Where the Wild Things Are Guided Reading Plan

Standard(s):

NJSLSA.R10. Read and comprehend complex literary and informational texts independently and
proficiently with scaffolding as needed.

L.3.6. Acquire and use accurately grade-appropriate conversational, general academic, and
domain-specific words and phrases, including those that signal spatial and temporal relationships

Objective(s): Students will read and discuss the story “Where the Wild Things Are” and engage
in a discussion about key concepts and important vocabulary. Students will record these
conversations and stay organized using writing webs to list key events and vocabulary to
demonstrate comprehension at a level (3) proficiency based on a 4 point rubric scale.

I. Preparation for Reading

a. Active/Build Prior Knowledge

Develop discussion relating to the story and how the main character Max went from being an

average kid to the king of the wild things. What happened in order for him to become the king of

the wild things in their separate world. Share with them how you gained charge of a group in a

certain way. Some examples of this could be a group leader, a line leader, or a captain. What did

they have to do in order to gain that position? Explain to them a real-life connection such as I am

the teacher of this classroom and I am the leader in this classroom in order for all of you to learn

and get a great education. Encourage the children to share some personal experiences that they

may have had relating to the need to demonstrate power and being in charge.

B. Preview Text and Make Predictions

Now preview the reading material with the students by conducting a Picture-Walk. Have the

students go through the story along with you while just looking at the pictures and not reading

any of the text yet. Ask the children questions about each question and what they can tell you
about what is happening on the page. Show every picture up until the last one but do not reveal

the picture on the final page.

C. Develop Vocabulary Knowledge

While the class is having a discussion during the picture walk and the students are encouraged to

study all of the pictures, the teacher should pay close attention to important vocabulary words

that the students will be seeing while reading the book. When students mention specific words

that are found in the book ask them to look and locate the words in the actual book. Make sure to

explain the meanings of certain vocabulary words in the story: wild, forest, night, terrible.

D. Set a Purpose for Reading

Ask the students to begin to read the story and remind them that the main character, Max, is

going to encounter some mythical creatures once he is alone in his room. Ask them to read and

discover how Max became the king of the wild things.

II. Read Silently

a. Instruct the students to read silently until they discover the purpose for reading

this book. While the students are reading, monitor their progress and observe the

ability that they have to rely on strategies so they can successfully comprehend

what they are reading. If any students seem to struggle to understand the story,

make sure to assist them. Once students begin to find some ideas that could

answer the purpose setting question ask them to write out their ideas on a piece of

paper.

III. Respond to Reading to Develop Comprehension

a. Revisit Purpose Setting Question

Begin to ask the students what they have discovered in the story about the purpose

of reading. Initially the students see that once Max as an average kid with a great

imagination alone in his room, and then he winds up being the king of the wild

things. As the students encounter the different things that Max does to become

king discuss each thing that the children found while reading. Discuss the

different ideas the students found and ask them why they believe this helped Max

become the king.

b. Clarify Additional Concepts/Vocabulary

Continue developing discussion with students about the events of the story and use

this opportunity to address certain concepts of interest or discuss questions that were

asked after the reading was completed. Encourage the students to consider the issues

relating to Max traveling through a magical forest and taming these giant beasts to be

named the king of the wild things. Use this opportunity to present some higher-level

interpretive questions that naturally occur during the discussion. Some possibilities

may include asking the students to consider whether they believe Max will return to

the forest and continue to be the king of the wild things. Another focus discussion

may include focusing on the relationship Max has with the wild things while he is

their king. This could bring on the discussion of whether of not they believe that Max

is a good king or not.

C. Supporting Comprehension of Structure

Use this opportunity to support students and their understanding of the story structure.

Discuss the information that students have added to their literacy journals about what
 they have taken from the story and encourage them to share their ideas to the class.

Guide students while they add the events to the timeline that is appropriate for the

sequence of the events in the story. Model for the students how to correlate each

event with the signal words that were found during the picture walk before we read

the story. The signal words may include “then”, or “now”.

D. Seeking Additional Sources for Information

Inspire the students to find more information about different concepts in the story by

sharing sources that they could use to search further. For example, to prepare for

further discussion relating to the characteristics that differ Max from the wild things,

you could introduce the students to a reference book that will help them explore this

information. Encourage students to explore the reference and find more information

about imagination (The Wild Things). Consider developing this idea further into ELA

content. Use this opportunity to ask students to find more information about

imagination to further investigate this idea and topic.

E. Additional Purpose Setting Questions:

Encourage the students to continue to read the story and remind them that once Max

enters the forest, he encounters various different creatures that could possibly eat him.

Ask them to read to discover how Max avoids being eaten by the creatures and how

he becomes their king.

IV. Review/Reread and Explore Strategies

Allow each student to have their own copy of the book. Have the students use the

“Pick a Part” strategy while reading the story for the second time as a different way to

hear and read the story. Each student will have their own part of the story that they
 need to read aloud. This strategy allows the students to read along with their

classmates and hear different parts of the story that they might not have caught from

reading quietly and independently.

V. Applying the Literature/Extending Reading Across the Curriculum

After rereading the story using the “Pick a Part” strategy, ask the students to come up

with ideas on how they might become the king or queen of an imaginary world. Ask

them what their imaginary world would look like and how they would become the

leader of it. Remind them that Max had to tame the “Wild Things” and intimidate

them in order to become their king. Have the students write down their ideas so that

they can write their own story. An example of the writing prompt can be: “If you

could be the King/Queen of any imaginary world what would your imaginary world

be like and how would you become the King/Queen of this world?”