July 22, 2005 Guided Reading Lesson Pippi Goes on Board by Astrid Lindgren Objectives: To decode difficult words

Purpose/Rationale: Why is this lesson important to learn? To have strategies to decode difficult words How is it relevant to student lives? To be able to decode words without the help of others Why do students need to know this? To improve their reading and decoding skills Lesson Set Up: How will you gain the students attention and make your objectives clear? I will ask them what they do when they cant figure out a word. I will tell them they are going to be able to figure out almost any word by using some tricks. Pre-reading: How will I introduce the text and stimulate students interest for reading? Ask if anyone has ever wished they lived on their own and didnt live with their parents. Tell them Pippi Goes on Board is a funny book about a silly girl who lives by herself. During Reading: How will the children read the text? They are asked to read the chapter silently before we begin out loud. They will each take turns reading aloud one page at a time. Ones not reading aloud are asked to follow along silently. What reading strategy will I model or ask students to use? I will ask them to circle or otherwise mark words they cant figure out. How can I make the text more accessible for less able readers? They may take the book home to get more familiar with the text. Post Reading-may include one or more of the following: Which skill and strategy mini-lessons will be taught? Have the students use these strategies (p. 273): 1. See if there is any part of the word that I can say. If I cant say any part of the word, go to step 4. 2. Say the part of the word I know. Then say the rest of the word. If I cant say the rest of the word, go to step 4. 3. Ask: Is the word I said a real word? Does it make sense in the story? If not, try again or go to step 4.

4. Is the word like any word I know? If not, go to step 6. 5. Say the word. Is it a real word? Does it make sense in the story? If not, try again, or go to step 6. 6. Say blank for the word. Read to the end of the sentence. Ask myself: What word would make sense here? Have the students make a poster for the classroom as a reminder of what to do when they have trouble in the future.

Assessments: Describe how you will assess the students learning of the objective. Align assessment with your objective. Can the students effectively use the steps to figure out some or all of the words they had trouble with in the text? Students who need extra help should seek help from another student. Closure- may include one or more of the following: Review the key points of the lesson: review the steps time for students to show their work: present the poster reference to lesson opening: Ask if they can now figure out difficult words easier References cited according APA standards. Lindgren, A. (1957). Pippi Goes on Board. New York: The Viking Press. Gunning, T. (2006). Assessing and Correcting Reading and Writing Difficulties. Boston: Pearson Education.