Guided Reading Lesson Plan

You will create a guided reading lesson plan appropriate for students in second through fifth grade. Begin by choosing the level of reader
(transitional, self-etending, or advanced!. "onsider the characteristics of those readers when planning your lesson.
(#! $escription of Reading Group % &nclude the grade level ('
nd
through (
th
! as well as the reading level (transitional, self-etending, or advanced!.
The Reading Group consists of four 3
rd
graders, who read on a 2
nd
grade level. The group included 3 boys and 1 girl, with a mixture of
ethnicity. The ethnicities included one aucasian male, one !exican male, one "frican#"merican male, and one "frican#"merican female.
The students in this group are transitional readers that still rely on a little bit of help from the teacher while reading. They are able to ma$e
connections and predictions, but struggle with putting events of the story in chronological order.
('! )uality literature- &nclude the title, author, genre, a short su**ary in your own words, and the readability of the tet.
Officer Buckle and Gloria by %eggy Rathmann is the boo$ that will be used during the guided reading lesson. The reading level is 2.&
so it is fairly easy to read for second graders and up. 't is a humorous boo$ about an officer that goes around to different schools and gives
safety speeches. The students thought the speeches were so boring until the police station got a new dog named Gloria. Gloria started to tag
along with (fficer )uc$le and seemed to do things that made the students love the safety speeches. (ne day, (fficer )uc$le and Gloria were
being videotaped so they could be on television. (fficer )uc$le saw why the $ids became so interested in his safety speeches and became sad
and lonely. Gloria tried to give the next speech by herself, but it wasn*t the same. (fficer )uc$le then received letters from the school saying
how much they missed him and (fficer )uc$le reali+ed that he and Gloria will always need each other.
(+! Lesson focus % $escribe the strategy,s-ill that you are targeting.
The strategy,s$ill being focused on during this lesson is se-uencing. The students will ta$e important events from the story and put
them in chronological order. This helps the student develop a summary and also develop a better understanding of the story itself.
(.! /or*ative assess*ent- $escribe how you will assess students during the guided reading lesson. 0hat behaviors will indicate that your students
1get it23 0hat behaviors *ight indicate that they need further instruction2
"fter reading the boo$ aloud with the students, they will be presented with a plain sheet of paper and seven slips of paper with
different events that happened throughout the story on them. The sheet of paper has .elcro circles on them as well as the seven slips of
paper. The students will be as$ed to ta$e the slips of paper and .elcro them onto the plain sheet of paper in the order that they happened in
the story. The students are allowed to discuss with each other during this assessment, but the teacher should be observing the students
comments and how each student places the event on the paper. 'f the students are able to place the ma/ority of the events in the correct order
with little guidance from the teacher, then they most li$ely 0get it.1 'f the students in the group need help every time figuring out which event
goes where, then they most li$ely need further instruction.
The students will also be as$ed to use the %opplet app on their '%ad to place events in order for the boo$ they are reading in class.
They will do this assessment by themselves. "fter having practiced se-uencing in the previous activity, the students should be able to
se-uence the events with very little to no help from the teacher. That is how the teacher can tell the students 0get it.1 'f they don*t get it, the
students will continue to as$ for help the ma/ority of the time.
4itle5 0hat6s 4he 7rder2 Genre5 8u*or Level5 '.( 9tage5 4rans. 9: ;dv $ate(s!5#<,#,#.
2lement 3uggested Teaching %oints %lans,4otes
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;ctivate,Provide bac-ground
8elp students *a-e connections
9hare thin-ing
=a-e predictions
>ew vocabulary
9e?uencing
$raw attention to tet features
8ear and say new lang. structures
Reveal structure of the tet ,genre
0riter6s craft to support analysis
;uthor6s accuracy or authenticity of tet
4he students will participate in a boo- wal- to start the lesson off
$uring this boo- wal-, the students will be as-ed to *a-e predictions based off of the pictures that they
notice
4he students will also be as-ed to relate anything in their life to the pictures that they notice
4he connections they *a-e will help active bac-ground infor*ation and any other bac-ground
infor*ation necessary will be provided for the*.
4he students will be told that they will be putting the events in order before reading the tet so they -now
to pay attention and *a-e connections throughout the boo- to help the* re*e*ber the order of events
R
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$e*onstrate, pro*pt for, or reinforce the
effective use of processing strategies% word
solving, searching for and using information,
maintaining fluency, detecting and correcting
errors, summarizing, and adjusting reading.
Pro*pt for fluency and phrasing.
4hroughout the tet, the teacher will stop and as- ?uestions to help provide infor*ation they will need in
order to put the events of the story in order
4he teacher will also encourage the students to -eep *a-ing connections
0hile reading, the teacher will refer bac- to the students predictions that they *ade during the boo- wal-
4he teacher will infor* the students at the end of the story that by putting the events in the correct order,
they are for*ing a su**ary.

5
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s
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Gather evidence of co*prehension by
observing what students say about the tet.
&nvite students to pose ?uestions and clarify
their understanding.
8elp students learn to discuss the *eaning of
the tet together.
:tend students6 epression of understandings
through ?uestioning, su**ari@ing, restating,
and adding to their co**ents.
6ithin
0hat happened in the story2
8ow did the story end2
:plain what you learned in
this boo-.
0hat were so*e i*portant
facts about safety in this boo-2
)eyond
8ow do you thin- 7fficer
Buc-le felt when he received
letters fro* >apville 9chool2
0hy do you thin- Gloria was
alone on stage at the school2
"an you give an ea*ple fro*
the boo-2
0hy is safety i*portant2
=a-e a prediction about what
is going to happen when
7fficer Buc-le and Gloria give
their *ost i*portant speech2
8ow do you -now so*ething
is about to happen here2
0hat does the writer say that
*a-es you thin- that2
"bout
0hat was the writer6s
*essage2
/ind the part in the story
where Gloria and 7fficer
Buc-le were being
videotaped for television.
0hat genre did the writer
use2 0hat *a-es you thin-
that2
8ow did the writer *a-e this
boo- interesting2
4itle5 0hat6s 4he 7rder2 Genre5 8u*or Level5 '.( 9tage5 4rans. 9: ;dv $ate(s!5#<,#,#.
T
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Revisit the tet to de*onstrate, reinforce, or
provide eplicit instruction of strategic
actions.
9olving 0ords
=onitoring and chec-ing
9earch for, use infor*ation
9u**ari@ing
9e?uencing
=aintaining fluency
;dAusting Reading
Predicting
=a-ing connections
9ynthesi@ing
&nferring
;naly@ing
"riti?uing
2
x
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d Bse writing, drawing, or etended tal- to
eplore any aspect of understanding the tet.
4he students will use the Popplet app on their &Pad to write events in order using the boo- they are
reading in class.
4he students will discuss why they put the events in the order that they did for Officer Buckle and Gloria
6
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4each word analysis, letter-sound
relationships, analogies, or brea-ing words
apart. 7text specific,not word study8
4eacher5 =adisson /inley Group =e*bers5 8unter, 4i*othy, Ca*ere, 4y 7ctober D#.