![Name: LeAnne Ray Date of Lesson: April 17, 2015
Group Member Names: Charles, Manuel, Kayla, & Raya
School/Teacher and Grade: Elmhurst Elementary School/Heather Timberlake/5th
grade
GUIDED READING LESSON PLAN TEMPLATE – Spring 2015 (10 points)
[TO BE FILLED IN BY CONSULTING THE GUIDED READING INFO AND PLANNING GUIDE]
Students’ Instructional Level & How You Know:
4.2.2—The teacher assigned me a group of students to work with and gave me a book to plan a
lesson with. The level of the book she selected was 4.2.2.
Comprehension Strategy (i.e., what you’re teaching in this lesson) & Why You Chose It:
Monitoring comprehension will be used in this lesson because it is very important for students to be
able to actively be thinking about when they are confused or are completely surprised by new
information. I chose this because my practicum teacher made it known that monitoring
comprehension is something that her class needs to work on.
Book Title / Book Level / Where You Found It & Why You Chose It:
The title of the book is Fresh Air written by Rhonda Rodriquez and illustrated by Cedric Lucas. The
book level is 4.2.2. My practicum teacher selected this book for the group that she was going to allow
me to work with.
Book Introduction: What will you say/do to teach this part of your lesson? How will you prepare students to read the
text? Include new vocabulary, new important words, or unusual language structures as a scaffold for students to draw on
when they are reading.
One summer, I went away to a home in the mountains to stay with another family. I was very
interested in learning about how they lived. This family lived in a very nice cabin and they had llamas
or alpacas. I learned all about how they raised llamas and what they did with them. It was a
wonderful experience. This book, Fresh Air, is about a little boy who goes away to a stranger’s home
for the summer and learns about the different things in their lives. He goes through cultural shock. This
means that he is unsure of what to do with his new surroundings and has to adjust.
Arrangements—the way that things or people are organized for a particular purpose or activity
Strategy Lesson / Reminder: What will you say/do to teach this part of your lesson? What tool are you reminding
students about so they can use it as they read? Include information about what the strategy is, how it works, and why it
can help readers as review so they are ready to use it in their reading.
Let me ask y’all something… How many of you kind of check out when you are reading? Like
you kind of lose interest and just read a bunch of words on the page. It is not just you! I do it
too! I have to remind myself to make sure that I actually comprehend what I am reading.
One way that we can do that is to make sure that we are registering when our reader brain
is confused or excited over something really cool. This helps me make sure that I am reading
effectively.
Setting the Purpose/Focus for the Day’s Reading and Strategy Use: What will you tell students to do in order to
use the strategy as they read? What purpose/task can you set for students that will give them a chance to apply the](https://image.slidesharecdn.com/de2ccd22-fbb1-4392-98f3-cdfd911fbc61-150528171954-lva1-app6892/85/GuidedReading-LessonPlanTemplateForm-Spring2015Revision-1-320.jpg)
![As a reading teacher, I know that I have a lot to learn to become a successful teacher of reading. Now
I know that there are different ways to reach children and help them learn better. This assignment of
working with a guided reading allowed me to see how to work with a smaller group of students. I was
able to learn different things that I need to be paying attention to in the future. For example, Charles
was reading way too fast and did not understand what he was reading. From the experience with him, I
learned that I am going to have to understand how to keep students on a more standard fluency rate
to allow them to actually think about what they are reading. With Manuel being an ESL student, I
learned that sometimes the ESL students have more determination behind their learning to read so that
they can be more like their peers. With Kayla, I learned that some students are going to need more
encouragement than others. With Raya, I learned that not every student is going to have a passion for
reading like myself. I am going to have to work hard to try to instill my love for reading in their lives.
3. What went well? What would you do differently? Why? Be specific.
Overall, I thought that the lesson went well. I was able to hook the students into being interested in the
story and they understood what was expected of them as they were reading. Three out of four of the
students used all of the six sticky notes that they had marking questions and things that they found
interesting or cool. The only thing that I found that was not what I had expected was the writing portion.
The students all wrote their sentences well, but they did not care to give me five complete sentences. I
was a little disappointed there.
I think that in this case, I would have done a different writing response assignment. Now that I have
taught the lesson, I wish that I had told the students to use the cool information they found to advertise
the Summer Fresh Air program. Otherwise, I thought the lesson really helped the students have another
technique to monitoring their comprehension.
