Hunter

College School of Education: Lesson Planning Guide

Teacher Candidate: Miryam Kashanian

Unit of Study/Theme Lesson is situated in:

Goal of Lesson (Common Core State

Standards/Division of Early Childhood where
appropriate)

Grade Level: Kindergarten

Guided Reading Lesson Plan

The Unit of Study I am working on is All About Me. The big idea I am
working on in this unit is a Guided Reading lesson about the concept of
my family (who the members are in a childs family). The book we
will be reading is called My Family by Jillian Cutting Level A book.
The children will be able to work on a lesson about the people/pets in
their family.
New York Common Core Standards for Kindergarten
CCSS.ELA-LITERACY.RF.K.1 Demonstrate understanding of
the organization and basic features of print.
CCSS.ELA-LITERACY.RF.K.1.A Follow words from left to
right, top to bottom, and page-by-page.
CCSS.ELA-LITERACY.RF.K.1.C Understand that words are
separated by spaces in print.
CCSS.ELA-LITERACY.RF.K.3 Know and apply grade-level
phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.K.3.C Read common highfrequency words by sight (e.g., the, of, to, you, she, my, is, are,
do, does).
CCSS.ELA-LITERACY.RF.K.4 Read emergent-reader texts
with purpose and understanding.
CCSS.ELA-LITERACY.SL.K.5 Add drawings or other visual
displays to descriptions as desired to provide additional detail

Objectives:

SWBAT point to the words on the pages of the book 6 out of 8

times during the lesson (8 pages in the book)
SWBAT follow the words on the page from left to right 6 out of
8 times during the lesson (8 pages in the book)
SWBAT draw members of their family on a piece of paper titled,
A picture of my family
SWBAT recognize the word my as a sight word 8 out of 10
times during the lesson

Pre-Assessment

A day prior to the guided reading lesson I will read the book to the class.
I will introduce the sight word my to the children in the class. I will
show them a picture of my own family that I drew and describe the
different members to them. The children will have a turn and talk time.
They will talk about and share whom the members in their families are.
We will make a list of members of our families on a piece of chart paper
(for example, mom, dad, brother, sister, Grandma, etc.)
I will make anecdotal notes of which children participated and generated
ideas.

Post-Assessment

I will be working with a small group of children who have similar

reading processes. The children will read independently at their own
pace. I will listen and prompt the children as needed while taking notes
on:
If the child pointed to each word, especially the sight word my
Looked at all the pictures, read the words correctly
If the child understood what he/she read.
My assessment is directly tied to the objectives of the lesson. I will
check all of the students work to see that they completed the assignment.
I will analyze their illustrations to make sure they were able to follow
the directions, remain on topic and draw a picture of their family.

Materials

Photocopied papers with a large box in the middle and titled A

picture of my family (The word my will be in red since it
is the sight word they are learning)
Colored pencils thin and thick pencils
Markers think and think
Pencil grips

Use of Technology

I will create a Power Point presentation that represents pictures of

different parts of a family similar to the way the book has been written
(mom, dad, siblings, grandparents, pets) via the classroom Smart Board.
The word my will pop up in the color red on each slide. After those
pictures there will be slides with actual photographs of the childrens
own families (I will have collected these from their parents). The music
in the slide show will be the song, We are Family by Sister Sledge &
Jade.

Differentiation:

I have made modifications for my higher, across and lower functioning

students.
The higher students may be reading books at a B or C level. They will
also be asked to inventive spell the family members on their paper
(Mom/Dad) and/or write the names of their family members underneath
their pictures.
The lower functioning students will work one-on-one with the teacher to
go over the guided reading after the small group work. There will be a
prompt for the word my in their books. It will be highlighted in
yellow on their pages in the book so that they can identify it without
error. There will also be thinner and thicker pencils and markers to help
those with fine-motor difficulty.
I will be using visual cues throughout the lesson to remind the children
to sit with whole body listening. This will give them reminders about
how to sit attentively, look at the speaker and wait for their turn to
speak.

