Spring

2015

Guided Reading Lesson

Reading Level: Kindergarten Text: Out in the weather

Name: Jessica

1. Objective(s): By the end of this lesson students will be able to identify and apply
the sights words it, is and are within a variety of texts.


1. 2. Colorado Academic Standards:
Reading, Writing, and Communicating.
Standard 1. Oral Expression and Listening
h. Express words and word meanings as encountered in books and conversation

3. Learning Target(s): I can read and recognize and read it, is and are.

4. Assessment: After reading this book a few more times with my students I will then
take each kid individually (probably the next couple days) and do a running record
with them to see where they are at.

5. Materials: Books of Out in the weather, space, white board, marker, chairs, big
desk, kids!

6. Guided Reading Lesson- Be specific about all the steps you will use in this Guided
Reading lesson. SCRIPT exactly what you might say- this will help you practice the
lesson before you do it even if you dont say these things.

A. Word Work: Before reading

it, is, at (weather)
Talk about the word weather, we will be reading a book called Out in the weather,
what kind of weather is there? What it means to them what it means to me, what
it looks and feels like outside
I know that you kindergartners have been learning a lot lately, I know that you
know how to spell a few words, you know how to sound out words and you know
how to put a space in between words. Put your finger on your nose if this is true
(It) now I have a few sight words to introduce to you. I am going to write one of
the words on the board and if you already know what this word says go ahead and
say it aloud. Great job- now take your magic marker and draw it in the air please,
now go ahead and draw it out on the table.
(Is) Do you think you know what this word says? Oh good! Now do the same for
this, draw it on the table and go ahead and draw it in the air too with your special
magic marker. Can you think of a sentence using this word?
(at) Now this word is a little tricky, but let me know if you know this word by
whispering it please. Who can use this word in a sentence? Great now tap it out
with me, okay now tap it out alone and then write it with your magic marker on the
You need to delete the directions from this template!

Spring 2015
table please. Wonderful! Now let me know if you see any of these in the book by
making a circle with your finger around that word.



B. Book introduction: Previewing the book and setting students up for success.

How is everyone today?
What does it look like outside today?
Do you all like to play outside? What do you like to do?
Toady kiddos we are going to introduce a new book, Its called Out in the weather
and its by Jenny Giles and the illustrator is Kristine Dresen
I heard a couple you say.
Does what you do outside depend on the weather?
Take a look at this book Look at the pictures what happens?
What do you see? (ill repeat what they say and what they point at)
What happens when its raining outside, what do you do?
(I will connect it with my life and theirs)
Great job, I love how we all took turns listening to each other, now



C. Reading: Describe how you will facilitate students reading. What will you do? What
will students do?

Now kiddos the title of the book is, Out in the weather, lets start to quietly
read this... in our whisper voices. Remember! Touch every word as you read it.
Go ahead ___________, keep going ______________, all by yourself.
(It will be staggered reading, and if a child get stuck on a word I will get to them
as soon as possible)
If or when the child runs into difficulty, I will use prompts like, check the
picture, what do you think that word might be? OR Get your mouth read to
say the first sound, what does that first letter look like? OR What would be
another word that fits here, can you re-read it? OR Point out the words, did it
match?
Using all decoding prompts, meaning, structure, visual, crosschecking, and
fluency.
After the student make sure he/she can read it I will have the child start from
the beginning and reread the whole sentence for fluency.



D. Closure: What will you do at the end of this lesson to reinforce word work and
comprehension?

So this is a story about weather, what do you notice? What happens? Yeah,
lets talk about that, what does that mean? What were they doing on the last
page? We didnt talk about that what were they doing when the book said
You need to delete the directions from this template!

Spring 2015
Look at us!? What else?
Did you like the book? Do you think you want to read it again?
It, write on a white board and have students read it, cover it up and have them
spell it
Is, write on a white board and have students read it, cover it up and have them
spell it
At, write on a white board and have students read it, cover it up and have them
spell it
Mix up words and have students write in sand for what letter is held up.
Great, thank you all for reading so quietly and working so hard!

