Junie B., First Grader (At Last!) - Level M

Guided Reading Lesson Plan (Levels M-Z)
Title: Junie B., First Grader (at last!) Level: M ISBN: 0-375-81516-3 Publisher: Random House
Chapter #1: First-Grade Surprises
Teaching Point: Readers make connection.
Before Reading: (5-7 min.)

*Summarize plot (M) *Discuss pictures (M)
*Unfamiliar book language/character names (S) *Draw upon students’ experiences (M)
Today, we’re going to be starting a Junie B. Jones book. Have you read any other Junie B. Jones books before?
(Depending on students’ familiarity with Junie B. books, you may want to give them an idea of how Junie B.
talks). Junie B. is a young child. In this particular book, she’s a 1st grader, so we might say she is 6-7 years old.
As we read, you’ll see that she just talks like a 6-7 year old child would, meaning that she doesn’t always use
correct grammar. She will say things sometimes that just don’t sound quite right. I think you’ll see what I mean
as we read.
In our first chapter of this book, Junie B. is describing her first day of 1st grade. Do you remember your first
day of 1st grade (or the first day of school, regardless of grade)? How did you feel about going to school,
especially on that first day? Were you a little bit nervous or shy? Junie B. is feeling a bit nervous on her first
day of school, too, until she sees her friend Lucille from kindergarten. Then she’s super excited. She sees some
of her other classmates from kindergarten, Herb, Lennie and Jose, and meets some new kids, Camille and
Chenille. Let’s read about Junie B.’s first day and see how things go. (You can picture walk through this
chapter. This would help you to discuss some of the difficult vocabulary and introduce some of the characters).
Words/Text Layout:
 New or important words (V): p1 muscles, p2 mustache, p6 flutterflies, adventure
 Unusual aspect of text layout (V): Let’s take a look at the very first page of this chapter. What do you
notice? We will see this type of writing several times in our story. This is a journal entry from Junie B.
It’s like she’s writing a letter to someone.
Intentional Teaching Point (refer to flip chart): Readers make connection. (text to self, text to text, text to
world)
During Reading: (10-15 min.)

Listen in to students while they read. Reinforce the teaching point, help with decoding, check for understanding
and provide specific feedback.
After Reading: (8-10 min.)

 Connect discussion to the teaching point and/or a comprehension strategy (see above)
Can we as readers connect to the way Junie B. was feeling on her first day of school? How? What is the same?
What is different?
 Discussion Questions
-What evidence do we have about how Junie B. was feeling on her first day of 1st grade? What changed when
she saw Lucille? Did things go the way Junie B. thought they would? How do we know?
-How do you think Junie B. is feeling at the end of this first chapter? What do you predict will happen in the
next chapter? (“More Surprises…Plus Herb)
Writing Connection: Write about your first day of 1st grade. How did you feel the same as/different from
Junie B.?
Chapter #2: More Surprises…Plus Herb
Teaching Point: Readers make connections.

So, let’s review. Can you tell me about Junie B.’s first day of 1st grade? What happened?
Chapter #2 is called “More Surprises…Plus Herb.” That’s an interesting title. What do you suppose Junie B. is
referring to? What surprises? Have we met Herb, yet? At the beginning of this chapter, Junie B.’s parents are
trying to convince her that 1st grade is going to be okay. Junie B. gets on the bus only to find out that her friend
Grace isn’t going to sit with her. Instead, Grade is sitting with Bobbie Jean Piper. Another thing that doesn’t go
Junie B.’s way. Junie B. decides to have Herb (Herbert) sit next to her to try and make Grace jealous. Junie B.
and Herb find out they have some things in common.
Words/Text Layout:
 New or important words (V): p14 disappointments, p15 shenanigans, p16 madam, p18 wrinkled,
 Unusual aspect of text layout (V)
Intentional Teaching Point (refer to flip chart): Readers make connections. (text to self)


-Has a friend ever treated you the way that Grace treated Junie B. on the bus? Can you connect with Junie B. in
this situation? How so?
-Let’s take a closer look at p19. Herb was talking about sitting with Junie B. until she got her friend back. Then
Junie B. raised her voice and was talking really loud. Why was she talking so loud?
-Do you think Junie B. should have teased Bobbi Jean Piper back? Why or why not?
-How does Junie B. feel about Herb? How do we know?
-What do Junie B. and Herb have in common?
-Let’s look at page 21 and talk about some language here. What does that mean, “dropping like flies…join the
club?”
Writing Connection:
Do you think that Junie B. and Herb will continue to be friends? What makes you think that?
Chapter #3: Stumped

So, Junie B. didn’t have such a great bus ride to school. What happened?
Our next chapter is called “Stumped.” Do you know what that means to be stumped? Junie B. is given an
assignment from Mr. Scary that causes her to be stumped. She really has to think and doesn’t know what to do.
Have you ever been in a situation that had you stumped?
Words/Text Layout:
 New or important words (V): p22 organizing, p23 pointish, spikish, stiffish, straightish, puncture, hola,
P26 attendance, allegiance, bulletins


