Sunday, March 20, 2016
Guided Reading Lesson Plan
Text Title: Aliens
for Dinner By: Stephanie Spinner
Grade Level: 3.7
DRA: 24 Lexile: 350L
Fiction/NF: Science
Fiction
Book Introduction
(Before Reading) (describe how you will teach/re-enforce these skills
within the text you’ve selected)
o
I will be have my students grouped by color with
the yellow being the lower-level reader, the orange as the middle-level, and
red being the highest-level.
To each group I will
introduce the book:
This book is called Aliens for Dinner.
o
Remind the students about the story. “When Richard opens up his fortune cookie, what
does he find?” The students would need to say, “A tiny pink alien steps out.”
o
“Remember while you are listening to me read, to
listen to prefixes and suffixes that way you can pronounce the words we will be
reading together.”
o
Be sure to follow along and do not be afraid to
ask me questions.
o
“Before we begin reading, what do you predict what
will happen in the next chapter?”
Phonics Focus: (CC): CCSS.ELA-Literacy.RF.3.3.a
Identify and know the meaning of the most common prefixes and derivational
suffixes.
Vocabulary Focus:
Vocabulary
List:
Environmental
Conservation
Preservation
Friendship
Work Work Activity:
During this activity, the student will be told to turn to a
chapter and identify the vocab words they were not familiar with. They would
look the words up in the dictionary and write them down on the index card. Some
of the cards I will already have some vocabulary words of the traits the
characters will have and important words they need to know at this grade level
that come particularly from this book.
Before Reading
Before Reading
- We will stretch to get ready for the morning guided reading lesson.
- As the teacher, I will introduce the book in small group while they are at the round table.
- The title, author, and other literary elements will be mentioned to build their prior knowledge of the elements that are included in a book.
- I will model at the table before we begin what the goals are for the day with the guided reading lesson.
- They will read the story independently by chapter.
During Reading (describe
how you will teach/re-enforce these skills within the text you’ve selected)
Comprehension
non-fiction
o
Students will mark where they find vocabulary words
they could not comprehend with tabs that I will provide for them.
o
I will remind them to read loudly and clearly
that way I can hear what they are reading. This will help me assess their
reading fluency.
o
When they come to a hard word, they will be
reminded by me to, "when you come across a hard word, be sure to read the suffixes,
prefix, and root word to help identify what the word is.”
Comprehension
questions:
o
“What is the genre of this book?”
o
“What was the heading about in chapter one?”
o
“What did the word environmental mean and how
did it tie in with the book?”
o
“What did Richard find in his fortune cookie?”
Together as a group when the students go back to their assigned
seats, I will have them use their neighbor to go over the vocabulary words we defined
from the story. One student will read the definition and the other student will
say what the vocabulary word is. They will whisper read to each other.
After Reading (describe
how you will teach/re-enforce these skills within the text you’ve selected)
Writing
Activity: The students will write a short summary of what they have
comprehended from the story with vocabulary words, the main idea of the story,
etc. This summary will tell the basic ideas of the story in one short
paragraph.
Materials:
o
Pencil
o
Index Cards
o
Paper Plates
o
Aliens for Supper
Subscribe to:
Posts (Atom)