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Your Name: Samantha West Subject: Guided Reading Lesson Title: Story elements

Grade Level: 1st and 2nd

Materials Needed: "Shoo" guided reading book, "Three little pigs" guided reading book, Fiction story elements poster. Prerequisite Skills: Students will know that nonfiction books have photographs and fiction books have pictures. They will have read this book once the day before so they are somewhat familiar with the story. Standard(s): Key Ideas and details. Benchmark C. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Grade 1. Describe characters, settings, and major events in a story using key details. Lesson Objective(s): Students will be able to distinguish between a fiction and nonfiction book. Students will know that we read fiction books for fun and nonfiction books for information. Students will be able to know what story elements are in a fiction book, such as characters, setting, problem, and solution. 1. Provide objectives: (What are students going to learn?) Time: Today we are going to talk more about fiction story elements. Make sure you have your fiction book sitting in front of you. This is a way for me to make sure that students are able to distinguish between their nonfiction and fiction book in front of them. If a student doesnt have their fiction book in front of them I will need to address that. They are either not listening or are not sure which book is their fiction book so either way that needs to be addressed. If I think they arent listening then I will redirect them. If they may be confused or not sure what is asked of them I will call on a student who has the correct book in front of them and ask them how they knew that was the fiction book. Hopefully that will redirect the kid to change their mind and put the right book in front of them. If not, that is a great teaching point and a perfect time to have a refresher with our group on what is included in a nonfiction and fiction text. 2. Demonstrate knowledge skill and guided practice: (Input/Modeling by the teacher and practice with the teacher) Time: Direct their attention to the fiction story elements poster. We know that we read fiction books for fun. We also know that fiction books have pictures in them and nonfiction books have real photographs in them. Fiction books also have story elements. An example of a story element is a character. We used the book Bobbies New Coat for this poster. I see there are many characters in this story. We can figure out the characters just using the pictures in this book. Can you tell me one of the characters in this story? Examples: girl, mom, friends,

We know that this little girls name is Bobbie. We can tell this by the title in the book and by reading this page. Lets look at our book Shoo. Who are the characters in this story? At this point I want to listen to students ideas. I anticipate a conversation about the animals and whether they are characters or not. I will let the students know that the animals are characters just like the farmer. I will bring up Curious George and ask them if he is a character even though he is a monkey. I will make sure they understand if the animal plays a role in the story then they are a character. Another story element is the setting. Does anyone know what the word setting means? (Where the story takes place) I dont want to explicitly say what this is because it is a word that some of them have heard before. So I am trying to activate prior knowledge here. If students are fumbling or giving wrong answers I will redirect them. If students give the correct answer then I will praise them and repeat the answer so students can hear this twice. The setting is where the story takes place. The setting can change throughout the story. I can tell by this picture (point to picture) that Bobbie and her mom are in a store. So at this point in the story the setting is a store. Lets take another look at our Shoo book. What is the setting of this story? Does this book take place at Chuck e cheese? I am a huge fan of extreme non extreme. This is something I picked up from my first mentor teacher during student teaching. It is a way to build rapport with my students for them to laugh and have fun while they are learning. Youre right. This story takes place on the farm. I loved our discussion about our characters and setting. Those are essential story elements in a fiction story. Lets put our books in front of us and our fingers on the title. We will begin when everyone has their finger on the title. We will read the book together. During this time I will be focused on making sure the students are following along with their fingers and hearing their voices. 4. Check for understanding and provide student feedback: (How will you know students understand the skill or concept? How will they know they get it?)? Time: I will be checking for understanding as we discuss story elements by asking questions. Some questions I will ask and check for understanding are: Is this book fiction or non-fiction? How do you know that Shoo is our fiction book? Who are the characters in our story? Where does our story take place? What is the setting of our story? How do you know? 5: Provide extended practice and transfer: (Independent practice of the skill) Time: J, S, and O can head back to their desks, everyone needs to check their work folder and finish their work. When you have finished that you may do card master, practice your high frequency word cards in your desk or play the high frequency word game with Mrs. B. During this time three students will go back to their desks. I will keep the other two for a reading mastery lesson. We will continue to rotate until their time is up. While at their desks I expect them to be working hard and staying focused. This is something that can be rewarded by a punch for being responsible, or $10 for completing their work the right way without having to make

any corrections. That is something we heavily praise because students were rushing through their work to be finished. 6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) I will know students understand the guided reading lesson based on the discussion we have and how attentive they are. This is something we will continue to do the following week. We will revisit nonfiction text features and fiction story elements using another text and I am expecting that they will be able to use the skills they learned this week and apply them to the new books. I will end our reading time together with a reading mastery lesson. This is tested every 5 lessons and once passed students will continue on. If students do not pass then we use the manual to further guide our instruction. 7. Plans for differentiation: Our differentiation in special education is based on the IEP for each student. Some students have reading goals that focus on their high frequency words, others are on CVC words. I know this heading into my lesson. I only have short spurts of time with these students so my expectations are clear and students know what to do. I will have to pay extra attention to a few students to make sure they are following along and reading out loud during our group time. One student (G) will have an associate with him at group time. She will help him stay on task. He will have a globe with him to help him for vision support. I will want to make sure to hold the poster and book up on his side so he is closer and is able to see better. He also has some auditory difficulties so at some points I do feel as though I have to raise my voice so he can hear me better. I know my students tendencies and which students might lose attention quickly so I will be sure to keep them engaged in the discussion and the reading and constantly check to make sure they are staying with us. That is the beauty of having a small group, is being able to adjust and provide each student with what they need.