Seating Configuration/Use of Physical Space:

The children have designated rug spots for when they will be sitting and
listening to the story and instructions during the lesson. The rug spots
have been decided upon based on behavioral considerations. Two
students need to be sitting close to the teacher so they can pay attention,
listen, and be less distracted. One will be sitting on wedge to help with
body self-regulation.
The children have seat assignments at their tables. The tables are
divided into seasons, Summer, Spring, and Fall. The chairs are labeled
with the childrens names on it. The assigned seats have been decided
upon based on behavioral considerations and reading levels.

Teaching roles and collaboration:

This is an ICT classroom with two teachers and a cluster teacher that
comes in to assist the children with ASD. I will be acting as the lead
teachers on this lesson. I will read the story and model the activity for
the children. The other co-teacher as well as the cluster teacher will also
be sitting on the rug area to help manage the group. Then as the children
get called to work at their tables, each teacher will go with a small group
of children to their tables to give further one to one assistance. I will be
with the lowest reading level, my co-teacher will be with the middle,
and the cluster teacher will be with the higher learners. We will be
praising and monitoring the childrens work and progress through the
assignment.

Classroom Management:

I will praise and reinforce the children that are listening and paying
attention with their whole body, eyes on the speaker, sitting like a
pretzel, mouth closed, listening ears and focused attention to the one
speaking.
For attention-seeking behavior I will take the visual cues out to remind
the children what they should be doing and ask them to check in with
me so that I know they are ready to do their work. I will continue to
praise the children that are paying attention and remaining on task.

Engagement of students/anticipatory
set/Motivation:

I will get the students attention through the PowerPoint presentation that
I will be showing after the lesson. I will also gain attention through
positive reinforcement. I will remind the students that if they do great
listening they can receive a smiley face sticker for their Caught Being
Good! Chart.

Connection to Previous lesson/Prior Knowledge:

The students will have listened to a variety of stories describing families

and/or having elements about different family types in the book such as,
The Family Book by Todd Parr and We Are All AlikeWe Are All
Different by the Cheltenham Elementary Kindergarten. We will have
discussed the members of our families the previous day. We will review
the chart paper that was generated from the children and lists the
members of a family. I will deepen the connection by discussing how
all families are different yet special and unique to each child.

Lesson Presentation:
Estimated Time: 20 minutes

1. I will begin the lesson with my small group (4 children) by

introducing the story: Today we have a new book that we are
going to be reading during Guided Reading. This book is called,
My Family. Read it with me. I will point to the title, and move
my fingers across each word. Then I will ask the children to do
so as well. I will review the word my and ask the children
what they think the word my means. This is important because
I want to reinforce that we will be learning about the members of
their families.
2. I will read and point to the name of the author, Jillian Cutting
and illustrator, Jan van der Voo of the book.
3. We will discuss strategies that good readers use to understand
whats happening in the story and to remember the story. These
strategies are, making predictions, summarizing the story, asking
questions, and clarifying words and ideas that dont make sense.
I will show them a visual chart that has these four ideas broken
down into squares and with photos.
4. I will discuss the picture on the cover of the book and ask the

children, Who do you think are the members of this family

are?
5. I will instruct the children to please open the book, Now, please
open your book to the first page. I will read the cover page,
asking them to point and follow along. Next, please turn to page
2 of your book, etc. I will read each page out loud to the
children, pointing to the words and accentuating the word my
on each page. I will be asking the children to point and read
along with me.
6. Next, the children will have time to read the book independently.
I will be listening in, prompting as needed, and taking notes on
several items, such as, did the child point to each word, look at
the picture, ask them to read/try again, what is the first sound in
the word my, what is the ending sound in the word my, and
if the story makes sense.
7. We will review the things they noticed during the story, for
example who the family members were.
8. We will discuss comprehension of the text. Who were the
family members in this book? How many people are in the little
girls family? Who are the members of your family?
9. Each child will receive a piece of paper titled, A picture of my
family They will be asked to illustrate using either colored
pencils or markers (their choice).
10. Each of the teachers working at the table will write dictation of
the childrens illustrations.
11. They will work independently and to completion.
Guided Practice/Active Involvement/Small group
work
Independent Practice:
Estimated Time: 10-15 minutes

The children will be working in small groups at their tables. There are
three tables and 4 children at each table. The children will be able to
share their illustration with the teacher at their table as well as their
peers.
During the Guided Reading the children will have an opportunity to read
the book along with the teacher. The children will work independently

at their seats to illustrate the members of their family.

