Guided Reading Lesson Plan You will create a guided reading lesson plan appropriate for students in second

through fifth grade. Begin by choosing the level of reader (transitional, self-e tending, or advanced!. "onsider the characteristics of those readers when planning your lesson. (#! $escription of Reading Group % &nclude the grade level ('nd through (th! as well as the reading level (transitional, self-e tending, or advanced!. )he reading group consists of * second grade boys in an advanced reading group. ('! +uality literature- &nclude the title, author, genre, a short su,,ary in your own words, and the readability of the te t. )he &ce-"rea, -actory, by .nnie /rti0, photographed by .nthony 1art. Genre2 3onfiction 4u,,ary2 . class too5 a field trip to an ice-crea, factory to find out everything about how ice crea, is ,ade. &t tal5s about how the ,i ing ,achines wor5 and what ingredients need to be added. )hen it tells you about the free0ing process, the pac5ing process, and about hard free0ing. )hen it e plains the shipping process. .fter they learn the process, they created a flow chart to e plain the process. )hen they too5 a survey on their favorite flavor. (6! Lesson focus % $escribe the strategy7s5ill that you are targeting. )eaching -ocus2 "o,prehension 4trategy2 4u,,ari0ing &nfor,ation Literacy 45ills2 8sing te t features2 Lists 9 "aptions, 8sing Graphic :le,ents2 4i,ple "harts, 8nderstanding type of nonfiction2 ;ournal.

(*! -or,ative assess,ent- $escribe how you will assess students during the guided reading lesson. <hat behaviors will indicate that your students =get it>? <hat behaviors ,ight indicate that they need further instruction> &nfor,al assess,ent will be done throughout the lesson to assess understanding of the ,aterial and te t features. +uestions will be as5ed about what is going on in the boo5 and about te t features. &f they are unable to answer the @uestions correctly then we will continue to tal5 about the ,aterial. -or,al assess,ent will be done at the end when the students fill out a flow chart. & will assess understanding fro, the infor,ation they put in their bubble ,ap.

)itle2 &ce-"rea, -actory

Standards Objectives

Genre2

3-

Level2

'nd

4tage2

)ransitional

$ate(s!2 A'7'B7#*

R&.'.( Cnow and use various te t features. )he student will be able to identify the te t features2 captions and lists. )he students will be able to use a flow chart to su,,ari0e the steps in the te t. ( copies of the &ce crea, -actory "opies of the flow chart for the students <riting 8tensils.

Materials

Element

Suggested Teaching Points

.ctivate7Provide bac5ground 1elp students ,a5e connections 4hare thin5ing Da5e predictions 3ew vocabulary $raw attention to te t features 1ear and say new lang. structures Reveal structure of the te t 7genre <riterEs craft to support analysis .uthorEs accuracy or authenticity of te t $e,onstrate, pro,pt for, or reinforce the effective use of processing strategies% word solving, searching for and using information, maintaining fluency, detecting and correcting errors, summarizing, and adjusting reading. Pro,pt for fluency and phrasing.

Plans/Notes
Literacy 45ills to -ocus /n. )e t -eatures2 Lists and "aptions. Graphic :le,ents2 4i,ple "harts. 8nderstanding the type of 3onfiction2 Fournal. "o,prehension 4trategy2 4u,,ari0ing infor,ation. )al5 about the cover2 Loo5 at the title2 <hat is a factory> <ouldnEt it be fun to go on a trip to an ice-crea, factory> Loo5 at author and illustrator. $oes this loo5 li5e a fiction or nonfiction boo5> Fournal entry> Loo5 at table of contents. <hile reading the boo5 they will identify the te t features. )hey will identify the differences between the te t features. )hey will pay attention to the order of events with in the ;ournal. )hey will use their sche,a while reading to ,a5e new connections with the te t. <hile reading they will correct reading errors, or & will correct the errors. )hey will focus on reading fluently.

Introduction

TexttheReading

)itle2 &ce-"rea, -actory

Discussing

Genre2

3-

Level2

'nd

4tage2

)ransitional

$ate(s!2 A'7'B7#*
#bout &s the &ce-"rea, -actory a good title for the boo5> <hy> 1ow did the author ,a5e the boo5 interesting> Loo5 bac5 at the te t and find so,e powerful descriptive words. : plain what they ,ean. <hat is the significance of captions and lists> -ind the part of the story where the flavors were added.

Gather evidence of co,prehension by observing what students say about the te t. &nvite students to pose @uestions and clarify their understanding. 1elp students learn to discuss the ,eaning of the te t together. : tend studentsE e pression of understandings through @uestioning, su,,ari0ing, restating, and adding to their co,,ents.

Teaching $or Processing Strategies

Revisit the te t to de,onstrate, reinforce, or provide e plicit instruction of strategic actions.

ithin <hat did you learn about icecrea, factories> <hat were so,e i,portant facts about ,a5ing ice-crea, in this boo5> <hat did you learn fro, the captions> <hat do captions tell you> <hat did you learn fro, the lists> <hat do lists tell you> <hat did you learn fro, the flowchart> <hat do flowcharts tell you> <hat did you learn fro, the survey> <hat do surveys tell you> Loo5 bac5 at te t features 4earch for7 use infor,ation 4u,,ari0ing Daintaining fluency .d;usting Reading

!e"ond )ell ,e so,e ways that captions and lists are ali5e and different. <hy are captions and lists i,portant> <hy do you thin5 the order in which ice-crea, is ,ade is i,portant> <hat @uestions do you still have about the process of ,a5ing ice crea,, or ice crea, in general>

Predicting Da5ing connections 4ynthesi0ing &nferring

.naly0ing "riti@uing

#ssessment Extend

8se writing, drawing, or e tended tal5 to e plore any aspect of understanding the te t. &nfor,al .ssess,ent -or,al .ssess,ent

. flowchart was used to help su,,ari0e the ,aterial learned, as well as, to put the process of ,a5ing ice crea, in the correct order. &nfor,al assess,ent will be used by the teacher as5ing the students to identify the te t features and @uestions about te t features. -or,al assess,ent will be used by the teacher to assess the students understanding of flow charts and their ability to use the te t and the te t features to put the steps of ice-crea, ,a5ing in order.

)eacher2 Drs. Borgelt

-ebruary G#*