Chandler Davis 4th/5th

Name: Grade Level: Title of Lesson:

Guided Reading- Cowhands and Cattle Trails (1)

Content Area(s) Literacy
Teacher Quality Standards:
Standard(s) Standard 2.2.a.iv. , Standard 2.2.b.v. , Standard 2.2.c.i. Know Content
Establish Environment
Prepared Graduates Engage in a wide range of nonfiction and real-life reading Facilitate Learning
experiences to solve problems, judge the quality of ideas, or Reflect on Practice
complete daily tasks.
Demonstrate Leadership

(TPR)
Grade Level Expectations 4th (the students in this particular guided reading group are in fourth
STANDARDS-BASED LESSON PLAN Appendix I

grade) Student Growth

Concepts and Skills Students Master Comprehension and fluency matter when reading informational and
persuasive texts in a fluent way
Evidence Outcomes 21st Century Skills and Readiness Competencies
(Critical Thinking/Reasoning, Information Literacy, Collaboration, Self-Direction, Invention)

Skim materials to develop a general overview of content

Information Literacy, Collaboration
Use text features (bold type, headings, visuals, captions, glossary) to
organize or categorize information Essential/Guiding Questions

Interpret information presented visually, orally, or quantitatively (e.g., in How do Non-Fiction text features help readers to understand the text?
charts, graphs, diagrams, time lines, animations, or interactive elements on
Web pages) and explain how the information contributes to an
understanding of the text in which it appears.
Establish Environment Guided Reading group of four 4th graders grouped by Fountas-Pinnell and DRA levels.

(Grouping, Expected Behaviors)

Sitting in secluded hall area with 5 chairs, larger white board stand for myself, and

individual white boards for students as well as student material bin (contains white board
markers, sticky notes, pencils, highlighters if needed).

Group expectations for Guided Reading established in previous meetings where we co-
created a contract of behaviors. (See G.R. group contract attached pg.1)

 Standards Driven Instructional I can identify Non-Fiction text features
Objective(s)/Learning Target(s) I can analyze Non-Fiction text features to enhance my schema on Cowhands

Assessment Formative Assessments:

- Assess skills for skimming the text (visual observations/ questioning)

- Assess identification of NF text features (verbal)
- Assess understanding of what a Cowhand is (graphic organizer attached pg.2)
- Assess ability to cite the text (sticky note flags from book under How you know on graphic
organizer)

Facilitate Learning: Introduce Learning Targets and (learning targets written on laminated paper, which hangs on the

Instructional Plans and Procedures top of my white board)

-

What are examples of Non-Fiction text features? (turn and talk, list students examples on white
board- titles, pictures, captions, sidebars, heading, timelines, etc.)

Ask guiding question: How do non-fiction text features help readers to understand a text?
(raise hands/call-out responses)

(Schema) What do you know about Cowhands?
Draw same map on board as on the students graphic organizer to list ~3 things that they know
about Cowhands before introducing the text.

Give out the graphic organizer and a copy of the text. Explain: Cowhands and Cattle Trails is about
the early history of cattle trails between Texas and other parts of the U.S. (show map pg. 21).
Explain that before reading Chapter 1 we will be skimming and using NF text features throughout
the book to enhance our background knowledge on Cowhands. Students will first skim the text and
flag the pages that they see helpful NF text features on (flagging is a strategy we have been working
on in whole group literacy). Then, they will go back and close read the NF text features and write 3
of the facts they found out from those text features. They will write the fact, and add the sticky
note flag that they used with the page number on it and the type of text feature it was.
Ask: How did that picture help you understand the text better? Why do you think the author put it
there?

Data Analysis The completed graphic organizers provided evidence of building schema and student learning. Also,

How do you know whether students having them cite the Non-Fiction text feature that they retrieved the information from held them
learned what you hoped they would? accountable for finding that information. Conversing about the exact sentence/ text evidence from
What evidence do you have of student which they pulled information from will tell me whether they are analyzing the NF text features
learning? accurately.

