Joanna

Alexander

Guided Reading Week Lesson Plans

Monday
A
B
C
Tuesday
D
A
B
Wednesday
B
C
A
Thursday
A
B
D
Friday
C
B
A

Guided Reading - Group A

Teddy Saves the Day

SWBAT visualize while reading each story. SWBAT identify the problem and solution in a story. SWBAT read high
frequency words in the text. SWBAT will read words with long /i/ (i, y, igh).
Differentiation: Expected product differs by student ability; verbal and visual instruction and modelling
Assessments: Teacher observation, student participation and work

Day 1
Materials: Decodable Reader day: 2nd story in Adventures All Around Book Flying High!, Long I sound Sort Sheet
Instructional Plan:
1. What letters can make the sound long /i/?(Write on whiteboard: i, y, igh).
2. Flying High! Lets look for words that have the long i sound.
3. Ask each student to say a word that they found and write in on the board. Have students repeat each word
once written after you.
4. Where is the long i sound letters in this word? (sky, fly, mind, find, high)
5. Read Flying High!
6. Lets sort the words we found by their letters that make the long i sound onto our Sort sheets.
Reflection:

Joanna Alexander

Day 2
Materials: Teddy Saves the Day!, Comprehension Sheets
Instructional Plan:
1. Before you start reading Teddy Saves the Day!, I want to see if you can find some of our high frequency words
in this book Im going to write them on the board. What page did you find __ on? When you find it, point
to it.
- Ball, Head, Laughter, Meadow, Never, Perhaps, Should, Shout
2. I want you to look through the story and make some predictions. What are you thinking? What makes you say
that?
3. Whisper Read 1st day Read the story and visualize be ready to explain how your visualization of whats
happening in the story helped you to figure out if this story is realism or fantasy.
4. Students read story to themselves.
5. If you finish reading, I want you to read to someone else whos finished.
6. Is this story fiction or nonfiction? What kind of fiction fantasy or realism? How do you know? Share
examples. What did you visualize that went against your schema about bears?
Reflection:








Group A - Day 3
Materials: Teddy Saves the Day!, Comprehension Sheets
Instructional Plan:
1. Reread the story with a partner. Then retell the story to your partner. Partner ask for your reader to add
details if need be. Reader cannot look back in the book. Partner checks reader by looking in the book.
- Explain that good readers stop now and then during reading to retell in their mind what is happening in the
story. Stopping to retell the events of a story helps readers remember and understand what they are reading.
- When we retell a story or event, we explain the details in order.
2. Complete Somebody-Wanted-But-So on Comprehension Sheets.
Reflection:

Joanna Alexander

Day 4
Materials: Teddy Saves the Day!, Comprehension Sheets
Instructional Plan:
1. Review Comprehension Sheet questions. Most stories have a problem that the main character needs to solve
or fix by finding a solution.
2. Reread Teddy Saves the Day! on your own. Be thinking about: What is the problem in this story? What is the
solution to the problem? (because were going to answer these questions after we review). Finish sheet.
- What problem does Teddy solve on Friday How does he solve it?
- Tell about a problem you solved in school. What did you do?
- Name two things you can push and two things you can pull.
Reflection:







Day 5
Materials: Push and Pull, Problem and Solution Sheets
Instructional Plan:
1. Whisper read Push and Pull
2. Read together as a group.
3. Discuss problem and solution and complete Problem and Solution Sheets.
- What is the problem?
- Who has the problem?
- How is the problem solved?
Reflection:

Joanna Alexander

4
Guided Reading - Group B

Push and Pull

SWBAT visualize while reading each story. SWBAT identify the problem and solution in a story. SWBAT read high
frequency words in the text. SWBAT will read words with long /i/ (i, y, igh).
Differentiation: Expected product differs by student ability; verbal and visual instruction and modelling
Assessments: Teacher observation, student participation and work

Day 1
Materials: Decodable Reader day: 2 story in Adventures All Around Book Flying High!; Push and Pull
Instructional Plan:
1. Flying High!: Find long /i/ words and write them on the board.
2. Push and Pull Write High Frequency Words on the board and have the students find them in the story.
3. I want you to look through the story and make some predictions. What are you thinking? What makes you say
that?
4. Whisper Read 1st day Read the story and visualize be ready to explain how your visualization of whats
happening in the story helped you to figure out if this story is realism or fantasy.
5. Students read story to themselves.
6. If you finish reading, I want you to read to someone else whos finished.
7. Is this story fiction or nonfiction? What kind of fiction fantasy or realism? How do you know? Share examples.
What did you visualize that went with/against your schema?
Reflection:












