EDR 317 Guided Reading Template 2019

Group Name and Grade: Group Green / Kindergarten

Book Title One Frog, One Fly written by Wendy Blaxland and illustrated by
Level: C Stephen Michael King
Standards: CC.1.3. K. G
▪ One for reading CC.1.3. K. A
▪ One for word work
Warm-up (emergent only): Have students independently reread the book Going to the Park.
Students independently
reread the previous lesson’s
text

Introduce the text Debug:

▪ Engage student - P. 6 Atchoo
interest Engage:
▪ List points, pages - Have the students look at the cover of the book. Ask the
needed to debug text students to look at the illustration on the cover. Ask them:
Do you notice anything about the frog and the fly on the
page? Look at the frog’s eyes. Why do you think he is looking
at the fly? What do you think the story is going to be about
based on this cover illustration? Let us read to find out if our
predictions are right!
Students independently read Tell students that they get to read the book alone now. Once they
the text are finished, they get to read it again or sit quiet and wait for all of
▪ What will early our friends to be finished.
finishers do?
Listen to the students reading and guide them when they make a
miscue. Jump in and help anytime you hear a miscue.
Discuss and revisit the text Ask the students to evaluate the importance of the illustrations in
▪ Begin in an open- helping the reader understand what is going on in the story. Discuss
ended way how the illustrator includes important details in the pictures that
▪ Guide discussion give information beyond what is included in the text.
toward big ideas or
larger message Have them turn to page 2 and ask them what character is missing on
this page. (fly) Then ask them how they know that. (the fly is no
longer in the illustration) Then ask them how the fly disappeared
and how they know that from the book. (the picture shows the frog
eating the fly not the text). Tell the students that in this book and
many other books we read, the words on the page do not always tell
us everything that is happening. That means we need to look at the
illustrations to fill in the missing parts.
Teaching points Understanding Genre: Fantasy
▪ Based on your Ask students if they think the story is fiction or non-fiction? What in
observation of the story tells you this?
students, select a - Discuss with children that a fantasy may exaggerate events
teaching point or two or include funny things that could not really happen. Help
 that will help readers children identify what in this book could really happen (the
expand their ability to different animals eating each other) and what could not
read all texts really happen (a snake sneezing and releasing a fly and frog
unharmed). Guide children to see that the animals in the
story have exaggerate, human-like expressions, such as the
scared fly on page 2 and the surprised snake on page 8.
Work with letters/words Describing Words
▪ Provide 2-3 minutes Remind children that describing words are words that tell what
active, inquiry-based something looks like or how many of something are.
word work - Write one fly and identify one as a describe word. As what
▪ Focus on any aspect this word describes here. (the number of flies – one).
of word solving/ - - Write no fly and have children identify the describing word.
vocabulary building Ask them what the word no describes. (the number of flies –
none).
- Have the students choose their favorite page in the book.
Then have them read the page to themselves. Have the
students identify the describing words on their page (by
writing it on their white board) and share their findings with
the group.
Reflection on instruction What is the rationale for selecting the resources within your lesson
▪ what strategies need plan?
to be taught, I choose this book based on the developmental level it
reinforced represents. This book is at a literacy level of C. The students
▪ what level will you in this guided reading group have tested at B level for
proceed with independent reading. This means that the appropriate level
tomorrow for the guided reading group is C. When students are in
guided reading, they should be given a text that challenges
them (Fountas & Pinnell, 2017, p.39). This is due to the fact
that they have the teachers support for compression and
reading of the text. By choosing a level that is one step
above where the students’ individual level, the guided
reading group becomes more successful for all students.

In general, how successful was the lesson? What evidence supports

your conclusion?
This lesson was successful for the guided reading group. The
students were engaged in the lesson and did a great job with
their describing words. By the end of the work with words
portion of the lesson, the students were coming up with
their own describing words of the characters in the book.
These words went further than describing the amount of
animals on the page. Instead, they chose words that
described what the different animals looked like.
Considering the fact that the students were able to apply
this skill on their own shows that the lesson was successful.

How were students empowered to take responsibly for their own

learning?
 When teachers give their students the opportunity to make
their own choices, it empowers them to take responsibility
for their own learning (The Nearpod Team, 2017). I did this
by allowing students to chose which page they wanted to
work on for their independent work. I gave students the
opportunity to work independently with the work with
words section of the guided reading lesson. By giving the
students the opportunity of choice, a teacher is able to
empower them into taking ownership of their own learning.
This is where the students are able to make the cognitive
connections within learning.

What would you do differently if you had to teach the lesson again
to the same group of students?
The group of boys in this guided reading group love
dinosaurs. They all have checked out dinosaur books from
the library many times. What I would change is to use one of
the non-fiction dinosaur books they all have read to contrast
the difference between the two genres. I believe this would
have better helped them understand the concept of how
some books seem real and have real concepts but are not
fully real and books that are completely real. Having a
counter example is a great way to drive home the concept.
Additionally, the boys would have been extremely excited to
see a book they have all read about something they love
used in a lesson. This would all have further developed the
students understanding of the teaching lesson I was giving
them.
Sources Bibliography

Fountas, I. C., & Pinnell, G. S. (2017). Guided Reading: Responsive

Teaching Across the Grades (2nd ed.). Portsmouth, NH:

Heinemann.

The Nearpod TeamNearpod’s award-winning platform is used

by thousands of schools across the country. (2018, \

November 06). Four Ways to Help Kids Take Ownership of

Their Learning. Retrieved July 29, 2019, from

https://nearpod.com/blog/4-ways-to-let-kids-take-

ownership-of-their-learning/