 Reflect on Practice Although I thought the lesson was well planned, it didnt take off very smoothly. This was our first
How did the lesson go? actual meeting after setting reading group expectations, and the students were still quite off-task in
How was your feedback to students? the first several minutes. First, I did have to remind them of the contract we co-created and agreed
What might you do differently next time? to. My second reminder was that we only have a short time together and whatever we didnt get
How has this experience helped shape your done in our group time I would have to keep them in to finish on their own time (recess).
understandings about teaching and
learning? After these gentle reminders, the students were a little more focused. I introduced the learning
Are there any areas in which you need to targets and had them turn and talk about the different types of Non-Fiction text features. Together
grow professionally (knowledge, critical
they listed all 6 of the NF text features that I had observed in the book. I gave the students positive
thinking, management, delivery)?
feedback and we discussed the importance of NF text features and the guiding question.

Once we began to discuss our schema of Cowhands, I realized that 3 out of the 4 students were not
familiar at all with the term Cowhand. 1 student said that she just didnt know, and 2 students
thought that they were literally the hands (the feet) of cows. This brought on some more off-task
behaviors and side conversations. Finally one student mentioned that he thought that Cowhands
helped to care for the cows because of the word hand reminded him of handy. This was a perfect
redirect back on topic and led me to fill in the map on the white board with his idea and two more
ideas of my own. In our next group meeting, I will just give them certain definitions of words
explicitly as to not stray from engagement, waste time or focus.

Once I gave the students their own graphic organizer and introduced the book and the flagging
activity they were much more engaged. They skimmed the text well, and flagged their thinking well.
(They have been practicing flagging their thinking in Readers Workshop) They pulled interesting
facts that they learned and cited the NF text features. They had a little bit of trouble with the
wording of part of the graphic organizer- how you know:. They typically see evidence from the
text on worksheets, which in hindsight I should have written instead. Also, I let students keep their
G.O. and they ended up throwing away their sticky note flags. I will be keeping all worksheets from
future group meetings.

Ultimately, they proved to be able to identify and analyze text features well, and they cited text
evidence correctly. They also explained how they interpreted pictures to enhance their
understanding of what Cowhands and Cattle Trails was about.

From this lesson I know that I need to work on my management skills with this particular group.

 th th
Name: Grade Level: 4
Chandler Davis /5 Title of Lesson:
Guided Reading- Cowhands and Cattle Trails (2)

Content Area(s) Literacy
Teacher Quality Standards:
Standard(s) Standard 2.3.c.i. , Standard 2.2.a.ii. , Standard 2.2.a.i. Know Content
Establish Environment
Prepared Graduates Engage in a wide range of nonfiction and real-life reading Facilitate Learning
experiences to solve problems, judge the quality of ideas, or Reflect on Practice
complete daily tasks.
Demonstrate Leadership
Grade Level Expectations 4th (the students in this particular guided reading group are in fourth
(TPR)
grade)
Student Growth
Concepts and Skills Students Master Comprehension and fluency matter when reading informational and
persuasive texts in a fluent way

Knowledge of complex orthography (spelling patterns), morphology
(word meanings), and word relationships to decode (read)
multisyllabic words contributes to better reading skills
Evidence Outcomes 21st Century Skills and Readiness Competencies
Use context (e.g., definitions, examples, or restatements in text) as a clue to (Critical Thinking/Reasoning, Information Literacy, Collaboration, Self-Direction, Invention)

the meaning of a word or phrase. (CCSS: L.4.4a)

Critical thinking, self-direction, information literacy
STANDARDS-BASED LESSON PLAN Appendix I

Determine the main idea of a text and explain how it is supported by key
details; summarize the text. (CCSS: RI.4.2) Essential/Guiding Questions

Refer to details and examples in a text when explaining what the text says How did the cattle trails get started? (Ch. 1 is The Beginning of Cattle Trails)
explicitly and when drawing inferences from the text. (CCSS: RI.4.1)
Establish Environment Guided Reading group of four 4th graders grouped by Fountas-Pinnell and DRA levels.