7. Differentiation:

I will provide extra support the students that need it, I will work with them a little
longer and make sure they understand the book/ word work by asking them follow
up questions and maybe asking what letters do you think are in the word it so
on. I will address the needs for each student individually but also make sure that all
students are working at the same time. If students get done early I will have them
try and read the book again, and or I will have the student get a piece of paper and
pencil and write the word work words out.

Reflection down one page!

You need to delete the directions from this template!

Spring 2015

Jessica Stallings
Prof Schuldt
ED 427
Reflection
As I was teaching my guided reading lesson plan to my peers in 427, I was
trying my hardest to act as if they were kindergartens (to which my lesson was geared)
and it actually went pretty well. I was prepared for this activity and had seen this kind
of lesson done enough times to know how to make it run as smooth as possible. I liked
the book that I was teaching the children, and I not only understood what needed to
be done but enjoyed what I was doing and believed that what I was doing had
relevance and purpose. In immersion one, it has been tricky to always find that feeling
and to have that sense of belief.
As I started my lesson with a word work, I had the kids first talk about the word
weather and then I introduced the sight words I had planned to work with. It was a
good introduction and I think that it was a good glide into the book introduction. I liked
having the students use the white board (my peers were doing well acting as
kindergartners), and drawing them in the air and repeating the word with me. I also
asked the students if they could come up with a sentence with the sight word in it. I
think that all of that was helpful and important. I think that during the book introduction
the picture walk was an extremely helpful and fun piece for the kids. It gave the
children a sense of what the book was about. What didnt go so well is when Lorien
walked in the room because I kind of froze up and forgot what I was doing for a
minute. I think that I kept with what I was doing pretty well, but was maybe just a little
nervous.

You need to delete the directions from this template!

Spring 2015

I read what my peers suggested/observed from my lesson and let it sink in. One
person said, under the what worked well in the lesson?, word work, White boards,
tap it out, types of weather, sound it out (sight words) the same person also said
under the what suggestions do you have?, word work, good job, maybe add the
weather names to your sight word list?. Another person said under the What worked
well in this lesson?, book introduction, Does a picture walk through the book and the
same person also said under the what suggestions do you have?, book introduction,
Maybe have students make predictions.
The rest of the lesson also went well. The reading part of the lesson was
interesting, I think mainly I say this because this is where I really felt that I was teaching
my peers and not kindergartners. It might be because as college students it is hard to
act as if we dont know how to read, but my peers really werent stumbling on words
like kindergartners would. If they did attempt to stumble on a word though, I made sure
not to give them the word or sound it out for them and instead I used the cues and
prompts that we were learning in class. In the beginning of the reading section of my
lesson plan I made sure to tell the students to read in their whisper voices and to make
sure to point at every word as they read it. As they were staggered reading I tried to
attend each student as I heard/saw needs. I think that the fact that none of my kids
were having trouble with their reading was the biggest struggle for me because I was
attempting to attend all of the kids but also work on the prompts/cues that we had
learned about. I also should have kids reread sentences for fluency after mistakes (or in
this case just reread to act like they made a mistakeha!) but there was one instance

You need to delete the directions from this template!

Spring 2015

someone had messed up and I had helped them but didnt instruct them to reread the
whole sentence, which is important.
The other peer, who I have not quoted yet wrote under my what worked well in
this lesson?, closure, You had us focus on the weather which helped solidify content
and under the what suggestions do you have, closure nothing was wrote. I think that
the closure piece of my guided reading lesson was good. Although I only had a minute
or two left and felt a little pressure, I worked with what I had and conversed with my
students about how they liked the book, asked questions like would you want to read it
again another time, what kinds of weather is in this book and what is your favorite kind
of weather and what do you do in it. I also had the students reiterate the sight words
we were learning and asked if they could go back and find one of them in the book. We
then altogether repeated the sight words out loud.
Overall I think that the lesson went well, I would next time, make sure I have the
prompts/cues down to a T and hopefully have a bigger/ideal space with the students I
was working with so that the white boards, and activities I had were not so crammed. I
loved how we worked on this in class and practiced cues/prompts with only one
individual pair before we did our lesson because I think that gave me the most
practice. I enjoyed this lesson plan and am really excited to try it or at least some type
of guided reading out in the classroom and actually work with students!

You need to delete the directions from this template!