LESSON PLAN Guided Reading Feb 24, 2009 Established Goals: Students will make predictions about what

hat will happen next in a story, and explain whether they were confirmed or disconfirmed and why. Established Standard 8.6 Use letter-sound knowledge to decode phonetically regular and irregularly spelled words. Established Standard 7.7 Read aloud with fluency and comprehension. Established Standard 7.7 MA E/LA curriculum June 2001 Evidence How will you know? We will write predictions and confirmation (individually and as a group) before and after reading.

Understandings Students will understand that Making predictions can help them to understand what is really happening in the text.

Outcomes Students will be able to Use vocabulary from the text and the pictures to create predictions of what they will read in the text. Then they will be able to analyze and discuss their predictions in relation to what is actually presenting the text. Learning Exercises: Materials Guided Reading Books: The Hole in Harrys Pocket Writing paper Pencils Erasers Easel/Mobile Dry Erase Board 3 color dry erase markers Visuals Have the easel/dry erase board ready with the underlines for Rivet and space to display and write predictions. How will you start? 1. We will start the lesson with an initial discussion about the characteristics of a healthy guided reading group. 2. Introduction: I will tell them an anecdote about losing a ring, and confirm that they know what if feels like to lose something. Then I will show them the book and we will read the title. We will discuss that this is the story of a boy named Harry and we know he has a hole in his pocketwhat could that lead to? 3. We will do a picture walk of the book: Tell me what do you see? What do you think is going to happen to Harry? What do you think has happened? Stop the picture walk on page 7 which is the same picture as the cover- boy standing with

hands in his pocket with oh no expression. Along the way discuss the talking/thinking marks and point out contractions: theres, heres, youll, dont Flow of lesson 4. Ask the kids to close their books because we are going to play a game called Rivet. Turn their attention to the easel with five fill in the blank words. Explain to them that they are going to guess words that we will read in the story. I will start filling in the word and they have to try to guess what the word is as I fill in the letters. Model the first one, then continue to play with the next one. The words will be the following: 1. Whistle 2. Sidewalk 3. Thought 4. Wheres 5. Hurray! When someone guesses the correct word, ask children to help me spell the rest of the word. Continue with all six. Remember to pause after adding each letter to see if they can guess. If they guess incorrectly, I will continue writing letters till someone guesses the correct word. 5. After all the words are on the board, explain: These are some of the big important words that are going to come in the story. Now I want you to make some predictions using all of these words about what is going to happen in the story The Hold in Harrys Pocket. 6. As children predict, write down the predictions numbering them. Remember, take a chance- it doesnt matter if they are right or wrong. 7. Ask the children to read in a low voice, and remember our rules of a friendly guided reading group. Explain to them that when they are finished reading they are going to take their writing paper and number from one to X. Look at the predictions that we made and then go back to the book and see if it was a true prediction, or if you learned something different from reading the book. Model for them the first prediction. Write true if it was true, or write what was learned from the actual reading. 8. As children read: monitor who is operating at what level. What is troubling them. Guide them with strategies when they are stuck. Is there part of the word that you know? Check the picture? Does that make sense? Observe and note in chart good reading techniques and problem resolution strategies that children are using. 9. Discussion after the reading: So what did we find out? Why do you think that Harry had a pretty good day in this story? How does it end? Now let us look at our predictions. Go through them as a class discussing if they were true or what we learned. Ask them to turn to the page in the book and reread the part that shows us what really happened. Wrap up/Conclusion From the reading time, highlight to the group the good reading techniques and problem resolution strategies that children are used. Tell them that tomorrow we will be working with the book again, but play a different game.