(Grouping, Expected Behaviors) Sitting in secluded hall area with 5 chairs, larger white board stand for myself, and individual white
boards for students as well as student material bin (contains white board markers, sticky notes,
pencils, highlighters if needed).
Group expectations for Guided Reading established in previous meetings where we co-created a
contract of behaviors. (See G.R. group contract attached)

Standards Driven Instructional I can recognize the big ideas in the text, and summarize Chapter 1

Objective(s)/Learning Target(s) I can use a Non-Fiction text feature to make inferences about life on the cattle trail

 Assessment Formative Assessments:
- Graphic organizer: Big Ideas and Summary (see attached)
- Assess inferring skills based on a picture and prompt
- Assess comprehension with follow up questions after reading
- Assess ability to use glossary in text
Facilitate Learning: Review what we learned about Cowhands and Cattle Trails during our last meeting.

Instructional Plans and Procedures Introduce learning targets.

-

Go over chapter vocabulary (written on strips of paper, see attached pg. 3)

Strayed: roamed (*not a bolded word)

What do the words Plains and Open Range mean in this context? (raise hands/ call out)
Use the glossary to find out (*bolded words).

Place prompt on board: What can you infer that moving a herd of cattle through towns and open
roads was like from the picture on pg. 3?
Review: Background Knowledge + Text Evidence = Inference
(have students write inferences on sticky notes)
Introduce Guiding Question, will help in summarizing.

I do: I read first page of Ch. 1 aloud and model pulling big ideas (key text details). Review
summarizing w/ students: we will summarize chapters by analyzing key details from text that are in
the Big Ideas column to determine importance, and briefly explain those Big Ideas in the chapter.
We do: Then, students read silently/individually the rest of Ch. 1 and pull out their own big ideas.
Afterwards, students pair up (2 sets of 2) to summarize Ch. 1 together. Groups share out, and we
discuss as a group how we summarized the chapter. I will show students my previously written
summary.
You do: (This piece will come in our next group meeting, students will pull big ideas and summarize
individually)

After both groups of students have come up with their summary of Ch. 1 and we discuss what this
summary should look like, ask comprehension questions: (raise hands to respond/ call out)
When did people start setting up cattle ranches on the Texas plains? (A: 1850s)(Identify facts and
details from text)
Why did ranchers want to sell their herds to Chicago meat packers? (A: Plants in Chicago supplied
beef to the East, where cattle were harder to come by meaning there was a bigger
demand)(Identify cause and effect relationship)
 Data Analysis By listening to students turn and talk with their partner and collecting their summary sheets I am
How do you know whether students able to assess their extraction of key details from the text, as well as their summaries.
learned what you hoped they would? I am also able to assess the inferences they made- whether they used the formula BK + TE = I
What evidence do you have of student By asking comprehension questions, I can assess who in the group is struggling with comprehending
learning? the text.
Reflect on Practice Vocab: Students made connections to Social Studies unit that I taught earlier in the year for both

How did the lesson go? definitions of plains and open range. Connections further stimulate student understanding.
How was your feedback to students? Students quickly and easily used the glossary.
What might you do differently next time? I was impressed by the thoughtfulness of the students inferences. They inferred from a photo
How has this experience helped shape your that cattle herding was difficult, that the cattle were not cooperative, that the process was noisy,
understandings about teaching and that the cattle were possibly hurt by whips, and that there was a chance of a stampede, among
learning? other things. I think that they thoroughly analyzed the photo and the caption in order to come to
Are there any areas in which you need to those conclusions/ inferences. I spoke about each persons inference and gave positive feedback for
grow professionally (knowledge, critical
each. At this point I still want to assess inferences from text, in addition to inferences from images.
thinking, management, delivery)?
With the I do, we do, you do format of this lesson I found that there was much more
engagement/ less off-task behavior. The partner pairs jumped right in to pulling key details from the
text after I read aloud and modeled my thinking.
Student K and Student C: I notice that Student K is pulling out some minor details from the text
in addition to the key details. She seems to really grasp the importance of non-fiction text features
in enhancing understanding of the text, but she is placing too much importance on them. Student C
is able to identify big ideas of this chapter and is able to explain his thinking to Student K.
Student S and Student D: I notice that Student D is less engaged, and is not contributing a lot of
thinking to the partner analyzing of the chapters big ideas. Student S is identifying all of the big
ideas and doing most of the talking. In the next group meeting I will most likely pair the 4 students
up differently to see if that changes the interactions.
The comprehension questions were assessing both identification of facts from the text and
identifying a cause and effect relationship. Students were able to identify that the cattle ranches
were set up in the 1850s. There was a brief debate between the four students regarding the
reasons ranchers sold their herds to Chicago meat packers, but they eventually worked it out
amongst themselves and produced the correct answer.
At the end of this group meeting I decided to change our seating situation and pull in an extra
table to our space to give the guided reading group meetings a more traditional feeling. I am hoping
that this will result in less off-task behavior for the students just holding their supplies in their laps
or in their near-by vicinity.

