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-extending, or advanced). Consider the characteristics of those readers when planning your lesson.
(1) Description of Reading Group Include the grade level (2nd through 5th) as well as the reading level (transitional, self-extending, or advanced).
In this particular reading group, I worked with four students who were in the second grade. The participants were the advanced readers of
the class. The group included four females. My guided reading group contained the following ethnicities: 1 African-American, 2 Caucasians
and 1 Asian.
(2) Quality literature- Include the title, author, genre, a short summary in your own words, and the readability of the text.
The book that I will read to the following group is entitled Terrific Trees by Mignon Manhart. The genre of the book is nonfiction/informational text. The book gives information about different types of trees and their different characteristics. The book also goes
into detail about how trees are important and how we can preserve these trees by recycling. The book is on the students reading level and
they should know a majority of the words. The students may struggle with some of the pronunciations of the different trees. I will assist
them by having them sound it out or providing the word for them. The book should be just right for them, but at the same time pose
somewhat of a challenge.
(3) Lesson focus Describe the strategy/skill that you are targeting.
The skill that we will be working on in this book is fact and opinion. The students will be able to differentiate facts from opinions and be
able to provide examples of each. The students have been working with facts and writing opinion pieces so they should be familiar with the
concepts. The students should also be able to retell what they read in order to provide examples of facts and opinions from the book. It is
important that they learn these skills. There will be times in the real world where they will be asked their opinion on a subject matter and
asked to regurgitate just facts. The students will also be working on authors purpose and should be able to tell me if the author wrote this
book to inform, entertain or persuade them into doing something. Strengthening this skill is imperative as a good reader must know why
they are reading a specific book, whether that be to receive information, be entertained or be tempted to think or act in a certain manner.

(4) Formative assessment- Describe how you will assess students during the guided reading lesson. What behaviors will indicate that your students
get it? What behaviors might indicate that they need further instruction?
I will assess my students on the following skills in a variety of ways. While the students are participating in the picture walk, I will observe
and see if they can make accurate predictions on what they think the story will be about and predict why the author may have wrote this
story. While the students are reading, I will ask them questions to see if they can differentiate between facts and opinions. For instance, the
student can read the following sentence, Trees are terrific. I will ask the students, Is that a fact or an opinion and ask them why they
came to that conclusion. This way I can see who can identify the two and who needs extra one-on-one attention. After the students read the
story, I will give them a tree organizer with facts and opinions written on it. At the bottom of the sheet, I will ask them to make their own
personal opinions about trees, whether they like trees, a certain tree they thought was pretty or think that recycling is a great thing to do. In
the branches, I will have the students list six facts that they learned from the book. Having the students complete this template will help me
assess who can form an opinion and pick out facts from a book from those who cannot and need extra assistance.

Title: Terrific Trees

Introduction
Reading
the
Text

Discussing

Level: J/18

Activate/Provide background
Help students make connections
Share thinking
Make predictions
New vocabulary
Draw attention to text features
Hear and say new lang. structures
Reveal structure of the text /genre
Writers craft to support analysis
Authors accuracy or authenticity of text
Demonstrate, prompt 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.
Prompt for fluency and phrasing.
Gather evidence of comprehension by
observing what students say about the text.
Invite students to pose questions and clarify
their understanding.
Help students learn to discuss the meaning of
the text together.
Extend students expression of understandings
through questioning, summarizing, restating,
and adding to their comments.

Revisit the text to demonstrate, reinforce, or

provide explicit instruction of strategic
actions.

Stage:

Trans.

SE

Adv

Date(s): 11/13/14

Plans/Notes

Suggested Teaching Points

Element

Teaching for Processing

Strategies

Genre: Non-Fiction/Informational Text

1) First, I will activate the students schema about facts and opinions, a concept that they have been
learning about all week.
Fact: something that is proven to be true. Obama is the president. Can you name a fact?
Opinion: how you feel about something. Does not have to be proven correct. Ex. Pizza is the best
food ever! Can you give me any examples of an opinion?
2) Today, you guys are going to continue working with facts and opinions. We are going to read the
story Terrific Trees by Mignon Manhart. You guys are going to identify some facts and opinions in
the story. You will also identify the reason why the author wrote this book.
3) The students will then take a picture walk of the book to see if they can determine/predict the
authors purpose for writing the book.
1) As the students are reading the book, I will ask them frequent questions to see if they can
differentiate between facts and opinions. I will pull some facts and opinions from the book and see
if the students can identify them.
2) The students will also learn new vocabulary words as they are learning about new trees as well as
other vocabulary words that they are unfamiliar with.
3) They will also be able to summarize what they read and why the author wrote the book (inform,
persuade or entertain).
Within
Beyond
About
- Explain what you learned in
this book. What did you learn
about ____?
- What were some important
facts about ____ in this book?
- What information did you
learn from the (chart, map,
label, graph, photo, drawing,
glossary)? What kind of
information does it give you?
Solving Words
Monitoring and checking
Search for/ use information
Summarizing
Maintaining fluency
Adjusting Reading

- Tell me some ways ___and ___

are alike/different.
-Why is/are ___ important?
-What is a question you still
have about ____?

Predicting
Making connections
Synthesizing
Inferring

- How does the heading help

you read the book?
- How did the writer help you
understand _____?
- What genre did the writer use?
What makes you think that?
-What was the writers
message?
- What side do you think the
writer is on? Why?
Analyzing
Critiquing
Evaluating

Title: Terrific Trees

(optional)

Word
Work

Extend

Genre: Non-Fiction/Informational Text

Level: J/18
Stage: Trans. SE
Adv
Date(s): 11/13/14
Use writing, drawing, or extended talk to
After the students read the story, I will give them a tree organizer with facts and opinions
explore any aspect of understanding the text.
written on it. At the bottom of the sheet, I will ask them to make their own personal
opinion about trees, whether they like trees, a certain tree they thought was pretty or think
that recycling is a great thing to do. In the branches, I will have the students list six facts
that they learned from the book. Having the students complete this template will help me
assess who can form an opinion and pick out facts from a book and those who cannot and
need extra assistance.
Teach word analysis, letter-sound
relationships, analogies, or breaking words
apart. (text specific/not word study)

Teacher: Mrs. Andrews

Group Members: Alivia, Shelby, Gabrielle and Delancey

November 14