Alicia Osborne

RDG 537
Guided Reading Lesson Plans
August 4, 2016

Sam and Papa- level B

Objectives:
Chorally read a new text
Sort picture cards by beginning sounds /l/ and /p/
Retell main points in the text

Materials:
Bridger, M. (2009). Sam and Papa. Portsmouth, NH: Heinemann.
Picture sort cards (beginning sounds /l/ and /p/)

Book Introduction:
Readers, today we are going to read a book called Sam and Papa. Do any of you have
a Papa? (Children may discuss how they call their father, stepfather, grandfather, etc. Papa).
In Sam and Papa, Sam tells us about the things he likes to do with his Papa. The pictures in
this book can help you to figure out tricky words. Lets all read the first page together. Great,
now lets all turn to page 8. What are Sam and his Papa doing here? Yes, they are drawing
pictures. Everyone point to the word pictures for me. What tools did you use to find the word
pictures? Now turn to the next page. Here, Sam and his Papa are shopping. Everyone point to
the word shopping for me. Yes, you saw that s and h together and knew it makes the /sh/
sound in shopping. Now when you get to that word in your reading, you can remember that it
says shopping. Today when you are reading, I want you to use picture clues to help you, but I
also want you to make sure that you are reading accurately. To help you make sure that you
read each word on the page, point to the word as you say it. Go back to the beginning and read
Sam and Papa to find out more about how Sam has fun with his Papa.

During Reading:
Children will read out loud
Children should point to each word as they read it
Children will read chorally through the entire text then discuss at the end

Comprehension:
What are some of the things that Sam likes to do with his Papa? Are there other things
that arent in this book that you like to do with a special person in your family?

Word Study:
Picture sort for beginning sounds: Talk about some of the vocabulary in the book with common
beginning sounds (like, lunch, love; Papa, play, pictures). Have children sort picture cards into
/l/ and /p/ beginning sounds.
 2

The Cold- Level D

Objectives:
Read a new text out loud
Identify beginning consonant blends
Recognize contractions
Retell basic plot of the text

Materials:
Blackaby, S., The cold. (2009). Portsmouth, N.H.: Heinemann.
Beginning blend clip cards (cards will have a picture of something that starts with a
common consonant blend on the top, without the printed word, and the bottom will
have three choices of consonant blends printed)
Clothespins or paperclips to clip onto blend cards

Book Introduction:
Our book today is called The Cold. The author is Susan Blackaby and the illustrator is
Philomena ONeill. Did Susan Blackaby write the words or draw the pictures in this book?
Yes, she wrote the words and Philomena ONeill drew the pictures. Lets look at the picture
on the cover. This is Lizzy. How do you think Lizzy is feeling? How can you tell? In this
story, Lizzys friend Kim really wants to play with Lizzy, but Lizzy tells Kim that she can not
play because she has a cold. Have you ever had a cold before? How did it make you feel?
Turn to page 2, readers, and read along with me. Kim went to see her friend Lizzy. Point
to the word friend. Friend is a word with two consonant blends, /fr/ and /nd/. Who
remembers what that means? Now turn to the next page. (teacher reads page 4) Point to
the word play. Now point to the word skates. What do you notice about the beginnings of
those words? (briefly discuss the blends) Turn to page 6 and we will read it together. Point
to the word cant. What kind of word is cant? What two words are combined to make
cant? Ok, now go back to the beginning and read The Cold to find out if Lizzy gets better so
she can play with her friend, Kim.

During reading:
If children are struggling to track text, reading too fast, or skipping words, direct
them to point to each word as they read
Notice if children show inflection in their voices when coming to question marks and
exclamation point
Notice if children comfortably read the word cant
 3

Comprehension:
Tell me about what happened in this story.
If students need further prompting: What did Lizzy do when she felt better? Did Kim play
with her then? Why not?

Writing:
Have students draw and label a picture of something they would do to feel better if they
had a cold.