 th th
Name: Grade Level: 4
Chandler Davis /5 Title of Lesson:
Guided Reading- Cowhands and Cattle Trails (3)

Content Area(s) Literacy
Teacher Quality Standards:
Standard(s) Standard 2.3.c.i. , Standard 2.2.a.ii. , Standard 2.2.a.i. Know Content
Establish Environment
Prepared Graduates Engage in a wide range of nonfiction and real-life reading Facilitate Learning
experiences to solve problems, judge the quality of ideas, or Reflect on Practice
complete daily tasks.
Demonstrate Leadership
Grade Level Expectations 4th (the students in this particular guided reading group are in fourth
(TPR)
grade)
Student Growth
STANDARDS-BASED LESSON PLAN Appendix I

Concepts and Skills Students Master Comprehension and fluency matter when reading informational and
persuasive texts in a fluent way

Knowledge of complex orthography (spelling patterns), morphology
(word meanings), and word relationships to decode (read)
multisyllabic words contributes to better reading skills
Evidence Outcomes 21st Century Skills and Readiness Competencies
Use context (e.g., definitions, examples, or restatements in text) as a clue to (Critical Thinking/Reasoning, Information Literacy, Collaboration, Self-Direction, Invention)

the meaning of a word or phrase. (CCSS: L.4.4a)

Critical thinking, self-direction, information literacy
Determine the main idea of a text and explain how it is supported by key
details; summarize the text. (CCSS: RI.4.2)
Essential/Guiding Questions
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text. (CCSS: RI.4.1) What was the significance of the Chisholm Trail?

Establish Environment Guided Reading group of four 4th graders grouped by Fountas-Pinnell and DRA levels.

(Grouping, Expected Behaviors) Starting this session we began sitting in a more traditional setting at a table in our meeting area. All
supplies remained the same. (Change in setting to decrease distractions)
Group expectations for Guided Reading established in previous meetings where we co-created a
contract of behaviors. (See G.R. group contract attached)

Standards Driven Instructional I can recognize the big ideas in the text, and summarize Chapter 2

Objective(s)/Learning Target(s) I can make inferences and cite the text evidence that lead me to that inference.

 Assessment Formative Assessments:
- Graphic organizer: Big Ideas and Summary (see attached)
- Assess inferring skills based on text and prompt
- Assess comprehension with follow up questions after reading
- Monitor fluency and comprehension as students read aloud quietly
Facilitate Learning: --Review summary of Ch. 1

Instructional Plans and Procedures --Introduce learning targets

--Ch. 2 Vocabulary
-

Enterprising: showing the ability to take charge (initiative) and creatively cope with difficulties
(resourcefulness)

Do you know anyone who is an enterprising person? Why would you say that person is
enterprising?

--Model again how we summarized Ch. 1- use key details in Big Ideas to determine importance and
briefly explain the Big Ideas in the chapter to summarize

--Student S and Student C read silently to self and pull big ideas of Ch. 2.
Student S and Student C can discuss their Big Ideas together quietly when finished, then
individually write a summary.
--Have Student K read 2 pgs. quietly out loud to monitor fluency, and flagging Big Ideas. (Student
K needs support determining importance, tends to consider minor details to be key details)
--Have Student D read 2 pgs. quietly out loud to monitor fluency, and flagging Big Ideas. (Student D
tends to be distracted and disengaged during reading tasks, and does not write much- although
verbally can give key details and seems to comprehend text.)
--Comprehension questions for Students K and D as they read:
Ask: How many head of cattle passed through the Abilene Stockyard in 1868? (more than
70,000)(Identify facts and details)
Ask: How does the author present the information about the Chisholm Trail in Ch. 2? (chronological
order)(Analyze text structure and organization)
--Student K and Student D work on pulling bid ideas together, summarize individually.
--Check-in with Student S and Student C- Ask: How many head of cattle passed through the Abilene
Stockyard in 1868? (more than 70,000)(Identify facts and details)
Ask: How does the author present the information about the Chisholm Trail in Ch. 2? (chronological
order)(Analyze text structure and organization)
--Discuss Big Ideas what Ch. 2 summary should look like.

