Guided Reading Lesson Plan

I. LESSON DATA
a. Teacher First and Last Name: Catrina Bowman
b. Subject/Content Area: Literacy
c. Grade Level: 1
d. Unit Topic: Guided Reading
e. Lesson Topic: Reading for Meaning and Fluency
f. Duration of Lesson: 30 Minutes
g. Materials for the Lesson:
Leveled reading books Math Test Mix-Up
Worksheets
II. INSTRUCTIONAL DATA
A. Ontario Expectations:
Standard Strand: Reading
Grade: 1
Topic 1: Reading for Meaning
Item Number and Statement 1: Comprehension. 1.3 identify a few reading
comprehension strategies and use them before, during, and after reading to understand
texts, initially with support and direction.
B. New York State Expectations:
Standard Strand: Speaking and Listening Standards K-5
Grade: 1
Topic: Comprehension and Collaboration
Item Number and Statement: 4. Describe, people, places, things, and events with
relevant details, expressing ideas and feelings clearly.
C. CENTRAL FOCUS
The main focus of this guided reading lesson is for students to read grade-level
text aloud and comprehend the story. In accordance with the NYS and Ontario core
standards students will read a grade-level story in a small group and then comprehend
what they have just learned.
D. OBJECTIVES
By the end of the lesson students will be able to:

Recall characters, events and settings in a story.

Use listening and oral communication to comprehend a story.

Fluently read with accuracy and expression.
Use context to confirm word recognition and understanding.

E. ASSESSMENT PLAN
The teacher will have students read out loud in a small group and assess them on
their comprehension (characters, events, settings, problems, solutions) and fluency
(accuracy, expression, rate). Students will be assessed based on worksheets provided by
the teacher.
F. OPENING/ANTICIPATORY SET
To start off the guided reading lesson, in the small group the teacher will
introduce the book by showing them the front cover. Together students will read the title
Math Test Mix-Up, and the teacher will ask what they think the book is about. The
teacher will also ask What kind of mix-ups have you had at school?. When youre
reading today, I want you to be thinking about what problem the children
have, who tries to help the children solve their problem, and how the
childrens problem is solved.

G. MAIN BODY/PROCEDURE
The teacher will build on the students prior knowledge by encouraging students to
discuss what they need to think about when they complete work at school. The teacher
will then ask what helps them do well. The teacher will ask What should you remember
to do before beginning an assignment? What happens if you dont follow instructions?.
Next the teacher will explain to students that one way to understand what they are
going to be reading is to predict what is going to happen in the story. These predictions
will be made based on the title and cover of the book.
Phonemic Awareness (5 minutes):

The teacher will say words that contain the long /i/ sound (mine, write, side,
time), stretching the words as they are said. The teacher will have the students repeat the
words.
Teacher Talk: Now we are going to play a sound game, when you hear the long
/i/ sound give a thumbs-up sign.
Bride
Mine
Pin
Bread

Men
Mice

Tiger
Vine

Pine
Nine

Phonics (5 minutes):
Teacher Talk: Now we are going to find the words in the book that have a long /i/
sound. The students and the teacher will review the book again to discuss the words
briefly.
Vocabulary (5 minutes):
The teacher will reinforce new vocabulary by incorporating in to discussion of the
pictures. As students are reading along the teacher will ask them to put sticky notes on the
pages where they do not know a word.
Fluently (5 minutes):
Students will check their predictions by reading the book. As students are reading
the book aloud, one at a time, they are listening to other students and thinking about what
is happening in the book. While reading students will need to think about speaking
fluently and understanding what is happening in the story. The teacher will assess
students fluency on a separate piece of paper.

H. CLOSURE/ENDING
Comprehension (5-10 minutes):
After reading the story, the teacher will ask the students to go back to the pages
where they placed a sticky note and the teacher will discuss the word that they had

trouble with. Students will discuss whether their predictions were close. And finally as a
group, the students will discuss what took place in the story.
Teacher Talk: Who were the characters in the story? What problem did these
characters have? Who tries to help solve their problem? How is the problem solved?
There will be a small group discussion on these answers to check for students
comprehension.
III. REFLECTION
1. Culturally Responsive Teaching:
The lesson will be culturally responsive by allowing all students to participate and
respect all of their answers regardless of their gender, race, SES, ethnicity, etc. This book
shows at least three different children of different races and both genders.
2. Accommodations/Adaptations for Diverse Learners:
This guided reading lesson will accommodate multiple learning styles; reading
aloud, pictures, sounding out words, writing on work sheets. The lesson will also
accommodate ESL learners by the teacher reading it to the group aloud and then having
students read a page or two to deepen their understanding.
3. Prerequisite Skills (2-3):
Prior to reading the leveled reading book students will need to have a lesson on
comprehension and fluency strategies. They will also already be able to understand
phonemic awareness and phonics in order to read the book. Students will also have to
have some prior vocabulary knowledge in order to understand the story that they are
reading. In order to do the guided reading lesson at the correct reading level students will
have to be assessed to see if the book used in the guided reading session is the correct
level for them.
4. Anticipated Misconceptions:

Students may confuse events in the story with predictions that they made at the
beginning, misinterpret their prediction as being true. The teacher will correct the
students understanding.
5. Academic Language:
Students will need to be aware of literacy terms such as:
-

characters
problem
setting
solution