Guided Reading Lesson Plan

Text Title: Communities of Life: Deserts by Jane Hurwitz 

Level: 9-12 years 

Fiction/NF: NonFiction 

Book Introduction (Before Reading) (describe how you will teach/re-enforce these skills within the text you’ve selected)

This book is called….and it’s about….

Phonics Focus: (CC):

Work Work Activity (Hyperlink)

Vocabulary Focus:

            Work Work Activity

During Reading (describe how you will teach/re-enforce these skills within the text you’ve selected)

            Comprehension non-fiction

Fluency and phrasing

Word decoding

After Reading (describe how you will teach/re-enforce these skills within the text you’ve selected)

            Writing Activity (Select a focus from the example below)

During Reading Resource Ideas

Ideas

 

After Reading Resource Ideas

Guided Reading (Emergent Example)

Introduction:

·      Call students to the reading table in pre-determined reading groups that are based on their DRA reading levels and other reading assessments.

-       “Reading group 1 please come to the table.”

·      Introduce the word diagraph to students.

-       “Today we are going to talk about diagraphs. Does anyone know what a diagraph is?”

-       “Diagraphs are two letters that are put together to make one sound.”

-       “This week we are going to talk about four our them: -ch like chop, -sh like shark, -th like that, -wh like when.”

-       “All of these diagraphs come at the beginning of the word, but they also can come at the end of words too. Like the word lunch, you hear the –ch sound at the end.

-       Today we are going to focus on the –ch sound. Let’s all make the –ch sound together. (-ch, -ch, -ch)

Before Reading:

·      Pass out individual copies of the book, “Chimp and Chick’s Lunch” to each student.

·      Instruct students to listen for the –ch sound in the story.

-       “For today’s lesson we are going to read the book, “Chimp and Chicks’s Lunch.”

-       “I’m going to read this book to you, please follow along, and when you see or hear a word with the –ch sound, touch your chin with two fingers.”

·      Discuss the front cover of the book. Have students point out words and pictures they see that contain the –ch diagraph.

-       “Let’s look at the front cover of the book. What do you see in this picture that has a    -ch sound? (allow time for students to respond)

During Reading:

·      Read the book “Chimp and Chick’s Lunch” aloud all the way through.

·      Emphasis each word that contains the –ch diagraph.

-“One Ch-illy day, Ch-ick went to visit his Ch-um, Ch-imp.”

·      Monitor students to check if they are touching their chin with two fingers each time the   – ch diagraph is heard.

After Reading:

·      Pass out individual graphic organizers. Provide instructions for the graphic organizer. (Explain to students that not every page contains a word that ends in –ch)

-       “This is a T-chart. On this side it says “words that begin with –CH” and on each page you are going to choose one word that begins with the –ch diagraph and write in on this side. On the other side it says “words that end with –CH” and on each page you are going to choose a word that ends with the –ch sound and write it on this side. Some pages may not have a word that ends with the –ch diagraph and that is ok, but be looking for them.”

·      Model example for students from the front cover of the book

-        “For my graphic organizer I am going to use the front cover, Chimp and Chick’s Lunch. I choose the word Chimp. Ch-imp begins with the –ch sound, so I am going to write it on this side. And I choose the word lun-ch. Lunch ends with the –ch sound, so I am going to write it on this side.”

·      Call on students to read each page of the book aloud until the end of the book.

·       Allow time for students to choose and record words from each page. (Aid students with any difficult words or phrases.)

-       “Brianne please read page 2 for us.” (continue for each student in the group)

-       “Now quickly choose and write down your words.” Be sure to choose a different word for each page.”

·      Remind students to correctly spell the words they choose.

-       “Make sure we are all spelling the words correctly and neatly.”

·      Allow for students to share words they choose from the story.

-       “Mary, please tell me a word you choose had a beginning –ch sound.”

-       “Shayla, please tell me a word you choose that had an ending –ch sound.”

·      Review students knowledge of the –ch diagraph. Allow time for student responses.

-       “Can anyone think of a word that was not in the story that begins with the –ch diagraph?

·      Choral read with students” Ch Cheer” included in the back of the book.

-       “Together lets choral read our –ch cheer.”

Supplies:

·      Group set of the book “Chimp and Chick’s Lunch” by Liza Charlesworth

·      Copies of the –CH graphic organizer

·      pencils