[Remember to turn in your practicum hours confirmation sheet signed by your clinical teacher.]](https://image.slidesharecdn.com/de2ccd22-fbb1-4392-98f3-cdfd911fbc61-150528171954-lva1-app6892/85/GuidedReading-LessonPlanTemplateForm-Spring2015Revision-5-320.jpg)
![As a reading teacher, I know that I have a lot to learn to become a successful teacher of reading. Now
I know that there are different ways to reach children and help them learn better. This assignment of
working with a guided reading allowed me to see how to work with a smaller group of students. I was
able to learn different things that I need to be paying attention to in the future. For example, Charles
was reading way too fast and did not understand what he was reading. From the experience with him, I
learned that I am going to have to understand how to keep students on a more standard fluency rate
to allow them to actually think about what they are reading. With Manuel being an ESL student, I
learned that sometimes the ESL students have more determination behind their learning to read so that
they can be more like their peers. With Kayla, I learned that some students are going to need more
encouragement than others. With Raya, I learned that not every student is going to have a passion for
reading like myself. I am going to have to work hard to try to instill my love for reading in their lives.
3. What went well? What would you do differently? Why? Be specific.
Overall, I thought that the lesson went well. I was able to hook the students into being interested in the
story and they understood what was expected of them as they were reading. Three out of four of the
students used all of the six sticky notes that they had marking questions and things that they found
interesting or cool. The only thing that I found that was not what I had expected was the writing portion.
The students all wrote their sentences well, but they did not care to give me five complete sentences. I
was a little disappointed there.
I think that in this case, I would have done a different writing response assignment. Now that I have
taught the lesson, I wish that I had told the students to use the cool information they found to advertise
the Summer Fresh Air program. Otherwise, I thought the lesson really helped the students have another
technique to monitoring their comprehension.
[Remember to turn in your practicum hours confirmation sheet signed by your clinical teacher.]](https://image.slidesharecdn.com/de2ccd22-fbb1-4392-98f3-cdfd911fbc61-150528171954-lva1-app6892/85/GuidedReading-LessonPlanTemplateForm-Spring2015Revision-6-320.jpg)
GuidedReading-LessonPlanTemplateForm-Spring2015Revision
- 1. Name: LeAnne Ray Date of Lesson: April 17, 2015 Group Member Names: Charles, Manuel, Kayla, & Raya School/Teacher and Grade: Elmhurst Elementary School/Heather Timberlake/5th grade GUIDED READING LESSON PLAN TEMPLATE – Spring 2015 (10 points) [TO BE FILLED IN BY CONSULTING THE GUIDED READING INFO AND PLANNING GUIDE] Students’ Instructional Level & How You Know: 4.2.2—The teacher assigned me a group of students to work with and gave me a book to plan a lesson with. The level of the book she selected was 4.2.2. Comprehension Strategy (i.e., what you’re teaching in this lesson) & Why You Chose It: Monitoring comprehension will be used in this lesson because it is very important for students to be able to actively be thinking about when they are confused or are completely surprised by new information. I chose this because my practicum teacher made it known that monitoring comprehension is something that her class needs to work on. Book Title / Book Level / Where You Found It & Why You Chose It: The title of the book is Fresh Air written by Rhonda Rodriquez and illustrated by Cedric Lucas. The book level is 4.2.2. My practicum teacher selected this book for the group that she was going to allow me to work with. Book Introduction: What will you say/do to teach this part of your lesson? How will you prepare students to read the text? Include new vocabulary, new important words, or unusual language structures as a scaffold for students to draw on when they are reading. One summer, I went away to a home in the mountains to stay with another family. I was very interested in learning about how they lived. This family lived in a very nice cabin and they had llamas or alpacas. I learned all about how they raised llamas and what they did with them. It was a wonderful experience. This book, Fresh Air, is about a little boy who goes away to a stranger’s home for the summer and learns about the different things in their lives. He goes through cultural shock. This means that he is unsure of what to do with his new surroundings and has to adjust. Arrangements—the way that things or people are organized for a particular purpose or activity Strategy Lesson / Reminder: What will you say/do to teach this part of your lesson? What tool are you reminding students about so they can use it as they read? Include information about what the strategy is, how it works, and why it can help readers as review so they are ready to use it in their reading. Let me ask y’all something… How many of you kind of check out when you are reading? Like you kind of lose interest and just read a bunch of words on the page. It is not just you! I do it too! I have to remind myself to make sure that I actually comprehend what I am reading. One way that we can do that is to make sure that we are registering when our reader brain is confused or excited over something really cool. This helps me make sure that I am reading effectively. Setting the Purpose/Focus for the Day’s Reading and Strategy Use: What will you tell students to do in order to use the strategy as they read? What purpose/task can you set for students that will give them a chance to apply the
