Guided Reading Lesson Plan (Levels M-Z)

Reflection

This project was a bit confusing for me personally. I had a hard time creating a guided reading lesson for

college aged students rather than elementary school students. Some of the lesson plan was hard to create

because of this issue. For example, finding words we did not know was hard because we knew all of the words

in the article, but I used phrases instead since it may have confused some people who thought of different

definitions for these phrases. However, I was able to overcome these challenges and create a guided reading

lesson plan for this age group. I also think this was good practice for us even though it was for a different age

group. It will still help us become more familiar with the layout of the plan and how to effectively create one.

I had many strengths during this project and presentation. One was being able to overcome the

challenges and get it done. I worked through my issues and created a good guided reading lesson plan for this

activity. I also was good at giving the students time to read and think about the questions I asked. I also created

good questions to foster learning and thinking for the students in my group. They had to think about it and use

the article as assistance in their thinking of these questions.

I also had some things to work on. The biggest thing I need to work on is pace. I spoke a little fast at

times, but I also believe this was because I was in a group of college age students so I was talking like I would

in a normal conversation with them. However, I must keep in mind it is a lesson and I need to take my time and

pace myself when speaking, even if it is a practice lesson with some of my friends.

Overall, I thought this activity was confusing at first, but once I thought about it more I was able to

create a lesson. I think it was a good way to practice using the lesson format for a guided reading lesson. I do

think it may have been more helpful to create a guided reading lesson for elementary school students and have

the people in my group pretend to be that age and work with it. This is what we do in other courses and I think it

is helpful to really feel like we are presenting to elementary school students.

 Guided Reading Lesson Plan (Levels M-Z)
Title: Smart Scheduling Puts Students’ Needs First https://www.edweek.org/ew/articles/2020/02/26/smart-
scheduling-puts-students-needs-first.html Level: n/a Publisher: Education Week

Before Reading:
Meaning Statement: As future educators, we all know how important it is to put students’ needs first. This
article discusses how scheduling can affect students’ needs and whether they are put first or not. We can take
what we read and apply it to our lives. While we read the article, think about ways to apply this topic into real
life with students in the classroom.

Words/Text Layout:

 New or important words or language structures

Creative tasks: these include any creative activity that facilitates insight or change (examples:
collages, painting)

 Unusual aspect of text layout/organizational structure

There are pictures throughout the article that correlate with the article. There are also some ads
that pop up on the side of the article, but we can ignore those. There are also other links to see
other education week articles if the reader is interested in doing so

Launching Statement: As you read the article, think about ways we can implement these findings into a
classroom of students. Also think about how we can apply these findings and what it would look like during a
typical day.

During Reading: (10-15 min.)

Listen in to students while they read (optional). Reinforce the teaching point, help with decoding, check for
understanding
and provide specific feedback.

After Reading: (8-10 min.)

 Connect discussion to the launching point and/or a comprehension strategy (see above)
How can we apply these ideas into the classroom?
What would it look like?

 Discussion Questions
During this time of virtual learning, why is it important to have live instruction in the morning
for elementary students?
How does this put students’ needs first?
What should students be doing in the afternoon when they are not doing live instruction?
Would you be interested in reading other Education Week articles?

Writing Connection or Word Work: Writing how we would implement this into our own classrooms. Include
what the instruction would look like as well as what the afternoon would include. How would you make sure
students are doing the afternoon independent work?