Day 2
Materials: Push and Pull, Comprehension sheets
Instructional Plan:
- Reread Push and Pull with a partner. Then retell the story to your partner. Partner ask for your reader to add
details if need be. Reader cannot look back in the book. Partner checks reader by looking in the book.
- Complete Somebody-Wanted-But-So on Comprehension Sheets.
Reflection:











nd

Joanna Alexander

5
Group B - Day 3

Materials: Push and Pull, Comprehension sheets

Instructional Plan:
1. Review Comprehension Sheet questions. Most stories have a problem that the main character needs to solve or fix
by finding a solution.
2. Reread Push and Pull on your own. Be thinking about: What is the problem in this story? What is the solution to
the problem? (because were going to answer these questions after we review). Finish sheet.
- Look back at page 12. How did Nick solve his problem of moving the box?
- What is the best gift you were ever given? Why did you like it?
- Do you think everyone likes to get gifts? Why or why not?
Reflection:







Day 4
Materials: Zoom!, Problem and Solution Sheets
Instructional Plan:
1. Whisper read Zoom!
2. Then read together as a group.
3. Discuss problem and solution and complete Problem and Solution Sheets.
- What is the problem?
- Who has the problem?
- How is the problem solved?
Reflection:





Day 5
Materials: Namis Gifts, Problem and Solution Sheets
Instructional Plan:
1. Whisper read Namis Gifts up to page 6. Then stop and think about what has happened so far in the story. Reread if
you finish early. What did you learn so far about Nami?
2. Then read with a partner and discuss the problem and solution complete Problem and Solution sheet as a pair.
3. Review Problem and Solution as a group. Did we all identify the same problem and solution?
- Nami doesnt know what gift to make for Aunt Hoshi. She didnt know what was special to her aunt.
- How did Nami solve her problem? She was a detective and look for clues. She saw that Aunt Hoshi had socks
and a keychain with baseballs on them, so she got her a baseball bat and baseball as gifts.
- How have you decided/figured out what to give your family members for gifts?
Reflection:

Joanna Alexander

6
Guided Reading - Group C

Zoom!

SWBAT visualize while reading each story. SWBAT identify the problem and solution in a story. SWBAT read high frequency
words in the text.
Differentiation: Expected product differs by student ability; verbal and visual instruction and modelling
Assessments: Teacher observation, student participation and work

Day 1

Materials: Zoom!
Instructional Plan:
1.Picture Walk Predictions
2. Whisper Read Zoom!
3. Then retell the story to your partner. Partner ask for your reader to add details if need be. Reader cannot look
back in the book. Partner checks reader by looking in the book.
4. Complete bottom half of Comprehension sheet as a group. Most stories have a problem that the main character
needs to solve or fix by finding a solution.
- How does Cara Bear help Max Bear solve his problem?
- Tell about a problem you solved for someone. How did you solve it?
- What things move when wind pushes them?
Reflection:




Day 2
Materials: Horrible Harry books
Instructional Plan:
1. Book Club - Assess the story and facilitate discussions with the students about the story.
- Problem and Solutions
- What can we infer about ___s character? What does this tell me about his character?
- What has happened so far in the story?
2. Work in packet.
Reflection:




Day 3
Materials: Horrible Harry books
Instructional Plan:
1. Book Club - Assess the story and facilitate discussions with the students about the story.
- Problem and Solutions
- What can we infer about ___s character? What does this tell me about his character?
- What has happened so far in the story?
- Each of you is going to think of a question to ask someone elsebe the teacher.
2. Work in packet.
Reflection:

Joanna Alexander
Guided Reading - Group D Book Club
SWBAT make predictions about the story. SWBAT discuss the story in regards to its characters and events.
SWBAT identify the problem(s) and solution(s) in the story.
Differentiation: Expected product differs by student ability; verbal and visual instruction and modelling
Assessments: Teacher observation, student participation and work

Day 1
Materials: Book Club packets, Horrible Harry/Midnight on the Moon books
Instructional Plan:
3. Book Club - Assess the story and facilitate discussions with the students about the story.
- Problem and Solutions
- What can we infer about ___s character? What does this tell me about his character?
- What has happened so far in the story?
4. Work in packet.
Reflection:












Day 2
Materials: Book Club Packets, Horrible Harry/Midnight on the Moon books
Instructional Plan:
1. Book Club - Assess the story and facilitate discussions with the students about the story.
- Problem and Solutions
- What can we infer about ___s character? What does this tell me about his character?
- What has happened so far in the story?
- Each of you is going to think of a question to ask someone elsebe the teacher.
2. Work in packet.
Reflection: