Isabella Rivera

Guide Reading Lesson Rough Draft

ELE 702
LESSON PROCEDURE
Lesson Introduction:
Question students:
Has anyone ever done something mean to you? How did that make you feel?
Have you ever done anything mean to someone else? How did that make you
feel?
How should we treat other people? Why?
Tell the students that today they will meet Penny the penguin and they are to consider how she
treats other people.
Before Reading:
1. Introduce the book by reading they title, authors and illustrators names.
2. Ask the students to predict what will happen in the story.
3. Tell students that before reading they will review some sight words: the, and, him, her,
was, it, didnt.
4. Introduce action word vocabulary to students: bumped, mean, sliding, spun, whacked.
5. Start a picture walk with the students. While discussing the pictures as students to skim
through the text and identify sight and vocabulary words. As them to consider how the
vocabulary word may relate to the story or illustration which accompanies the text.
6. Pull out note cards with the phrase: Oops, said Penny Im sorry. Penny didnt mean
it, though. Point to and read each word in sequence and inform the students that this
phrase will occur frequently throughout the book.
7. Explain to the students how important it is to make sure they comprehend what they read.
Then describe to students one method they can use to make sure they understand what
they read. Tell them that while reading it is best to occasionally pick a stopping point and
mentally reflect what they have already read.

8. Once you have explained how students can retell parts of a story, or the whole story, to
ensure comprehension, you will model how the process works:

Mental Model:
If I were reading the story, I might choose to stop reading after page 3. I would ask myself
what happened first. Well, in this case Penny thought it was funny to watch other people get
hurt. I would then ask myself what happened next. I would tell myself that when Pennys
friend Peter crossed her path, she smacked him with her wing. I would then consider the last
thing I read on the page. The final thing I read on the page was that Peter spun around and fell
on the ice because Penny had smacked him. Once I have completed retelling myself what I
read on page three, I will continue to read the book and stop at least two more time throughout
the story to mentally retell the pages I have read. Keep in mind that retelling the story mean
that I use my own words to summarize what has happened. I am not restating the exact phrases
from the book. Once I have reached the end of the story, I will picture walk through the book
and mentally retell myself the story, after that I might put the book aside and again mentally
retell myself the story to ensure I can remember and understand what I have read.
9. Have students place sticky notes on pages 4, 6, 10, and 12. Explain that the sticky notes
represent where they need to stop reading in order to retell what they have read and
predict what might happen next.
10. Inform the students that together they will now read the story in order to find out what
happens to Penny the penguin. Ask them to take mental notes of words they find hard to
understand.

During the Lesson/Reading:

1. Instruct students to take out their reading fingers and hand each
student a copy of the book.
2. Ask the students to point to each word as they read it.
3. As a group, read the title page and be sure to point to every word as it
is spoken. Take a mental note of the students that are and are not
pointing to each word they speak.
4. Have the students turn to page 3, and as a group read from page 3 to
page 4.

5. Instruct the students to turn to the peer beside them and retell one
another what happened on pages 3 and 4. Inform the students that
one person should retell page three and the other person should retell
page 4 and then compare the retelling to their personal understanding.
6. As a group, question students about what they now know about Penny
based on her actions and thoughts. Ask students to support their
answer and provide additional feedback to promote their ability to take
their ideas to a higher level.
7. Continue coral reading with the students. Stop on page 6 and ask one
volunteer to retell what happened on page 5 and another student to
retell what happened on page 6. Ask the group if anyone of them can
add anything to the retellings of the two students who volunteered.
8. Continue choral reading. Stop on pages 10 and 12 and allow students
time to mentally retell what has happened throughout those pages.

After the Lesson/Reading:

1. Once the group has finished choral reading the story, instruct students to take out their
whisper phone from their reading bag, and use it to reread the story to themselves.
2. Ask students to share any words that they had trouble deciphering our understanding.
Allow other students to contribute their understanding of unknown words and give
additional support and feedback that will allow students to interpret and understand
troublesome words.
3. Give students a blank sheet of paper and ask them to fold it in half.
4. Explain to the student that their assignment it to represent Penny as she was at the
beginning of the story and at the end of the story. To do this, students will draw a picture
on one half of the page that shows what Penny was like at the beginning of the book. At
the bottom of the picture, the students will write once sentence that describes Penny at the
end of the book. On the other half of the paper, the students will draw a picture of what
Penny was like at the end of the story, and they will write a sentence below it that will
describe how Penny changed in the end.
Wrap-Up:
Once all students have completed their assignment, they will be asked what they thought
of Penny at the beginning at the book and at the end of the book. The students will also
be asked whether Pennys behavior was appropriate. The teacher will then lead a
discussion about how people should treat one another and why it is important to treat

other people well. At the end of the discussion, the teacher will ask several or all students
(depending on the group size) what they learned from the reading and be asked to name
one nice thing they could do for someone else.