Final Summary/Closure:
Estimated Time: 5-10 minutes

The children will return to the rug for Pair sharing time. They will turn
to a child next to them and share their illustrated page of their family
members.
I want the children to take away from the lesson recognition of the site
word my. I also want them to be able to name members in their
family and be proud that they all have a different family that makes each
of them unique.

Extension:

The children will be taking a copy of the guided reading book home
with them. There will be instructions for the parents to ask their child to
read the book to them by pointing to the words.

Early Childhood Special Education Lesson Plan

Teacher Candidate: Miryam Kashanian

Grade Level: Kindergarten
Lesson:
Unit of Study:
Goal of Lesson (Common Core State Standards/Division of Early Childhood where appropriate)
New York Common Core Standards for Kindergarten
CCSS.ELA-LITERACY.RF.K.1 Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-LITERACY.RF.K.1.A Follow words from left to right, top to bottom, and page-by-page.
CCSS.ELA-LITERACY.RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do,
does).
CCSS.ELA-LITERACY.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail

Objectives:
SWBAT point to the words on the pages of the book 5 out of 8 times during the lesson (8 pages in the book)
SWBAT follow the words on the page from left to right 5 out of 8 times during the lesson (8 pages in the book)

SWBAT draw members of their family on a piece of paper titled, A picture of my family
SWBAT recognize the word my as a sight word 7 out of 10 times during the lesson

Pre-Assessment:
A day prior to the guided reading lesson I will read the book to the class. I will introduce the sight word my to the children in the
class. I will show them a picture of my own family that I drew and describe the different members to them. The children will have a
turn and talk time. They will talk about and share whom the members in their families are. I will make anecdotal notes of which
children participated and generated idea.

Post-Assessment:
I will be working with a small group of children who have similar reading processes. The children will read independently at their
own pace. I will listen and prompt the children as needed while taking notes on:
If the child pointed to each word
Looked at all the pictures, read the words correctly
If the child understood what he/she read.
My assessment is directly tied to the objectives of the lesson. I will check all of the students work to see that they completed the
assignment. I will analyze their illustrations to make sure they were able to follow the directions, remain on topic and draw a picture
of their family.

Materials:
Photocopied papers with a large box in the middle and titled A picture of my family (the word my will be in red since it is
the sight word they are learning)
Colored pencils thin and thick pencils
Pencil grips

Use of Technology:
I will create a Power Point presentation that represents pictures of different parts of a family similar to the way the book has been
written about it (mom, dad, siblings, grandparents, pets) via the classroom Smart Board. The word my will pop up in the color red
on each slide. After those pictures there will be slides with actual photographs of the childrens own families (I will have collected
from their parents). The music in the slide show will be the song, We are Family by Sister Sledge & Jade.

Differentiation:
Higher- 1) The students will be reading books at a B or C level. They will also be asked to inventive spell the family members on their
paper (Mom/Dad) and/or write the names of their family members underneath their pictures.
Across: The students will also be reading the Level A book. They will be asked to point to the word my and show it to the teacher.
The chart paper with the list of family members that we created the day before will be there for the children to refer to as a reminder.
Lower: The lower functioning students will work one-on-one with the teacher to go over the guided reading after the small group
work. There will be a prompt for the word my in their books. It will be highlighted in yellow on their pages in the book so that
they can identify it without error. There will also be thinner and thicker pencils and markers to help those with fine-motor difficulty.
The chart paper with the list of family members that we created the day before will be there for the children to refer to as a reminder.
Emmanuel will be sitting on a round-bumpy disc o sit to help him remain steady and seated at his desk. He will also be sitting closest
to the teacher.


Seating Configuration/Use of Physical Space:
The children have designated rug spots for when they will be sitting and listening to the story and instructions during the lesson. The
rug spots have been decided upon based on behavioral considerations. Two students need to be sitting close to the teacher so they can
pay attention, listen, and be less distracted. One will be sitting on wedge to help with body self-regulation.
The children have seat assignments at their tables. The tables are divided into seasons, Summer, Spring, and Fall. The chairs are
labeled with the childrens names on it. The assigned seats have been decided upon based on behavioral considerations and reading
levels.