--Inference Prompt: What can you infer about Joseph McCoy?
 Data Analysis By collecting their summary sheets I am able to assess their extraction of key details from the text,
How do you know whether students as well as their summaries. I am also able to assess the inferences they made- whether they used
learned what you hoped they would? the formula BK + TE = I
What evidence do you have of student
learning? By having students read aloud quietly, I am better able to monitor their comprehension of the text,
as well as their word recognition and fluency. I can focus on specific individual student needs when
having them read aloud individually.
Reflect on Practice Vocab: Students made real world connections by identifying someone they knew that was

How did the lesson go? enterprising. Its an important trait of Joseph McCoy, who they read about in chapter 2.
How was your feedback to students? Student S and Student C quickly got started on their tasks, and since they read at approximately
What might you do differently next time? the same speed they were able to work well together on a similar pace.
How has this experience helped shape your Student K: K began reading slowly, but shortly after began to read through the punctuation. She
understandings about teaching and read all of the NF text features on the page as well as body of text. She read fluently, but quickly.
learning? When it came to the comprehension questions, she had to refer back to text in order to answer.
Are there any areas in which you need to Feedback to K was to slow down when reading, and to think about what the author is telling you
grow professionally (knowledge, critical
after each page. Try to pull one main idea from each page or section to limit the focus on minor
thinking, management, delivery)?
details.
Student D: D started off reading well, but had tendency to skip lines in paragraphs. She also
made lots of comments about the photos, which helped her to visualize the information she was
reading about. When asked comp. questions she needed to re-read to find the answers. She did not
know which pages she should refer to in order to find the answers. I asked her to close read- she
had read once to familiarize herself with the text, so I asked her to read the two pages again this
time to monitor for meaning and answer the questions. During this time I checked in with Student S
and Student C. Asked comp. questions and reviewed answers together. Student D was able to
answer the questions after close reading.
Students were not able to write the text evidence that they used to form their inference
because we ran out of time. However we discussed each persons inference and how they came to
that belief.
I feel that having the table in our meeting area has decreased distractions. Students are able to
set their things aside or near them and focus on their tasks, as opposed to fiddling with their things.
 th th
Name: Grade Level: 4
Chandler Davis /5 Title of Lesson:
Guided Reading- Cowhands and Cattle Trails (4)

Content Area(s) Literacy
Teacher Quality Standards:
Standard(s) Standard 2.3.c.i. , Standard 2.2.a.ii. Know Content
Establish Environment
Prepared Graduates Engage in a wide range of nonfiction and real-life reading Facilitate Learning
experiences to solve problems, judge the quality of ideas, or Reflect on Practice
complete daily tasks.
Demonstrate Leadership
Grade Level Expectations 4th (the students in this particular guided reading group are in fourth
(TPR)
grade)
STANDARDS-BASED LESSON PLAN Appendix I

Student Growth
Concepts and Skills Students Master Comprehension and fluency matter when reading informational and
persuasive texts in a fluent way

Knowledge of complex orthography (spelling patterns), morphology
(word meanings), and word relationships to decode (read)
multisyllabic words contributes to better reading skills
Evidence Outcomes 21st Century Skills and Readiness Competencies
Use context (e.g., definitions, examples, or restatements in text) as a clue to (Critical Thinking/Reasoning, Information Literacy, Collaboration, Self-Direction, Invention)

the meaning of a word or phrase. (CCSS: L.4.4a)

Critical thinking, self-direction, information literacy
Determine the main idea of a text and explain how it is supported by key
details; summarize the text. (CCSS: RI.4.2)
Essential/Guiding Questions

What are the different roles people held on a trail drive?
Establish Environment Guided Reading group of four 4th graders grouped by Fountas-Pinnell and DRA levels.

