Guided Reading Lesson

Objective: Students will be able to read, recognize, and

spell the word, “see.”

Before reading: Go over procedures of how we sit and pay

attention. Tell students that we are going to be working on the
word “see.” Write the word on the whiteboard so they know
what it looks like. Make a chant and have students do the chant
a couple times (S-E-E, see). Then, have them write each letter
of the word in the air. Provide each student their own book. Tell
them that when they get home, they can color the pictures and
practice reading it to their parents.

During reading: Guide students as they read the book, provide

wait time, and allow them to recognize the word “see.” Make
sure that they are pointing to each word, maintaining one-to-
one correspondence. After we read the book together, give
them each a highlighter and let them go through their book to
find “see” and highlight it.

After reading: Students will individually arrange the letters in

the word, “see.” They will each be provided with a strip of paper
with 3 boxes on it and the letters in “see.” Students will arrange
the letters in the boxes to correctly spell the word “see” and
paste them to the sheet.
 Guided Reading Reflection
The focus of this guided reading lesson was on the word “see.” This small group was

pulled while the rest of the class went to specials, so they were a bit antsy initially. I focused

their attention with the cheer. The students really enjoyed getting to clap out the word and say

the letters and word in a cheer. Then, I gave them their books and we read through it one time

together. If I were planning another small group with these students, I would choose a higher

level book. The book that we read was more on their independent reading level. After we read

the book, I focused their attention back on the word “see.” I gave them each a highlighter and

instructed them to highlight the word “see” in their book. During this part of the lesson, I took

for granted the students’ ability to use the highlighter. Students are capable of using the tool;

they just needed a more in-depth explanation of proper behaviors. Additionally, I think this

group would be able to remember how to use the tool if they were asked to use it again. After

students were done highlighting, I gave them their letter boxes. I asked them how many boxes

there were and how many letters were in the word “see.” They responded “3” to both questions.

Then, I instructed them to arrange the letters in “see” in the correct order in the boxes. Two out

of four students mastered this. The other two students spelled it “ese” and “ees.” The student

who spelled it “ees” actually read it correctly, and she knew how to spell the word; she just has

difficulty with reversing letters and words. With further guidance, both students were able to

correctly arrange the letters.

Overall, the lesson was successful. When planning for further guided reading instruction

for this group, I would continue to use the cheer to introduce the word we are working on,

choose a more challenging book, allow them the opportunity to write the word, and explain the

proper use of materials in more detail.