- 2. strategy while they read with your guidance? More often than not, I constantly have to remind my reader brain that I need to be monitoring my comprehension. One thing that I do is use a sticky note to mark places where I am confused and where I find something really interesting or cool. I am going to give you six sticky notes. Three of the sticky notes have exclamation points on them. With those sticky notes, I would like for you to mark something really interesting or cool that you have read. The three other sticky notes have a question mark on them. I would like for you place those sticky notes somewhere to indicate that you are confused about something. This is going to help us monitor our comprehension and make sure that our reader brains are doing their job. Teaching Points / Coaching Preparation: What elements of the text do you anticipate students needing support with? What can you prepare to do to help individual students as they read? Pre-plan some ideas/pages to talk about or return to in order to echo strategy being taught. Anticipate things you want to reinforce so students truly understand. The Summer Fresh Air Program is a real program available for children to participate in. This program allows for children to go away from home and spend time in other places learning about different cultures. In some cases, it allows students to feel safe in a better environment. Discussion Questions/Starters for after reading: 1. Where did the Harris family live? 2. This story happened many years ago. How do we know that? 3. How did Javi feel on his first night in the country? 4. Suppose Javi came to visit you. What things would you show him? Writing Activity: Describe the writing extension activity for after reading. Write five to seven sentences about one of the following questions: 1. How was Javi’s home in Brooklyn the same as or different from the home he visited in Northboro? 2. Is your home more like Ricky’s or Javi’s? OBSERVATIONS / ANECDOTAL NOTES TEMPLATE ON NEXT PAGE OBSERVATIONS/ANECDOTAL NOTES/COACHING SUPPORT (4 points) STUDENT NAME What did you hear / notice when you: • Observed and “Dipped In” to Listen to Each Student’s Whisper Reading • Listened to Their Discussion and Reflections • Observed and Read Their Writing What kinds of coaching and support, if any, were you able to provide to the student? REMEMBER TO BE SPECIFIC – USE TERMINOLOGY FROM THIS COURSE Charles Charles recognized high frequency words quickly. He reads in groups (sentences). He read with the punctuation pauses appropriately. He read kind of fast, which led to only comprehending about cows (not the point). He did not use any of the sticky notes. He did not use the comprehension strategy at all. I told him that he is a great reader because he barely stumbled over any words and paused in the correct places. I gave him advice to slow
- 3. His writing assignment did not show any interest. He wrote sentences that were worthy of a second grader. “Also its (his house) not smelly from cows.” Almost everything he wrote was about the cows from the story. He did not really think about the question being asked. He wrote the bare minimum to be done. down and really think about what he was reading because that makes all the difference in the world. Manuel Manuel is an English as Second Language learner. Manual had a couple of errors as he was reading, but he self-corrected his errors. He would say a word wrong, realize that he said it wrong, and would correct it. He pronounced Javi’s name wrong, but was consistent throughout the story (great!). He raised his voice/changed voice due to talking and thinking (italicized). He was very soft spoken almost to a point his voice was shaking. Manuel had to leave for a trip to his middle school, so he did not get to complete the writing assignment. I kept encouraging him by telling him that he was reading very well. I told him that I was so impressed that he was changing his voice based on who was talking and thinking. Kayla Kayla lacked confidence in her reading. She did not have very good fluency because she hesitated a lot. She would hesitate, think about the word, look at the pictures, and try it again. She used visual information to solve words. I noticed that she would “sound out words” in chunks and syllables. Kayla wrote very neat sentences. For example: “My house is more like Javi’s because I have to clean up my room, wash dishes, and wash my clothes.” She was very into the assignment and even looked back at the book to make sure that her information was correct. I encouraged her to always try to be confident in her reading. It is okay to mess up and be a little scared, but we have to try. A little confidence goes a long ways and you will do a lot better if you believe in yourself. She got excited and did well after the pep talk! Raya Raya had a lot of confidence as a reader. She had a good, constant fluency that was just the right speed. She would reread a word she got right just to make sure that it sounded right. She read punctuation, but did not change her voice due to emotion, quotes, or thoughts. Raya wrote very nicely organized sentences. She really took the time to think about how she was going to respond to the question because she was looking back at the book for information. She said: “Javi’s home is different from the home he visited in Northboro because his house in smaller than there’s (theirs).” I praised her fluency and how well she was reading. I praised her rereading a word/sentence when not sure if it sounded right. I told her that was a great strategy to use in the future to help monitor her comprehension.
