Transitional Guided Reading Lesson 1

Use pgs. 151-173 in your book as a guide

Text Level Range: J-P; 2nd-3rd

CC Standards Addressed
CCSS.ELA-LITERACY.RF.4.3.A
Use combined knowledge of all letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.

Learning Targets
I can use chunking to read multisyllabic words.
I can use the cover the ending method to read multisyllabic words.

Materials Needed:

Group Members: Student________

Group Contextual Factors (Describe what you know about your students reading
abilities): Student has trouble with multisyllabic words.

Book Title: Extreme Animals Level: K Lesson Number: __1___

Date: _3/23/17

Introduction of New Book:

Gist Statement:
Today we are going to read a book about extreme animals. Can you tell me what the word extreme
means? Extreme is an animal that is on one end of a spectrum such as being the biggest or the
smallest. Lets take a chance to read about those spectrums.

List Pages you will draw students attention to during pre-reading (unfamiliar concepts):

Lets look at the pictures on each page. Are there any animals that you dont know? Are there any
animals you have seen before? Tell me about them.

Introduction of New Words (words they will likely have difficulty decoding):

Words:
Giraffe
Chihuahua
Ostrich
Halibut
Penguin
Steps for introducing words-include what you will say for each new word.

Step 1: Do you know what this word means?

Step 2: Have you seen one of these animals before in a someones house or a zoo?

Step 3: The book says _______ about the animal.

Step 4: Can you define it in your own words?

During Reading- Student I want you to read this book aloud to me. I will help you when you need
but I want you to use the strategy I am about to teach you.

Possible Teaching Points During Reading (Choose 1 or 2-Monitoring, Decoding, Fluency, or

Retell):
Decoding: When you come to a word that you dont know I want you to stop and try to break the
word apart. You will put your hand over the end and read the beginning and then put the two parts
together. I want you to slow down and make sure that what you are reading makes sense. We are
reading to understand not just to get through it.

List prompts you will say to support students with teaching points:
Try covering up the end of the word and reading the beginning.
Try to sound it out.
Does the word you said make sense in the sentence?
Are there any words that look similar that you can use to figure out the word?

Teaching Points After Reading (Choose 1 or 2-Monitoring, Decoding):

Strategy: Cover the ending

Explanation of Procedure: If you come to a word you dont know you cover the ending of it and it
and try to read the beginning.

Strategy: Chunk big words

Explanation: You chunk the word into smaller parts. Such as the word dinosaur you break it into di-
no-saur.

Lets try this with a few words:

Possible
Represent
Mountain
Problem
Surface
 Instrument
Neighbor
Height
Paragraph
Quickly
However

Reflection:
1) What went well with your lesson?
Student was easily able to read the text I provided him. He made very few errors.
2) What changes would you make if you could?
I would use a harder text next time while working with Student. I would also use a text
about fishing to keep his interest. I will use higher level multisyllabic sight words to
challenge Student. I will have materials all ready and words written down before Treton
gets to the table to prevent excess prep time while he is waiting.
3) What information did you learn about your students? (Assess them against your
Learning Targets, Provide Specific Examples)
My student is at a higher level than I previously thought. He already uses the two
strategies I attempted to teach him when he reads without touching the paper.

4) How will this information inform your next lesson?

I am going to use an article to teach next time instead of a low-level book. I will also
teach higher level strategies.