Guided Reading Lesson Plan Ashley Jackson You will create a guided reading lesson plan appropriate for

students in second through fifth grade. Begin by choosing the level of reader transitional! self"e#tending! or advanced$. %onsider the characteristics of those readers when planning your lesson. &$ 'escription of Reading Group ( )nclude the grade level *nd through +th$ as well as the reading level transitional! self"e#tending! or advanced$. ) a, working with a group of fourth graders while ,y %- works with two groups of the fourth graders. -hey are all around the self"e#tending reading level. *$ .uality literature" )nclude the title! author! genre! a short su,,ary in your own words! and the readability of the te#t. -his lesson is with the chapter books! Dear Levi, by /lvira 0oodruff. )t is historical fiction. -he book is about an orphan! Austin! who 1oins a wagon trail to %alifornia and writes to his brother Levi. )n the letters! Austin describes life and the adventures he encounters. -his book is on Le#ile level of &2&2. 3$ Lesson focus ( 'escribe the strategy4skill that you are targeting. ) will have the students focus on the character traits of a character and ask the, to find evidence fro, the te#t to support their traits. 5$ 6or,ative assess,ent" 'escribe how you will assess students during the guided reading lesson. 0hat behaviors will indicate that your students 7get it89 0hat behaviors ,ight indicate that they need further instruction8 :y for,ative assess,ent will be to have students to a character body ,ap to show their understanding of character traits of that specific character. -he students will have read the te#t the night before as review to perfor, the assess,ent. ) will ask for each part of the body to have character traits listed inside the traced body. ;tudents should write down the evidence fro, the te#t to support the character trait. )f students list any trait that doesn<t concern the character ) will have the evidence fro, the te#t that they wrote to help the, understand what a character trait is and ,ake sure they are 1ust not listing ad1ectives of the character.

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Suggested Teaching Points
Activate4Provide background >elp students ,ake connections ;hare thinking :ake predictions ?ew vocabulary 'raw attention to te#t features >ear and say new lang. structures Reveal structure of the te#t 4genre 0riter<s craft to support analysis Author<s accuracy or authenticity of te#t 'e,onstrate! pro,pt for! or reinforce the effective use of processing strategies( word solving, searching for and using information, maintaining fluency, detecting and correcting errors, summarizing, and adjusting reading. Pro,pt for fluency and phrasing. Gather evidence of co,prehension by observing what students say about the te#t. )nvite students to pose Buestions and clarify their understanding. >elp students learn to discuss the ,eaning of the te#t together. /#tend students< e#pression of understandings through Buestioning! su,,ari@ing! restating! and adding to their co,,ents. Revisit the te#t to de,onstrate! reinforce! or provide e#plicit instruction of strategic actions.

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";u,,ari@e pages read and go over Journal entry "Go over PowerPoint of character traits provided by %-. ..4'ocu,ents4%haracteri@ation .ppt ";how de,onstration on board of body sketch and characteri@ation traits. ";plit up into three groups "Ane group works with ,e while other two work with %-. "Ance into groups! students will start a list of character traits of the character they have been given.

Introduction

TexttheReading

";tudents will popcorn read ne#t section of pages and collect ideas on any character traits presented in te#t.

Discussing

Within "Ask students what traits are presented while reading. "'iscuss the ,ain idea each grouping of pages. "0hat were so,e i,portant facts in the section that we read8

Beyond "Ask students what they think of character they were given in body ,ap. "Ask if character traits have helped the character in any way throughout the story.

About "Review character traits. "0hat ,akes the title! Dear Levi, a good one for this book8 discussing at end of book$

Teaching or Strategies Processing

;olving 0ords :onitoring and checking ;earch for4 use infor,ation ;u,,ari@ing :aintaining fluency Ad1usting Reading

Predicting :aking connections ;ynthesi@ing )nferring

Analy@ing %ritiBuing

Extend

Cse writing! drawing! or e#tended talk to e#plore any aspect of understanding the te#t.

"Ance in groups! have big papers out ready for students to trace a body on. ";tudents should be able to write down character traits along with evidence fro, te#t on the body trace. 'oes not have to be in co,plete sentences$ Dshould be colorfulD "finished ne#t day

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Word Wor! "o#tional$ -each word analysis! letter"sound relationships! analogies! or breaking words apart. "text s#eci ic/not %ord study$

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