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Skylar Linnett

EDUC 239
Guided Reading Lesson Plan
Reeder, T. (2005) Poison Dart Frogs: Life Cycles. Washington D.C: National Geographic
Materials: Books, writing utensils, graphic organizer, flow diagram template
Grade: 3rd
- Notice how layout of pictures or print affects the way you read it for example, larger font or
- Accurately reflect information from a text.
Common Core:
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently.
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.
Start off by showing the front cover and ask if the front cover might tell us what this
book might be about. (Frogs, Poison Frogs, Life Cycles)
- Ask, What do we already know about frogs or poison dart frogs?
- Stop at the table of contents, Now, the table of contents allows readers to get a preview
of what this book will be about. This is considered a text feature because it will help the reader
understand the book better.
- Continue to the book walk, allow the students to continue on with the book walk, asking
them to take time looking at the layout of the book as well as anything that might stand out in
order to help readers.
- Ask the students to look through the book more carefully, and write down any text
features, or parts of the page that help the reader better understand the book.
- After enough time, ask that the students share out what they decided might be helpful to
a reader and which parts of the book they might consider text features. (If needed, allow students
to work together in partners, in order to discuss the pages and text features.)

- Continue to finishing looking through the book, making notes and sharing connections
with the pictures and diagrams. Ask throughout the book, What do these bold words mean?
Why would the author decide to make them bold?
Reading Plan:
Have students read from pages 4 through 16.
While reading, have the students fill out the graphic organizer to answer the information
about the Poison Dart Frogs using the sections of the text.
While the students are reading, ask them to whisper read with you, in order to check in on
their fluency and decoding skills.
Discussion Points:
How does the diagram of the frogs life cycle help us understand the text on
How did the pictures throughout the text help us with understanding the reading?
Did the little lightbulb boxes on the pages give us any clues to what we were reading
about? (Key concept boxes)
What is something you learned about: Frog bodies? Their birth and reproduction? Their
growth patterns? Lifespan? Behaviors of the poison dart frog?

If possible, allow students to write down their responses to these questions.

Ask, Which text feature did you find most useful within this book and why?
Ask, Why do you think this author decided to use text features within this book?

Processing Strategy:
- Text Features key words, sidebars, text boxes, bold words
- Main ideas gathered from the reading, summarizing
- While reading, ask that the students think about the authors purpose for writing this text on
Poison Dart Frogs. (To inform)
- On the whiteboard or poster paper, write the stages of the frogs life cycle using summarizing.
- Compare/Contrast inherited behaviors and learned behaviors, using what we learned from the
Using the life cycle diagram on page 11, the students will fill out the flow diagram
worksheet, summarizing the life cycle of the frog into four stages, instead of 6, in order to grasp
and comprehend the life cycle of the Poison Dart Frog. Students may also choose to read
Threats to Poison Dart Frog on page 26, and write a brief response to that section including
what they think might fix the problems associated to the treats against the Poison Dart Frogs.
Word Work:
Ask that the students write about what they read, using some of the bolded new
vocabulary terms from the text. If needed, prompt them to pick three or four bold words from the
text to use within sentences, on a reflection piece.

Differentiation: This lesson can be modified to fit each guided reading group. The questions and
critical thinking responses can be changed depending on the reading level of the student. The
independence level of determining what are text features and what are the most helpful features
can also be modified depending on the level of students. This lesson would also work with
partner reading and discussing, or working independently. The discussion questions could also
be modified to fit all learners, allowing partners to discuss, or asking the students to write their

Worksheets for this Lesson:

Name: _______________

Body Information:

Where they live:

Life Cycle:




References for this lesson:

Flow Diagram Template:
Book: Reeder, T. (2005) Poison Dart Frogs: Life Cycles. Washington D.C: National Geographic