Subject/Grade: Lesson/Date: Time:

Subject: English
Grade: 4/5
Lesson: Guided Reading
Date December 10th, 2020
Time: 9:10-9:40
Stage 1: Desired Results
Lesson Students will review reading strategies such as analyzing and synthesizing while working to
Overview: apply them in their own reading. The class will have quiet reading time while a small group
will be involved in a guided reading lesson. A group will gather around a table to participate in
a guided reading lesson with the teacher where they will be observed. Students will take turns
reading aloud to help develop their reading proficiency. The teacher will provide support
during the guided reading while recording notes for each student. The small group will work
through their text and once they’ve finished they can return to their seats and continue doing
their individual reading. Each student in the small group guided reading will have their
progress recorded into a document. While students are finishing up their reading, they’ll also
be given an exit slip to complete for formative assessment.
GOs: General Outcome 2: Students will listen, speak, read, write, view and represent to
comprehend and respond personally and critically to oral, print and other media texts.
SOs: SLO 2.1 Use Strategies and Cues: Students will use comprehension strategies
 Students will preview sections of print texts to identify the general nature of the
information and to set appropriate purpose and reading rate.
 Students will monitor understanding by confirming or revising inferences and
predictions based on information in text
 Students will integrate knowledge of phonics and sight vocabulary with knowledge of
language and context clues to read unfamiliar words in context
SLO 2.2 Respond to Texts: Appreciate the artistry of texts
 Students will explain how language and visuals work together to communicate meaning
and enhance effect
Learning Students will:
Objectives  Students will attempt to make predictions and inferences based on information in a text
during their guided reading.
 Students will work to read aloud fluently with appropriate speed, accuracy, and expression
during their guided reading.
 Students will use knowledge of phonics and sight words when reading unfamiliar words in
their guided reading.
 Students will attempt to explain how both language and visuals can help communicate
meaning from a text during their guided reading

Stage 2: Assessment Evidence

Formative Exit slip Summative Recording sheet
Assessment Assessment

Stage 3: Learning Experience

Prior to  Have guided reading text and Resources:  Fountas & Pinell guided
Lesson: recording sheet prepared reading text
 Have an open desk prepared  Whiteboard
for the guided reading  Smartboard
 Open desk with chairs for
guided reading
Subject/Grade: Lesson/Date: Time:
 Recording sheet
Time: Content/Description Differentiation/
30 Guided reading is a small group instruction to help with differentiation while Assessments:
minute supporting the needs one on one with the students. Guided reading supports
s students in developing their reading proficiency.
Introduction:
10 Review of Previous Concepts/New Learning: Review and
minutes have students
A reading lesson will be provided for students to better build their reading discuss the
strategies they’ve already learned, analyzing and synthesizing for example reading
strategies
Step 1: Students will review the two strategies they’ve learnt.
Step 2: Analyzing
 finding the facts,
 the details
Step 3: Synthesizing
 The main ideas
 Getting to the point
 The main thing the author is trying to tell us
Step 4: Once the lesson has finished students will have the remainder of the
class to read their own chosen books
 Students will work to apply these strategies while they’re reading
Transition
A group of students will gather around a desk to prepare for their guided
reading
Body:
20 Learning Activity 1: Guided Reading Give individual
minutes support to the
While the small group guided reading is happening the rest of the class is students in the
quietly reading their own books. guided reading
through the
Step 1: Depending on which groups turn it is, they’ll gather around a table observation.
Step 2: The small group will have a book introduced to them
 All students in the small group will read the same text that has been Also ensure the
chosen remainder of the
 Review reading strategies that can be used such as, analyzing or class is focused
synthesizing when reading the text on their own
Step 3: Each individual in the guided reading group will have their own book to reading, no
read talking or chit-
 Students will read at their own pace, quietly to themselves chatting.
Step 4: Students will take turns reading aloud quietly to the teacher
Step 5: A few things to watch for or assist with during the reading I’ll work to use
 Fluency; speed, accuracy, and proper expression more physical
 Appropriate pausing visuals. For
 Help with sounding out or pronouncing words example, for
chunking I can
 Self-corrects
use my fingers
 Makes predictions
to help students
 Chunking better visually
 Re-reads if needed see the words.
Subject/Grade: Lesson/Date: Time:
 Uses picture clues
 Stop students if they are reading to fast or don’t pause appropriately I’ll provide one
last chance for
Why guided reading is important: questions before
 Provides for one-on-one, responsive teaching letting the group
 Allows students to engage in rich variety of texts return back to
 Allows students to read more challenging texts with support their seats.
 Allows students to develop greater control when reading
 Assists with decoding and constructing meaning

Step 6: Students will take turns reading aloud

 Students will read a brief part of their text for the observation
Step 7: Students will read the entire text
 Make one or two teaching points throughout the reading
Step 8: Once students have read their text, have them discuss the meaning of
the text, or their favorite pages, illustrations, words, etc.
Step 9: Once students have finished their text they may go back to their seat and
read their own book for the remainder of the class

Transition
Students can clean-up by putting their books away in their bins
Consolidation:
Review of Key Concepts/Point to Next Class:

Step 1: Students will review key reading strategies

 Analyzing
 Synthesizing
Step 2: Students will be given a sticky note for formative assessment
 While students are reading they will be expected to apply synthesizing
strategies
 Students will be expected to record the main idea from their book onto
their sticky note which will be handed in for formative assessment
Step 3: Check-in
 Ask students if there are any questions or need for clarification

Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:

2. Specific strengths of the lesson plan and delivery:

3. Specific weaknesses in the lesson plan and delivery:

4. What must be addressed to improve this plan?

Subject/Grade: Lesson/Date: Time:

5. How I have grown from this teaching experience: