Guided Reading Lesson Plan

Date: Tuesday, May 7, 2013 Group: Kaitlyn & Elijah Text: The Biggest Fish Kayla Huber and Emily Ruhser Level: 16 Learning Targets Common Core: CCSS.ELA-Literacy.RF.1.4: Read with sufficient accuracy and fluency to support comprehension I can: I can attend to the pictures to help me understand the text. I can: I can use problem solving strategies to decode words that are challenging.

Before Reading Relate the topic to the reader: Have you ever gone fishing? Did you catch any fish? Do you have pet fish?

Summary statement: Sam and Rachels dad went fishing with his friend Andy. When they got home Sam and Rachel said Dad caught the biggest fish they had ever seen. They showed their mom and started to get ready to cook the fish for dinner.

Picture walk/preview: Walk through the book with the students (teachers book only). Ask students questions about the pictures and point out characters. Pages 4-5: This is Rachel and Sam. Here is their Dad and his friend Andy. What do you think Dad is taking out of the trunk? Pages 6-7: What do you think Dad is doing with the fish? Do you think its a real fish? Pages 8-9: Here is mom. What do you notice about the fish? (Size)

Predict: (write down predictions) (stop at page 10) Ask both kids for their own predictions and what they think is going to happen next in he story On page 10 tell the students that Sam and Rachel hear a knock at the door. Ask: Who do you think is at the door? Do you notice anything in the window of the door? What do you think is going to happen next?

Repeat unusual language: Read through names of characters and lay out name cards Pg. 6: Shouted Pg. 8: fins- Do you know what fins are? They are the parts of the fish that help them swim I know Ms. Emily asked you some questions about punctuation last week so lets see if we can remember what the different marks meant. (pages 8-9) Ask about periods, question marks, exclamation marks, quotation marks, and bolded word. Pull out ipads and type in word enormous Ask students if they know what the word is or what it means Do same for word tricked and scared These words will be in the story but I dont want to spoil our predictions!

Locate key vocabulary: Now we are going to finger frame some important words in the story that we will be reading a lot Pg. 8: Fish, biggest, sea

Set the purpose: Now we are going to read to find out who is knocking at the door! We are going to use our best reading skills to follow along in the book to see what exactly Dad and Andy are doing with the fish. Purpose is to have kids focus on reading the words in the text and relying less on pictures to read unless needed for context clues.

State the strategy focus: What do you do when you come to a tricky word? Because there are tricky words in this story. You need to make sure it makes sense and looks right. You can do this by looking at the first letter of the word and the move to the middle letters and sound out each letter as you move across the word. Some words are tricky and you wont be able to sound them out, so you can focus on the first letter and move to the last letter.

During Reading Prompts: (teacher takes running records) Look at prompting guide

Second reading (reread until others are finished)

After Reading Respond to text: What did you think about the fish Dad and Andy caught? Have you ever seen fish that big? How do you think Mom thought about the fish?

Check predictions: Who was at the door? Turn to the page where you figured this out. Were your predictions right? How were they the same or different to what actually happened in the story?

Return to text/review reading strategies used: Give one praise and teaching point to each student: -Kaitlyn/Elijah I really liked the way you. Kaitlyn/Elijah at one point you didis there any way you could improve that? What could you have done?

Transition to Word Sort

Word Work Type of word work: Two separate word sorts Words: /a/: blade, stay, eight, main, steak, grade, trap, staff, stand, clap, what, fast /u/: clue, rude, use, fruit, chew, rule, crust, cut, push, gum, duck, drum Long and short /a/ Long and short /u/

Procedure: Read all words to students Demonstrate to students how word sort works and set example as to how student should sound out the vowel sounds in each word and category when sorting. Give set of words to each student. Independent word sorts. Give prompts when necessary. Re-read through word sorts with students to check accuracy

Assessment Text reading: Running Records Observe students problem-solving techniques and areas of challenge

Word work: Word sorting accuracy What challenges students may be having with certain vocab or type of words/letters