Guided Reading Lesson Plan (Levels M-Z)

Title: Bad Bug Alert: https://www.timeforkids.com/g34/bad-bug-alert/ Level: 3-4 Publisher: Karena Phan

Before Reading:
Meaning Statement: Have you heard of or seen these bad bugs? I sure have! This short article will tell you
how to get rid of them every time you see them and the bad things they are doing to our environment. Bugs are
a kind of earth science. A bug being in the environment can cause many things to happen while what we do as
humans can affect that cause. For instance, completely ignoring these bad bugs can cause more harm and more
to appear. When we read, we’re going to think about what some of the causes this bad bug can make occur to
the environment.

Words/Text Layout:

 New or important words or language structures: If you aren’t too involved in the environment we live in,
you might not be familiar with invasive species. Invasive species can be a living organism that causes
harm to the environment and sometimes even humans.
The article mentions how these lanternflies are referred to as invasive species in many areas. Although
they don’t cause harm to humans; they cause harm to our environment which can lead to harm in us.
*Have students refer bad to something this bad bug can cause harm to in our environment*

 Unusual aspect of text layout/organizational structure: This reading comes from an environment article.
An article is a piece of writing made with publication. It often shares facts, ideas, and researching.
Sometimes you may find other articles that relate to the article you are reading below it. Ignore those
articles as you are reading.

Launching Statement: As you read, think about what some of the causes this bad bug can make occur to the
environment and possibly the affect humans can make upon it.

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.
No further discussion, use in-moment teaching and address questions.

After Reading: (8-10 min.)

 Connect discussion to the launching point and/or a comprehension strategy (see above)
What causes does the lanternfly cause to the environment? Do you think humans could affect those causes?
How or why not?

 Discussion Questions
The article gives ways to get rid of the lanternfly if you see one. These are similar to what we may do to other
bugs on a daily.
For instance, what was that word the article used to describe these bugs again? *Invasive* and What are some
of the ways they say to get rid of them? What can happen to things in the environment if you don’t do those
things to the bug? Use graphic organizer: *What causes does this bug make to the environment? * *What are
some good effects humans can use to get rid of them? *

effect
cause
 Guided Reading Lesson Plan (Levels M-Z)
Why should you kill or smash lanternflies when you see them? What would be the effect if you didn’t do this?

The article tells us about the serious harm lanternflies can cause to plants. Why would this be important for
humans interested in the environment to know?

Would you be interested in reading any of environmental science articles after this one? Why or why not?

Writing Connection or Word Work: Word sort with -ing words—no change, drop final e, double final
consonant. Have students make generalizations.
causing, harming, smashing, killing, squashing