Guided Reading

Guided Reading Lesson

Name: Alyssa Montoya Reading Level: 3 Kindergarten
hungry

Text: Hedgehog is

1. Objective(s):
By the End of this book Hedgehog is Hungry students will be able to read
fluently as well as be able to comprehend the story by being able to
identify what hedgehog eats and the sequence that he eats things in.

2. Colorado Academic Standards:

Hedgehog
What is a hedgehog
Talk about hedgehogs and animals that come out in the spring time, and sleep
in the winter.
Hedgehogs are hungry and sleep all winter long (I will then ask the following
question to the students based on that statement)
Can you imagine how hungry hedgehog is or how hungry you would be if you
slept all winter long?
Content Area: Reading, Writing, and Communicating
Standard: 2. Reading for All Purposes
Grade Level: First Grade
Concepts and skills students master:
1. Comprehending and fluently reading a variety of literary texts are the
beginning traits of readers
a. Use Key Ideas and Details to:
i.
Ask and answer questions about key details in a text. (CCSS: RL.1.1)
ii.
Retell stories, including key details, and demonstrate understanding of their
central message or lesson. (CCSS: RL.1.2)
iii.
Describe characters, settings, and major events in a story, using key details.
(CCSS: RL.1.3)
iv.
Make predictions about what will happen in the text and explain whether they
were confirmed or not and why

2. Learning Target(s): What objective(s) you will post on the board in

student-friendly language?

Guided Reading

3. I can read the book Hedge is Hungry Fluently with little to no

mistakes.
4. I can comprehend the story by identifying what Hedgehog eats,
by using key details
5. I can identify characters and setting.

6. Assessment:
I will assess the students by listening to them read the story Hedgehog is
hungry fluently, with little to no mistakes. I will also assess them for
comprehension by asking the students to retell what happened in the story, and
using key details from the story (such as what the hedgehog ate, and what he
did during the winter.)

7. Materials:
-Book Hedgehog is hungry
-Whiteboard
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. Book introduction: Introduce the book in a way that entices them to read,
provides some background information/ sets students up to read words they
may not know, but also leaves some decoding and comprehension work for
them to do. Decide what words or phonics pattern you will teach (if any).
I will start out with the students looking at the picture/cover of the
book. I will then ask the students to make an inference about what
they think the book will be about. (When I ask this question about
inferences, I will ask the students who can tell the group what an
inference is). I will cover up the title with a sticky note when I am
having the students look at the cover page of the book, so that they
are really focusing on looking at the visual aspect to make inferences.
I will then ask how many of you have a favorite animal. (Students will
raise their hand). I will then go around the table asking them to share
with the group what their favorite animal is. I will mention that mine is
a hedgehog. I will then mention that I loved reading this book because
it gave me some new fun facts about hedge hogs that I didnt know
about. I will ask if anyone knows what a hedgehog is. I will do this in a
book walk through when just trying to show the students the picture
instead of focusing on reading the the words. I am really wanting the

Guided Reading

students to see where this book takes place (setting) as well as what
different animals/insects that the hedgehog eats. I will have them pay
attention to these details of what animals eat, and I will gather them
at the end and ask the students what hedgehogs eat and what they do
during the spring and winter. I will have the students read this story
multiple times so they can draw a deeper understanding and will be
able to read this book fluently. I wont mention some of the sight
words that they have such as here, is, comes, a. Students will be able
to use the pictures as references to look back at to make
understanding of the words.

B. Reading: Describe how you will facilitate students reading. How will
students read the text? What prompts might you use when they run into
difficulty? (You may not use these but you want to script out some ideas of
places they may need support ahead of time).
After asking the students to make inferences about the story and going
through the process, I will then have the students start reading at
different times, and make sure that they are pointing with their
finger. By students using their pointer finger will allow the students
to follow along and make sure that they dont skip over any words. I
will help that students with specific prompts, one of the problems
that students might have with this book is Structure. They might
mess up the initial sounds that students are having trouble with.
Some of the prompts that I might use for students who struggle with
this is Did that sound right? Can you re-read that for me please?
This book is very visual and all the text directly corresponds with the
pictures that this book displays. Students will have a great
understanding for meaning. They will be able to understand the
meaning in this book because they can look at the picture and see
exactly what that word means as well as this book displaying a great
deal of sight words that are at this appropriate grade level of
reading.