(Grouping, Expected Behaviors) Designated meeting area

Group expectations for Guided Reading established in previous meetings where we co-created a
contract of behaviors. (See G.R. group contract attached)

Standards Driven Instructional I can recognize the big ideas in the text, and summarize Chapter 3

Objective(s)/Learning Target(s)

 Assessment Formative Assessments:
- Graphic organizer: Big Ideas and Summary (see attached)
- Assess comprehension with follow up questions after reading
- Monitor fluency and comprehension as students read aloud quietly
Facilitate Learning: Review summary of Ch. 2

Instructional Plans and Procedures Introduce learning target

Vocab: By looking for clues on page 11, what does bedroll mean? (rolled up blankets)
-

Student K and Student D: read silently and individually, work together on pulling big ideas when

reading is complete. Summarize individually (review as group at the end). Remind K to slow down
when reading and D to close read for understanding.

Student C: Read pages 10-13 aloud
Ask- Who made up a trail crew? (trail boss, drovers, wrangler, cook, cooks helper)(Identify facts
and details)
Ask- You can conclude from the information on pages 12-13 that the work of cowhands was (hard;
clues/evidence: cowhands spent 14 hours a day on horseback and keep a herd of straying cattle
together)(Draw conclusions)

Student S: Pick up where she is in reading, read aloud 2-3 pages
Ask- How did cowhands stop a stampede? (They got the herd to move in a circle and then pushed
the cattle to the cattle towards the center of the circle. As the circle got smaller they had no place
to run.)(Identify steps in a process)
Ask- The author probably included the information/ diagram on pgs. 14-15 to do what? (Give
readers an idea of what a cowhand really looked like)(Evaluate authors purpose)

Student C and Student S work on pulling big ideas and summarize individually.

Check-in with Student K and D to look at their progress in pulling big ideas and summarizing.
Ask Student K- What are pages 12 and 13 are mostly about? (Identify main idea)
Ask Student D- How did cowhands stop stampedes? (Identify steps in a process)
Data Analysis By collecting their summary sheets I am able to assess their extraction of key details from the text,

How do you know whether students as well as their summaries.

learned what you hoped they would?
What evidence do you have of student By having students read aloud quietly, I am better able to monitor their comprehension of the text,
learning? as well as their word recognition and fluency. I can focus on specific individual student needs when
having them read aloud individually.
 Reflect on Practice Today we had a shortened readers workshop time, so I adapted the plan to just include the
How did the lesson go? summary, and read aloud.
How was your feedback to students? Student C read aloud first. His reading was choppy, but his comprehension was high. He could
What might you do differently next time? quickly recall facts about the members of a trail crew, and easily described that the work of a
How has this experience helped shape your cowhand was hard with details from the text. I encouraged Student C to continue reading and
understandings about teaching and flagging for big ideas.
learning? Student S reads at an appropriate pace, and with expression. She has a high level of
Are there any areas in which you need to comprehension based on the ease of her reading sight words and unfamiliar words. She used the
grow professionally (knowledge, critical
glossary to define a bolded word that she came across as she read. When asked about the process
thinking, management, delivery)?
of how to stop a stampede, she stated the general idea, and went on to include many small details
(while glancing at the text). She analyzed the diagram on pages 14-15, and answered to help the
reader visualize a cowhand. She was not as detailed in response to the diagram. I asked her to
consider the authors purpose when adding detailed diagrams, and asked her to re-read those
pages to further enhance her understanding.
Student D was able to vaguely tell how to stop a stampede, and repeated the process in order
but without much detail. This is an improvement in her comprehension. She referred to a picture
that helped her visualize a stampede.
Although Student K had concise big ideas on her G.O. (possibly from working with Student D)
she still pulled way too many details when asked what the main idea of pages 12 and 13 are. I read
aloud a different set of pages, and modeled pulling out the main idea with her one on one. This
took a little longer than I had expected, however we still were able to review all of the written
summaries.
Answer guiding question: Since we were low on time I drew a web G.O. on the white board to
give visual of student responses to the guiding question. (attached)
 th th
Name: Grade Level: 4
Chandler Davis /5 Title of Lesson:
Guided Reading- Cowhands and Cattle Trails (5)