- 4. Additional Notes and Information: Reflection Questions to Complete After the Lesson: (6 points) Make at least one connection to a course reading during your reflection responses. 1. What did you learn about your focus group students as readers? What strengths/needs did you observe? Be as specific as possible and back up your ideas with evidence from your lesson. What would you teach in future lessons given what you saw? Why? I learned that the students all have various skills and have room to improve as readers. Charles is a strong reader because he has good fluency, reads in sentences, and reads punctuation. He needs to work on slowing down so that he does not stumble over the words and actually process what he is reading. He is a very confident reader because he reads very quickly and does not blink an eye when someone is listening to him. Manuel, who is an ESL learner, is a really good reader because he raises his voice and pauses in the right places and self-corrected any errors that he read. He needs to work on confidence while reading. He kept talking really quietly to the point I thought he was scared. Since Manuel is an ESL learner, I think that he does not believe that he is a good reader. Kayla is not a strong reader. She has a lot of growing to do as a reader. She is good at using visual texts and syllables to figure out what a word is. On the flip side, she did not have any confidence in her reading skills and did not have good fluency. Kayla is one of the readers that need a lot of encouragement. She is her own worst critic, so she talks herself down by saying “I’m not so good at reading out loud,” and shuts down. I had to encourage her to try. I told her: “This is a judgment free zone. I just want to hear you read.” After that, she was able to read again with more confidence. Raya is a really good reader. She has a lot of confidence in her reading, constant fluency, and read her punctuation correctly. On the other end, she would not change her voice based on emotion, quotes, or thoughts. Raya did not seem to be very interested in what was going on. Her body language insisted that she was just there because her teacher asked her to join me in their library. She had a sulky look and slouched the whole time. She barely said anything the whole time. For the future, I have learned that there is a diverse set of readers. Even though these students were around the same grade level of reading, their habits, strengths, and weakness are very different. I have learned that some readers require more encouragement than others and some are just so confident that you have to bring them back down. Due to these things, I would still work with monitoring comprehension because that is something that can help me encourage students and bring them back down a level to where they need to be to comprehend what they are reading. 2. What did you learn about supporting readers in a small group setting and what did you learn about yourself as a reading teacher from this experience? I learned that it takes a lot to accommodate each reader because they are each unique in their ways of reading. I learned each student takes something you say differently than each other. I learned that the ESL student that I worked with is very smart and is very determined to do well with reading. I can only hope that I can instill that in my future ESL students. I learned that students connect with certain things in a story and disconnect in other parts. Sometimes they cannot stay focused while they are disconnected.
- 5. As a reading teacher, I know that I have a lot to learn to become a successful teacher of reading. Now I know that there are different ways to reach children and help them learn better. This assignment of working with a guided reading allowed me to see how to work with a smaller group of students. I was able to learn different things that I need to be paying attention to in the future. For example, Charles was reading way too fast and did not understand what he was reading. From the experience with him, I learned that I am going to have to understand how to keep students on a more standard fluency rate to allow them to actually think about what they are reading. With Manuel being an ESL student, I learned that sometimes the ESL students have more determination behind their learning to read so that they can be more like their peers. With Kayla, I learned that some students are going to need more encouragement than others. With Raya, I learned that not every student is going to have a passion for reading like myself. I am going to have to work hard to try to instill my love for reading in their lives. 3. What went well? What would you do differently? Why? Be specific. Overall, I thought that the lesson went well. I was able to hook the students into being interested in the story and they understood what was expected of them as they were reading. Three out of four of the students used all of the six sticky notes that they had marking questions and things that they found interesting or cool. The only thing that I found that was not what I had expected was the writing portion. The students all wrote their sentences well, but they did not care to give me five complete sentences. I was a little disappointed there. I think that in this case, I would have done a different writing response assignment. Now that I have taught the lesson, I wish that I had told the students to use the cool information they found to advertise the Summer Fresh Air program. Otherwise, I thought the lesson really helped the students have another technique to monitoring their comprehension. [Remember to turn in your practicum hours confirmation sheet signed by your clinical teacher.]
- 6. As a reading teacher, I know that I have a lot to learn to become a successful teacher of reading. Now I know that there are different ways to reach children and help them learn better. This assignment of working with a guided reading allowed me to see how to work with a smaller group of students. I was able to learn different things that I need to be paying attention to in the future. For example, Charles was reading way too fast and did not understand what he was reading. From the experience with him, I learned that I am going to have to understand how to keep students on a more standard fluency rate to allow them to actually think about what they are reading. With Manuel being an ESL student, I learned that sometimes the ESL students have more determination behind their learning to read so that they can be more like their peers. With Kayla, I learned that some students are going to need more encouragement than others. With Raya, I learned that not every student is going to have a passion for reading like myself. I am going to have to work hard to try to instill my love for reading in their lives. 3. What went well? What would you do differently? Why? Be specific. Overall, I thought that the lesson went well. I was able to hook the students into being interested in the story and they understood what was expected of them as they were reading. Three out of four of the students used all of the six sticky notes that they had marking questions and things that they found interesting or cool. The only thing that I found that was not what I had expected was the writing portion. The students all wrote their sentences well, but they did not care to give me five complete sentences. I was a little disappointed there. I think that in this case, I would have done a different writing response assignment. Now that I have taught the lesson, I wish that I had told the students to use the cool information they found to advertise the Summer Fresh Air program. Otherwise, I thought the lesson really helped the students have another technique to monitoring their comprehension. [Remember to turn in your practicum hours confirmation sheet signed by your clinical teacher.]