Teaching roles and collaboration:
This is an ICT classroom with two teachers and a cluster teacher that comes in to assist the children with ASD. I will be acting as the
lead teachers on this lesson. I will read the story and model the activity for the children. The other co-teacher as well as the cluster
teacher will also be sitting on the rug area to help manage the group. Then as the children get called to work at their tables, each
teacher will go with a small group of children to their tables to give further one to one assistance. I will be with the lowest reading
level, my co-teacher will be with the middle, and the cluster teacher will be with the higher learners. We will be praising and
monitoring the childrens work and progress through the assignment.

Classroom Management:
I will praise and reinforce the children that are listening and paying attention with their whole body, eyes on the speaker, sitting like a

pretzel, mouth closed, listening ears and focused attention to the one speaking.
For attention-seeking behavior I will take the visual cues out to remind the children what they should be doing and ask them to check
in with me so that I know they are ready to do their work. I will continue to praise the children that are paying attention and remaining
on task.

Engagement of students/anticipatory set/Motivation:
I will get the students attention through the PowerPoint presentation that I will be showing after the lesson. I will also gain attention
through positive reinforcement. I will remind the students that if they do great listening they can receive a smiley face sticker for their
Caught Being Good! Chart.

Connection to Previous lesson/Prior Knowledge:
The students will have listened to a variety of stories describing families and/or having elements about different family types in the
book such as, The Family Book by Todd Parr and We Are All AlikeWe Are All Different by the Cheltenham Elementary
Kindergarten. We will have discussed the members of our families the previous day. We will review the chart paper that was
generated from the children and lists the members of a family. I will deepen the connection by discussing how all families are
different yet special and unique to each child.

Lesson Presentation
Estimated Time:
1. I will begin the lesson with my small group (4 children) by introducing the story: Today we have a new book that we are
going to be reading during Guided Reading. This book is called, My Family. Read it with me. I will point to the title, and
move my fingers across each word. Then I will ask the children to do so as well. I will review the word my and ask the
children what they think the word my means. This is important because I want to reinforce that we will be learning about the
members of their families.
2. I will read and point to the name of the author, Jillian Cutting and illustrator, Jan van der Voo of the book.
3. We will discuss strategies that good readers use to understand whats happening in the story and to remember the story. These
strategies are, making predictions, summarizing the story, asking questions, and clarifying words and ideas that dont make
sense. I will show them a visual chart that has these four ideas broken down into squares and with photos.
4. I will discuss the picture on the cover of the book and ask the children, Who do you think are the members of this family
are?
5. I will instruct the children to please open the book, Now, please open your book to the first page. I will read the cover page,
asking them to point and follow along. Next, please turn to page 2 of your book, etc. I will read each page out loud to the
children, pointing to the words and accentuating the word my on each page. I will be asking the children to point and read

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along with me.

6. Next, the children will have time to read the book independently. I will be listening in, prompting as needed, and taking notes
on several items, such as, did the child point to each word, look at the picture, ask them to read/try again, what is the first
sound in the word my, what is the ending sound in the word my, and if the story makes sense.
7. We will review the things they noticed during the story, for example who the family members were.
8. We will discuss comprehension of the text. Who were the family members in this book? How many people are in the little
girls family? Who are the members of your family?
9. Each child will receive a piece of paper titled, A picture of my family They will be asked to illustrate using either colored
pencils or markers (their choice).
10. Each of the teachers working at the table will write dictation of the childrens illustrations.
11. They will work independently and to completion.

Guided Practice/Active Involvement/Small group work/Independent Practice:
Estimated Time: 10 minutes
The children will be working in small groups at their tables. There are three tables and 4 children at each table. The children will be
able to share their illustration with the teacher at their table as well as their peers.
During the Guided Reading the children will have an opportunity to read the book along with the teacher. The children will work
independently at their seats to illustrate the members of their family.

Final Summary/Closure:
Estimated Time: 5 minutes
The children will return to the rug for Pair sharing time. They will turn to a child next to them and share their illustrated page of their
family members.
I want the children to take away from the lesson recognition of the site word my. I also want them to be able to name members in
their family and be proud that they all have a different family that makes each of them unique.

Extension:
The children will be taking a copy of the guided reading book home with them. There will be instructions for the parents to ask their
child to read the book to them by pointing to the words.

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