Content Area(s) Literacy
Teacher Quality Standards:
Standard(s) Standard 2.3.c.i. , Standard 2.2.b.ii Know Content
Establish Environment
Prepared Graduates Engage in a wide range of nonfiction and real-life reading Facilitate Learning
experiences to solve problems, judge the quality of ideas, or Reflect on Practice
complete daily tasks.
Demonstrate Leadership
Grade Level Expectations 4th (the students in this particular guided reading group are in fourth
(TPR)
grade)
STANDARDS-BASED LESSON PLAN Appendix I

Student Growth
Concepts and Skills Students Master Comprehension and fluency matter when reading informational and
persuasive texts in a fluent way

Knowledge of complex orthography (spelling patterns), morphology
(word meanings), and word relationships to decode (read)
multisyllabic words contributes to better reading skills
Evidence Outcomes 21st Century Skills and Readiness Competencies
Use context (e.g., definitions, examples, or restatements in text) as a clue to (Critical Thinking/Reasoning, Information Literacy, Collaboration, Self-Direction, Invention)

the meaning of a word or phrase. (CCSS: L.4.4a)

Critical thinking, self-direction, information literacy
Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or
part of a text. (CCSS: RI.4.5) Essential/Guiding Questions

What real-world factors can influence the end of a business?
Establish Environment Guided Reading group of four 4th graders grouped by Fountas-Pinnell and DRA levels.

(Grouping, Expected Behaviors) Designated meeting area

Group expectations for Guided Reading established in previous meetings where we co-created a
contract of behaviors. (See G.R. group contract attached)

Standards Driven Instructional I can identify the causes of the end of the cattle drive

Objective(s)/Learning Target(s)

 Assessment Formative Assessments:
- Graphic organizer: cause and effect- end of the cattle drives
- Assess comprehension with follow up questions after reading
- Monitor fluency and comprehension as students read aloud quietly
Facilitate Learning: Today we cover chapters 4 and 5 (since 4 is only two pages long). The next time we meet as a group

Instructional Plans and Procedures we will complete our summaries of chapters 4 and 5 at once.

-

Introduce guiding question: What real-world factors can influence the end of a business? (raise
hands)

Introduce learning target: I can identify the causes of the end of the cattle drive
Pass out G.O., discuss cause and effect relationship
Set G.O. aside, open books. I read chapter 4 aloud while students follow along.

Next, students whisper read the first three pages of chapter 5 out loud, all at once.
After the first three pages, they read silently and individually to complete the G.O.

After completing the G.O., review the four reasons that ended the cattle drive. Connect to the
guiding question that was asked at beginning of lesson. Similar? Different?
Data Analysis By collecting their cause/effect graphic organizers I am able to assess their ability to recognize a

How do you know whether students cause/effect relationship, and explain using details from the text.
learned what you hoped they would?
What evidence do you have of student By having students read aloud quietly, I am better able to monitor their comprehension of the text,
learning? as well as their word recognition and fluency.
Reflect on Practice Today felt like a switch-up from our usual meetings because we touched on two chapters, I read

How did the lesson go? aloud for a couple of pages, and we worked on a new graphic organizer. This helped with
How was your feedback to students? engagement.
What might you do differently next time? I was intrigued by the reasons that students stated before the lesson when prompted with the
How has this experience helped shape your guiding question. They said some things that I expected (lose customers, lose all of your money,
understandings about teaching and etc.) and some things that were unexpected (illness or disease, like from the book), but showed a
learning? deeper level of text comprehension.
Are there any areas in which you need to This was my first attempt at having all 4 of these students whisper read out loud at once, and it
grow professionally (knowledge, critical
was interesting. The students didnt mind it and I was able to distinguish their voices and make
thinking, management, delivery)?
observations, but I think I will need to research more about this tactic, and practice it more, to be
able to collect all of the data I would like to.
Overall, students had a great understanding of cause/effect relationships and were able to
identify the reasons and explain their thinking.