-Junie B. is stumped. What’s another word we could use to describe how she’s feeling? (stuck, confused,
unsure) How did Junie B. try to solve this problem? What would you do if you got an assignment in class that
had you stumped?
-Why did Junie B. hardly recognize Lennie? What words were used to describe his new hairdo? Do those
words help you to get an image in your mind? What do you picture? If we look at page 25, which of those
students is Lennie?
-When Jose came in, he was out of breath. Why do you think he was out of breath? What did he say when he
came into the classroom. In the next line he says “whoops…” Why did he say that? I think that is pretty cool
that Lennie knows two different languages. What do you think? Why would it be helpful to know more than
one language?
Writing Connection:
If something had you “stumped” at school, what would you do?
Chapter #4: Cluck

Remind me of what was happening in the last chapter when we left off. Did Junie B. understand what she was
supposed to do? What makes you think that Junie B. was unsure of what she was supposed to do?
In our reading today, it becomes very clear that Junie B. had trouble understanding this assignment. Why do
you think Junie B. was having trouble? I wonder if she couldn’t read the words on the board. What other reason
do you think she might have been confused? Have you ever had trouble understanding the directions given by
the teacher? When you didn’t understand, what did you do? (ask for help) Junie B. didn’t ask for help. She
didn’t ask the teacher to clarify the directions. She went ahead and guess and drew a picture of what she
thought was right. We’re going to find out today whether or not she guessed correctly.
Words/Text Layout:
 New or important words (V): p31 expensive, excellent, Sheldon, Shirley, p32 stomach, sickish,
p36 accidently, confused, embarrassed
Intentional Teaching Point (refer to flip chart): Readers make connections (text to self)


Students had opportunity to connect with Junie B. in the book introduction. Feel free to return to this if needed.
-At what point do you think Junie B. realized she’d done the assignment incorrectly? What makes you think
that? What did Junie B. try to do when she realized she’d made a mistake? How did Mr. Scary respond to Junie
B.? Why do you think he took Junie B. into the hallway to talk with her and look at her journal?
-Why do you think Junie B. read the words wrong? What are you thinking is the problem?
Writing Connection:
Write a prediction about what you think will happen next.
OR
Write about a time you were unsure about what to do and how you solved your problem.
Chapter #5: Bug Bag
Teaching Point: Reading think about the problem and solution in the story.

In our reading yesterday, we learned that Junie B. definitely didn’t do the assignment correctly. She did draw in
her journal, but she hadn’t correctly read the words Mr. Scary had written on the board. Why do you think
Junie B. didn’t read those words correctly? What do you think the problem is? How do you think Junie B. was
feeling at the end of the last chapter?
In our reading today, the class has gone out to recess. Junie B. really enjoys recess, but Mr. Scary asks her to
stay inside. Why do you think Mr. Scary asked Junie B. to stay inside? What do you think he’s going to have
Junie B. do? Why do you think he would keep Junie B. in from recess when all the other kids are outside? Mr.
Scary asks Junie B. to read some sentences he writes on the board. When Junie B. read them she has some
trouble. After reading the sentences, Junie B. goes to see Mrs. Weller, the school nurse. Let’s see if we can
figure out why Junie B. has trouble reading those sentences.
Words/Text Layout:
 New or important words (V): p39 surprised, apparently, p40 pumpy, pounding, p41 squinted,
p42 teensy, curious, oddballs, scrunched
 Unusual aspect of text layout (V): point out the ellipsis on page 42. Talk about how that makes our
reading sound. After students read, you can return to this and talk about what meaning this might have
in the overall story.
Intentional Teaching Point (refer to flip chart): Readers think about the problem and solution in the story.


What is the problem that we’ve seen develop in these last two chapters? What do you think the solution is? Do
you think Mr. Scary knows the problem? Do you think he has an idea for a solution to this problem?
-Mr. Scary asked Junie B. to read the sentences. The first time, the sentences didn’t make very much sense to
Junie B. Why did Mr. Scary ask Junie B. to read them again? What was different the second time he asked her
to read them?
-After reading the sentences the second time, Junie B. is ready to go out for recess. However, Mr. Scary has
other plans. Do you think Junie B. realizes why she has to go see Mrs. Weller, the school nurse? What makes
you think that?
Writing Connection:
Write a sentence about why you think Junie B. is now with Mrs. Weller.
Chapter #6: The E Game
Teaching Point: Readers think about how a character changes throughout the story.

So, why do you think Mr. Scary took Junie B. to see the school nurse? What sort of game do you suspect
they’re going to play with the eye chart? What do you think it the reason Junie B. had trouble reading what Mr.
Scary put on the board? Do you think Junie B. thinks there is a problem?
In our reading today, we will read about the game Junie B. and Mrs. Weller play with the eye chart. Junie B. is
feeling nervous at first, but then she realizes that isn’t not hard to play. She actually might be having a little fun
with it. Things do get a bit harder in the game and something happens at the end of this chapter that really
changes Junie B.’s attitude. (If it would be helpful for students, you can take a look at the pictures in this
chapter before reading. If students are unfamiliar with what they eye chart looks like, this would be helpful and
you can explain what the game might be like). Let’s read about this game!
Words/Text Layout:
 New or important words (V): p49 explained, p51 separately, p55 smearball, p56 smudgies, smeary
Intentional Teaching Point (refer to flip chart): Readers think about how a character changes throughout the
story.