Guided Reading

C. Closure: What will you do at the end of this lesson to reinforce word work/
sight word/ decoding strategies and/or comprehension? What do you want
students to do? Script this out exactly.
At the end of this lesson I will have our sight words on note cards, and I will have
students go through and bracket the sight words with their fingers. They will be
able to understand what site word I want them to find because I will be holding
up a notecard that shows them the word that I am wanting them to find.
Sight Words: Here, Is, Up, In, the, comes,
During this closure activity I will also have each student share one thing that
they learned that a Hedgehog likes to eat. This will check for comprehension
because in the story they have to use one key detail that is mentioned from the
text.

8. Differentiation: How will you address different needs that students in your
group may show? Think about providing extra support and also what you
will do with students when they have finished reading or doing word work
easily.
I will help each student in any way that I can to help the student
succeed in fluency as well as comprehension. I understand that while I
am doing this activity, there may be students that need more help and
prompting as they read. I will do so my first identifying mentally what
mistakes they are making while reading and prompting the accordingly
by using the MSV prompts.

Guided Reading

Alyssa Montoya
Guided reading reflection
ED 463 Teaching Language Arts

Guided Reading

November 8, 2016
Guided reading reflection
While participating in my guided reading practice I think that my lesson went well. I
think that because my level of my guided reading book was at the kindergarten level I found that
I was able to give my students as much instruction that they needed to be successful in this
lesson. At the kindergarten grade level this is an essential grade where students are starting to
grasp the idea of reading independently, as well as gathering strategies through guided reading
that they can use when they are participating in independently reading outside of the classroom. I
could tell that when I started my guided reading instruction in a fun way of covering up the title
and drawing the students attention to looking just at cover of the book to make inferences got
them to really think about what they see, as well as looking at the details in the picture to think
about the possibilities of what this book might be about. I could also tell that when I asked the
students my next question of what their favorite animal was it got them excited to share out loud
what their favorite animal was, as well as learning about a new animal (from the cover of the
book) that they might not have seen or ever heard of.
During this activity of guided reading I was really able to get a better understand of what
a guided reading practice would look like as well as how I would go about completing a guided
reading on my own. Participating in this guided reading practice also helped me understand how
important prompting is when helping students decode the language in the book. Even just by
giving a prompt can open a door for the student to think about what you are asking them as well
as help them decode the text. For example I was helping a student decode the word winter,
while the student said the word window. The sentence that this was used in was Winter is

Guided Reading

here the student said Window is here. I then prompted the student by using the visual
prompts that we looked over in class asking the student Is there a chunk you already know in
that word? The student then said Win, I followed up with helping the student decode the word
in three chunks. WIN-T-ER, after doing so the student was then able to take the broken
chunks of the word then blend them all together to say the word Winter. I listened closely for
that specific word when the student read the story the second time through. The students did not
make the same mistake. Because I had the student chunk the word and repeat the word multiple
times it really helped the word stick with that student so they wouldnt make the same mistake
twice.
One of the challenging things that I personally had to adjust to was having all the students
read at different times, I really had to find myself trying to focus and draw my attention to that
one individual student. When I did so and focused on that one student it was easy for me to
dictate and understand what that student seemed to struggle with and what they can do by
themselves without any help. I found myself prompting the student
I noticed that the students really relied on the Meaning when they were struggling with a
word. I understood that this made sense because my students that I was working with are all
visual learners. Because these students are visual learners I found them really relying on the
pictures to make sense of the words that they found themselves getting stuck on. This is a great
book for those students who are just now starting out to read because in this book they have great
visuals that will help the student decode the words. Picture and text correlation is a very
important aspect to have especially as a teacher when you are working with students who are
beginning readers. One of the biggest takeaways from practicing guided reading is repetition

Guided Reading

with your students, if your students keep reading the short book about three times, then they will
definitely improve in fluency which is the overall main goal when doing guided reading with
your students.
Some of the feedback that my peers told me was to make sure that I am instructing the
students to point with their finger as they read. When I got to the lesson and the students began to
read the book they were each pointing even though I didnt instruct them to do so. I wrote that
into my lesson plan I just spaced it out when I was instructing the lesson. It is a good idea make
it a point to have the students point to each word as they read because they can follow along
better. Also have the students point with their finger also helps you as the teacher because when
you are listening to the students read it is easier for you to tell what word they are having a hard
time with. Another teaching point that was given to me was to also go over the word hedgehog
and write it on the white board instead of repeating it over and over again like I did. By writing
the word hedgehog down will help the students recognize it in the book and see it visually. The
last teaching point that was mentioned by my peers was mentioning the sight words in the
beginning when they started reading the story instead of just mentioning them as a closure
activity towards the end of the lesson.