Guided Reading Lesson Plan Template 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#.

()# +uality literature! (nclude the title author genre a short summary in your own words and the readability of the te"t.

(,# Lesson focus ' &escribe the strategy-s.ill that you are targeting.

(/# 0ormative assessment! &escribe how you will assess students during the guided reading lesson. 1hat behaviors will indicate that your students 2get it34 1hat behaviors might indicate that they need further instruction3

Title5 Bud 6ot Buddy

Element

Genre5

Level5

7tage5

Trans.

78

Adv Plans/Notes

&ate(s#5 9/-9,-%/

Suggested Teaching Points

Activate/Provide background Help students make connections Share thinking :a.e predictions 6ew vocabulary Draw attention to te t !eatures ;ear and say new lang. structures Reveal structure of the te"t -genre 1riter<s craft to support analysis =uthor<s accuracy or authenticity of te"t &emonstrate prompt for or rein!orce the effective use of processing strategies' word solving, searching for and using information, maintaining fluency, detecting and correcting errors, summarizing, and adjusting reading. Prompt for fluency and phrasing. Gather evidence of comprehension by observing what students say about the te"t. (nvite students to pose ?uestions and clarify their understanding. ;elp students learn to discuss the meaning of the te"t together. 8"tend students< e"pression of understandings through ?uestioning summari@ing restating and adding to their comments. Revisit the te"t to demonstrate reinforce or provide e"plicit instruction of strategic actions.

Introduction

!( will begin with introducing the boo. that we will focus on Bud Not Buddy by $hristopher Paul $urtis. !1e will focus on chapter ><s vivid description terms. !=s. students to give some e"amples of descriptive words. !=s. students how using descriptive words helps them understand the chapter better. !There will be plenty of 2wait4 time for the students to respond.

Te tthe"eading

!( will read the chapter to the students and they will ta.e notes on descriptive words. !1hile reading the students will focus on descriptive words. !( will help them connect their descriptive words to comprehension of the te"t.

Discussing

#ithin $( will discuss the importance of descriptive words. !7tudents will share parts of the chapter.

%e&ond !=s. students if they have ?uestions related to the te"t. !$an they relate the te"t to anything in their life3

About !&o descriptive words help you understand the te"t better3

Teaching !or Strategies Processing

7olving 1ords :onitoring and chec.ing Search !or/ use in!ormation Summari'ing :aintaining fluency =dAusting Reading

Predicting (aking connections 7ynthesi@ing (nferring

Anal&'ing $riti?uing

E tend

Bse writing drawing or e tended talk to e"plore any aspect of understanding the te"t.

1hile the students listen to me read the chapter they will write down descriptive words that they hear. =fter our discussion on the chapter ( will have the students go bac. and tell me how those descriptive words ma.e them feel. 1e will discuss descriptive words and ma.ing connections with comprehending the te"t better.

Title5 Bud 6ot Buddy

#ord #ork )optional*

Genre5

Level5

7tage5

Trans.

78

Adv

&ate(s#5 9/-9,-%/

Teach word analysis letter!sound relationships analogies or brea.ing words apart. )te t speci!ic/not word stud&*

Teacher5

Group :embers5

Cune D%)