Word Study:
Beginning consonant blend cards: Cards have pictures such as a frog, flower, stop sign,
tree and three boxes on the bottom with three consonant blends. Children say the name of the
object in the picture and then match the correct blend by putting a clothespin on it.
 4

The Hug- level E

Objectives:
Whisper read a new text
Identify spelling patterns of vowel digraph oo and sort words by vowel digraph oo: short
as in book and long as in pool
Segment and blend words using common word family, -ug
Retell main ideas of the text

Materials:
Fear, S., The hug. (2009). Portsmouth, N.H.: Heinemann.
Word sort cards: vowel digraph oo
Notecards, markers, stapler for word family flip books

Book Introduction:
Today we are going to read The Hug, written by Sharon Fear and illustrated by John
Bendall-Brunello. Lets take a look at the cover illustration. What do you think the setting of
this book will be and who do you think some of the characters will be? This book is about Little
Pins. Little Pins really wants a hug, but her friends do not want to hug her. Why do you think
they are worried about hugging Little Pins? Lets take a look at the characters in this story.
Open your books to page 2. Who do you think is the first friend that Little Pins asks for a hug?
Yes, Mouse. Point to the word Mouse for me. Great, who does Pins ask next, on page 4?
Youre right, an owl. The owls name is Hoot. Find Hoot on that page. (continue with Skunk, p.
6 and Moosling, p. 11). Start from the beginning and whisper read The Hug to find out if any of
Pins friends will give her a hug.

During Reading:
Encourage students to track print with their eyes, move away from using finger
Notice if students put emphasis on words in bold letters

Comprehension:
Tell me about what you read. How did Little Pins friends try to help her? Why did
Moosling get Pins a jacket?

Word Study:
1. Word Sort: Talk about some of the words and characters in the book that have an
oo vowel team (good, Hoot, Moosling) and the two sounds that oo can make.
Children sort words with oo vowel digraphs, by short and long oo sounds, such as
wood, book, look; tool, moon, boot and oddballs, like would.
2. Word family flip book: Students should each have a flip book made with one full
sized notecard as the last page and 5 half-size notecards of pieces of paper as the
rest of the pages, stapled together. Students should write ug on the bottom
 5

notecard (with the book closed, on the part of the notecard that is sticking out from
the rest of the book). Review the ug word family, as in the word hug, and challenge
students to come up with 5 words that end with ug and write the beginning letters
for each word on the pages on the flip book.
 6

The Great Big Enormous Turnip- level H

Objectives:
Make predictions about a storys events using a picture walk
Read a new text, mainly silently
Sequence events in a story using a graphic organizer
Recognize and begin to spell words with r-controlled vowels

Materials:
Hall, M.C., The great big enormous turnip. (2009). Portsmouth, N.H.: Heinemann.
Graphic organizer for characters and sequencing events
Photocopied illustrations from the book, p. 2-13
Laminated fill in the missing sound cards for r-controlled vowels and dry-erase markers

Book Introduction:
Today we will be reading The Great Big Enormous Turnip, which is a classic story that
has been retold by M.C. Hall and is illustrated by Johanna Westerman. Has anyone ever
seen a turnip before? What is a turnip? Has anyone eaten one before?
Have a picture walk with the students using photocopied illustrations from the book. As
you go through the pages, encourage students to respond to: From the illustrations,
what do you think is happening in this book? Who are the characters? Who do you
think will be the next character to help? How do you know?
Read part of the book as a group, stopping to point out punctuation and bold letters.
There are a lot of exclamation points and some words in big, bold print in this book.
How do we read when we see this type of punctuation and print?
Continue reading the rest of The Great Big Enormous Turnip silently to find out what
happens at the end, but throughout your reading, pay close attention to the sequence
of events in the story.

Comprehension:
Have students sequence the events in the story, including all of the characters in the
book, using a graphic organizer.
Students can act out the book using the play script at the end of the book.

Word Work:
Fill in the missing sound activity- laminated cards with words with r-controlled vowel
sounds and pictures to represent the words. There will be two blank spaces on each
card for students to fill in with either ar, er, ir, or, or ur (m_ rker, b_ _n, st_ _m) using
dry-erase markers