Let’s think back to the beginning of the book for a few minutes. What troubles was Junie B. having at the
beginning? What troubles is Junie B. having now? Which of these problems is more significant or more
important? Do you think the bigger problem might be different depending on who was answering the question?
Tell me more about that.
-What was discovered at the end of this chapter? How do you think Mrs. Weller came to this conclusion? What
evidence did Mrs. Weller have? How does Junie B. feel about the news that she needs glasses? How do we
know?
-What was actually happening when Junie B. saw the smears and smudges on the chart?
Writing Connection:
Junie B. was clearly not okay with the idea of having glasses. Do you think wearing glasses is a problem?
Chapter #7: Good Guessing

At the end of chapter #6, we found out that Junie B. needs glasses. How does Junie B. feel about this? What do
you think about having glasses? Do you think it’s a problem?
In this chapter, Junie B.’s parents find out that she needs glasses and they try to help her understand that glasses
are not a problem and they will actually help her see much more clearly! Do if the nurse says you need glasses,
what happens next? Junie B. goes to the eye doctor to get her eyes checked and find out exactly what glasses
she needs. Then she goes back to school. She’s really nervous about what everyone will think of her. She
doesn’t want to talk to anyone about it, but then she does and it doesn’t exactly come out in the best way. Let’s
read to find out what happens in class.
Words/Text Layout:
 New or important words (V): p57 tattletaled, entire, digest, p58 glum, absolutely adorable, crystal,
P59 attractive, p60 grouchy, p61 permanent
 Unusual aspect of text layout (V): on page 61 paragraph in italics, pg 63-64 parts in all capital letters.
Talk about what these changes in font mean.


Junie B. was really nervous about what all the other kids would think of her when she got her glasses. Have
you ever been worried about what someone would think about you, or about something you did or said? Share
that with us. How do you think the students feeling at the end of this chapter? (shocked) What makes you think
that?
-Yesterday in your writing, I asked you to write about whether you thought wearing glasses was a problem.
Today, I want to go a little further. Do you think it would be right to judge whether someone was nice or not or
whether you wanted to play with someone or not, whether someone was smart or not, based on how they look?
Why or why not?
Writing Connection:
Write a sentence about how you think the students will respond when they see Junie B. in her glasses.
Chapter #8: Showing-and-Telling

In our reading yesterday, Junie B. accidently told the entire class that she was getting glasses. She was trying to
only tell Herb. Why do you think she wanted to tell Herb? What happened that interfered with her original
plan? How do you think Junie B. was feeling as we ended that chapter? How do you think the students were
feeling?
In our reading today, it’s show-and-tell day. Have you done show and tell before? Describe what happens
during show-and-tell. Lots of other students in class share what they brought. Junie B. has her glasses with her
for the first time but she is so afraid to show the class. Do you think she’ll be brave enough to show them?
How do you think the students will respond? Let’s read to find out what happens.
Words/Text Layout:
 New or important words (V):, p66 knotball, tension, p67 envelope, p69 courteous, styling,
p70 mayonnaise, p73 admiring, p74 insist, p76 popular fashion


Have you ever been in a situation like Junie B. was in? Can you share it with us?
-When Junie B. finally got up to share, what was the first response she got? What happened after that? Let’s
talk about Herb for a minute. What do you think about what Herb did? Did Herb help the situation? How?
Would you consider Herb a good friend? Why or why not?
-The last line in the book says “Everything was crystal clear.” What do you think Junie B. means by that? (Talk
about double meaning…she could physically see clearly, but also that she knew 1st grade was going to be okay.)
Writing Connection:
(This writing activity can be done individually or as a group).
Let’s make a list of words we would use to describe someone who is a good friend.

Junie B., First Grader (At Last!) - Level M

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Guided Reading Lesson Plan (Levels M-Z)

Before Reading: (5-7 min.)

During Reading: (10-15 min.)

After Reading: (8-10 min.)

Before Reading: (5-7 min.)

During Reading: (10-15 min.)

After Reading: (8-10 min.)

Before Reading: (5-7 min.)

 Unusual aspect of text layout (V)

During Reading: (10-15 min.)

After Reading: (8-10 min.)

Before Reading: (5-7 min.)

 Unusual aspect of text layout (V)

During Reading: (10-15 min.)

After Reading: (8-10 min.)

Before Reading: (5-7 min.)

During Reading: (10-15 min.)

After Reading: (8-10 min.)

Before Reading: (5-7 min.)

During Reading: (10-15 min.)

After Reading: (8-10 min.)

Before Reading: (5-7 min.)

During Reading: (10-15 min.)

After Reading: (8-10 min.)

Before Reading: (5-7 min.)

 Unusual aspect of text layout (V)

During Reading: (10-15 min.)

After Reading: (8-10 min.)

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