Name:

Brittany Priddle

Cohort: A1

Grade 1: Guided Reading Lesson Plan: Emergent Readers

Lesson Title: Curious George is Happy Grade: 1 Date: TBD
Subject/Strand: Language Unit: Reading Location: In class Time: (length in minutes): 55 minutes
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
In this lesson, students will be reading the book Curious George is Happy. Students will be asked in groups of three (based on reading
level emergent) to come to the learning table to engage in a guided reading exercise. The lesson will begin by activating students
prior knowledge on Curious George and what makes people happy in order to make predictions about what may make Curious George
happy. The focus of the lesson will be on the word happy as well as the popcorn words that have been identified until this point in the
year.

CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to
construct meaning
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when necessary, has verbs
that are observable & measureable, has realistic number of expectations (1 to 3), have expectations that match assessment

1.3 identify a few reading comprehension strategies and use them before, during, and after reading to understand texts, initially with
support and direction (e.g., activate prior knowledge by brain- storming about the cover, title page, or topic; describe how they visualize
a character or scene in a text; ask questions about information or ideas presented in a text: I wonder if ...?, What if ...? Why did ...?;
identify important ideas in a text) Teacher prompt: What do you think is the most important thing to remember so far about this
text/topic? Why do you think it is important?

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)

Today I will learn

To make predictions about the what the book is about based on the pictures and the title

Use language patterns and sound patterns to identify words and to predict the next word
To recognize familiar words throughout a story
ASSESSMENT and EVALUATION



Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess students learning, as well as what
evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand).

I can: successfully make predictions about a what is happening in story using the pictures and key words
I can: express my own thoughts and personal experiences relating to the story
I can: identify popcorn words throughout the story as well as difficult words that were discussed prior to reading the story entirely
Assessment How will I know students have learned what I intended?

Achievement Chart Categories (highlight/circle the ones that apply):

Knowledge and Understanding; Thinking; Communication; Application
Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)
Assessment Mode

Assessment Strategy and Task for Students-

Written, Oral, Performance

(Write, Say, Do)

What are the students doing to show their learning? e.g.

turn and talk, role play/individual, cooperative, etc.

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Assessment Tool - Instrument used to assess task and

record learning e.g., rubric, checklist, observation sheet,
turn/talk, role play etc.


Oral

Students will be reading the book individually

and make connections between the book and
themselves or their families

The teacher will use an observation sheet throughout

the lesson, recording how students are doing reading
and any words that they are having difficulties with.

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have

* Knowledge of Curious George from reading other Curious George books in class
* Understand what types of things make people happy
* Knowledge of popcorn words: is, and to

Differentiation: Content, Process, Product, Environment, Assessment/Accommodations, Modifications

Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-
regulation
Vocabulary (for word wall and/or to develop schema)
Happy
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets
used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where
appropriate.

Curious George is Happy book with 3 three photocopies of it for students in the group
Small white board
Dry Erase Marker
Learning Environment (grouping; transitions; physical set up)

Students will work in groups of 4 at the horseshoe-learning table with the teacher.
When the students are not working with the teacher they will engage in individual activities such as work they have no completed up
to this date or in groups of 2 practicing reading to one another.
Cross Curricular Links

Three Part Lesson
Identify what the students are expected to think about or do. Write the lesson description with enough detail that another
teacher could replicate the lesson without a personal discussion.
What Teachers Do:
What Students do:
Minds on: Motivational Hook/engagement /Introduction (5-15 min)

Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 15 minutes
Selected students come to the learning table

Teacher will call groups of 3 to the learning table. Each

student is given a copy of the book but are asked not to
open it until they are told to.

Okay everyone, today we are going to do a guided
reading activity together!

Teacher reads the title of the book and asks students to
think about what the book might be about.
Based on the title and the picture on the front of the
book, what do you think the book is going to be
about?

Teacher will guide the discussion with the group toward
activities that they to that make them happy, and ask
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Students think quietly to themselves, raising hand when they
want to share an answer

Students respond to the posed questions with things that


the students if they think Curious George would enjoy
make them happy
the activity too.
Hanging out with my family Playing sports


Okay boys and girls, now we are going to do a picture
walk of the story and pick out tricky hard to read words
or popcorn words!


Teacher points out the word happy to the students
Students raise there hand to point out the word happy
and gets them to point to it when they do the picture
walk.


Teacher will stop the picture walk half way through the Playing with his pets
book and ask the students to make predictions about
Going outside
how the book ends or other things that may make
George happy.

Action: During /Working on it (time given for each component, suggested 15-40 min)

Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: 30 minutes

Is everyone very curious to know how the story ends?

I thought you would be!
Students read the book from begin to end
independently, asking the teacher for assistance if they
are stuck on a word.

Teacher observes students as they read, making sure to
pay attention to how well the students are or are not
reading and any words that are causing difficulties

If a student is struggling with a word, the teacher will
get the student to try sounding the word out, or
breaking it up into smaller more manageable pieces in
order to try and figure it out

Students open up their individual copies of the book and

begin reading


Students raise there hand if they are stuck on a word and ask
the teacher for assistance

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: 10 minutes

Now that everyone has finished reading the book,

what did everyone think about the story? Did you enjoy
it?

Were your predictions right?

When you were stuck on a word, how did you try to
figure it out?
If the students do not bring it up, the teacher will guide
the discussion towards using the illustrations in the
book to help figure out what the words are saying

Great job everyone! You are becoming such wonderful
readers. Please read the story one more time while I go
and work with another group of students. After you are
finished put it in your book bag to take home and read
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I liked reading this book because Curious George is the best

I sounded it out



Students re-read the book to themselves, and quiet put it in


with your family. Once you have done that find a book
from the bookshelf and read quietly.

their book bags after they are finished.

Extension Activities/Next Steps (where will this lesson lead to next)

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

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