M-Z GUIDED READING LESSON PLAN

Teach the reader, not the book.

READERS: Jean Carlos, Angel, Henyell
(Angel), Anthony, Thais, Briana, & Edwin

DATE: 10/21/16

TEXT & AUTHOR: Arthurss Bad-News Day

(Reading A-Z Level Q)

READING LEVEL:
F & P Level N

READING FOCUS:

Comprehension: Character Perspective

Word Solving: Words in Context

BEFORE READING

Introduction to the Book:

Arthur has been an only child for eight
years and has just found out some bad
news. Arthur is unhappy about the
news.
Reading Strategy:
Comprehension:
Today as we read we are going to take a
close look at the main character,
Arthurs, perspective (define
perspective, below). We are going to
specifically look at what the character
says that reveals how he feels. Im
going to ask you some questions about
this when we finish reading.
Word Solving:
As you read, I also want you to
remember that if you come across a
word that you dont know, you can use
clues within the text to help you figure
out what that unknown word might be.
Vocabulary in Context:
Perspective: The way that the character
sees things. How things look from the
characters point of view.

DURING READING:
Students read independently

Teacher will check in with the

following students on the following

(orally or silently depending on

level).

skills:
Here you would record specific word
solving behaviors you anticipate
needing to prompt for when listening to
students read.
Written Response when finished
Reading (if applicable):
How do Arthurs feelings change
throughout the story? Use evidence
from the story to support your answer.

AFTER READING:

Inference: adding up the

clues to figure out what
is not being said.
Critical Thinking: Adding
up the clues from the
whole text and
combining that with
personal experience /
knowledge to make an
interpretation.

FIRST,
Retell (should include the following):
See Retell criteria listed in Guided
reading Lesson Planning Page of
Rainbow Guide.
Critical thinking question (From
prompting guide. include answer):
How did Arthur change from the
beginning to the end?
What specific moments from the text
show what is important to Arthur?
(What does he value?)
THEN, diagnose student confusion
+ prompt for ideal student thinking
and response. Ask a mix of factual,
inferential, and critical thinking
questions. (include answers)
What was Arthurs bad news?
Would you have interpreted this news
as bad news? Why?
Do you think Arthur was justified in the
way he felt when his parents told him
they were having a baby?
FINALLY, to help students develop
their metacognitive knowledge of

themselves as readers, prompt

them to name the reading strategy
they are using:
What strategy did you use when you
came across an unknown word today?