9. The teacher will guide the students through the book, asking and answering questions as each
we read the pages together.
11. Once we are finished reading through the book together, the teacher will ask the students if
they have any questions about the story or the ideas in the book.
12. The teacher will ask the students if they can make connections between the ideas in the book
and occurrences in their own lives.
13. The teacher will reinforce the students understanding of the story by observing and guiding a
fun worksheet activity, where they will cut out pictures of items that would fit into a school
backpack. They will place those items into a plastic Ziploc bag (their backpack).
14. The teacher will formatively assess the students understanding by examining which items
they have placed in their Ziploc backpack.

G. Closing

1. Teacher Talk: Well done! Everyone did such a great job learning about Authors and
Illustrators today!
2. The teacher will formatively assess the students understanding of todays lesson by asking
students to define and discuss the roles of the Author and the Illustrator.
3. The teacher will hand out an additional activity sheet for students to work on if time permits.

III. Reflection

1. Culturally Responsive Teaching:

This lesson focused on elements of text such as Author and Illustrator. Students were expected to
work respectfully together as a group of boys and girls to find clues to unfamiliar words by using
the illustrations as cues. Students were required to make connections between text and self as a
measure of reinforcing understanding of the concepts outlined in the book. It was important that
each student showed respect for their classmates as they responded to questions or shared their
ideas by waiting for their own turn to speak. The goal of these guided reading groups is to have
students participate in fun activities which will inspire a love of reading in a safe and respectful
environment. The teacher has ensured the availability of all supplies including left handed
scissors for those students requiring them for the activity.

2. Accommodations:
This lesson used multiple delivery methods as a measure of ensuring accommodation for several
different learning styles. A combination of oral instructions, visual aids (such as illustrated text)
and cutting activities (to promote dexterity) were used as a group and independently. The
teacher used an ongoing assessment of the students understanding by adjusting the rate of speed
of the lesson, pausing to ask and answer questions and offering assistance where and when
required.

The AIS teacher will have familiarized ELL or IEP students with the vocabulary and concepts to
be covered prior to the lesson.

The ELL and IEP students will benefit from having been familiarized with the vocabulary and
upcoming lesson content ahead of time so that they can more actively participate in the lesson
with their classmates.

The teacher has ensured the availability of left handed scissors for those students requiring them
for the activity.

The teacher will hand out an additional fun activity work sheet for students who finish the initial
activity quickly.

The teacher will ensure that all students have received ample instruction or examples through
teacher modelling prior to starting all activities. The teacher will also provide time for questions
and guidance as required.

3. Prerequisite Skills:
In order to successfully participate in this lesson:
*Students needed to be able to use scissors.
*Students needed to be able to work cooperatively in a group.
4. Anticipated Misconceptions:
Students may not have been sure of the difference between an Author and an Illustrator of a
book. The teacher will be sure to provide examples and ask questions of the students to reinforce
understanding and ensure that the difference is clear. The teacher will also clarify any student
gaps in understanding by answering questions and providing examples.
5. Academic Language:
The vocabulary in this lesson was Tier 1 and included the following words: Author and
Illustrator.
The verbal discussion in groups and as a class helped students to evaluate where the use of the
new vocabulary was appropriate.
ESL and AIS students had been given a vocabulary handout and pictogram (to explain Author
and Illustrator) prior to the lesson.
The teacher engaged in verbal discourse with the students throughout the lesson in order to
ensure active and equal participation.
[Back to Table of Contents]
[Back to Table of Contents]