GuidedReading
Author:AshleyDuBois
Datecreated:10/23/20179:48PMESTDatemodified:10/23/201710:53PMEST
VITALINFORMATION
Subject(s) LanguageArts(English)
Topic GuidedReading
Grade/Level Grade2
Materialsandresources:
Copyofbookforeachstudent
SmallWhiteBoards
Resources Markers
StoryMaps
Pencils
Notebooks
STANDARDS&ASSESSMENT
NJNewJerseyStudentLearningStandardforEnglishLanguageArts(2016)
Grade:SecondGrade
Indicator:AnchorStandards:Reading
Subindicator:KeyIdeasandDetails
Standard:NJSLSA.R1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesandrelevantconnectionsfromitcitespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.
Standard:NJSLSA.R2.Determinecentralideasorthemesofatextandanalyzetheirdevelopmentsummarizethekeysupportingdetailsandideas.
Standards
Standard:NJSLSA.R3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.
Indicator:ProgressIndicatorsReadingLiteratureTexts
Subindicator:KeyIdeasandDetails
Standard:RL.2.1.Askandanswersuchquestionsaswho,what,where,when,why,andhowtodemonstrateunderstandingofkeydetailsinatext.
Learning
Objective(s) Studentswillreadanddiscussnarrativetextandengageindiscussionofkeyconceptsandvocabularythroughthedevelopmentofstorymappingandwhiteboardstodemonstratecomprehensionatalevelof(2)proficiencybasedona4point
(Learning rubricscale.
Target(s))
Knowledgeof
Stdnts/Universal
504PlanAllowstudenttotypeonlabtopprovidedinsteadedofwritingandusingwhiteboard.
Designfor
Learning
Assessment InformalQuestioningthroughoutstory.
Plan 4PointRubric
IMPLEMENTATION
Ichosetousecooperativelearninginstructionbecauseitallowsmetoworkoneononewiththestudentsbutalsoworkwithotherstudents.Thesmallgroupsallowmetoworkanindividualstudentbutthenworkasawholegroup.Workingin
Lesson
asmallgroupsallowsthestudentstoworkindependentlywhenneededbutalsoinagroup.Also,readingthestoryinsuchawayallowsfordifferentmultipleintellegencestoshow.Thestudentswillbereadingtothemselves,outloud,writing,
Rationale
talkingwithothersandsomuchmore.Thiswillengagemanystudents.Thepurposfulquestionswillengagestudentstokeepreadingwhichiswhatsomestudentsneed.
Modelof
CooperativeLearning
Instruction
Vocabulary:
Rehearse
SubjectSpecific Disguise
Language InterpretiveDance
Impressed
LanguageFunction:Studentswillbeintroducedtothesewordsthroughawhiteboardactivitywheretheywillanalyzewhateachwordmeansinpairs.
StoryMappingWorksheet
Instructional
Materials https://www.google.com/url?
(handouts,etc.) sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwig84TUlojXAhVHz1QKHZFSAdAQjRwIBw&url=https%3A%2F%2Fwww.thinglink.com%2Fscene%2F669598805598928896&psig=AOvVaw0rRFQ
qEyTxhYS_MQvtcF&ust=1508897282203796
I.PreReadingPreparestudentsforreadingabook:
A. Activate/BuildPriorKnowledge
Initiateasmallgroupdiscussiononifanyonehaseverwonatrophy.Talkaboutwhattheydidtoearnthetrophyandwhattheydidtoprepare.Askthestudentsiftheyhaveeverbeentoacountyfairwhereanimalsputonashowand
receivedprizes.Havethestudentscriticallythinkaboutwhatishappeningonthefrontcover.Havetheyeverseencowssinging?Whatdotheythinkitwouldbeliketohearcowssinging?Afterthesmallgroupdiscussiondiscusswhytheybook
mighthavetwoauthorsandwhythisisimportant.
B.Preview/Predictions
Havethestudentsperformapicturewalkthroughthefirsttwelvepagesofthebook.Askthestudentstopointoutwordsthattheymaynotknowandorlookdifficult.Havethestudentsmakepredictionsofwhatisgoingonwiththefarm
animalsafterviewingthefirsttwelvepages.Teachershouldbeguidingconversationandwritingdownwordsstudentsthinkwouldbedifficulttomakesuretheyarediscussedlater.Teachershouldalsoencouragetohearpredictionsfromeach
student.
C.Vocabulary
Teachershouldgiveeachstudentinthegroupasmallwhiteboardwithonevocabularywordalreadyprewrittenonit.Teachershouldreadeachwordtothestudentsthenaskeachstudentwhatthewordtheyareholdingcouldmean.Ifthe
studentisunsureofthemeaning,guidethemintherightdirectionortheycanphoneafriend.Revieweachofthefourvocabularywordsthenhavethestudentspronouncethewordsasagrouptogetheroutloud.Askthestudentsifthey
understandeachwordclearlybeforemovingon.
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Rehearse,Disguise,InterpretiveDance,Impressed
D.Askstudentstoreadtofindout/discover.
Askthestudents,HowdoesFarmerBrownfindoutthattheanimalsareuptosomething?Oncethestudentreachthisspotinthestorytheyshouldrecordresponseonstorymap.Havestudentswaituntilallstudentsarefinishedwritingand
encourageadiscussionaboutthepurposequestion.Oncetheconversationisexhaustedaskthestudentsthenextpurposefulquestiontogetthemtothenextpartofthestory.(Repeat)
II.Readstudentsreadthetextinasmallgroupsetting,eachstudentreadingtheirowncopy.Theteachermonitorsandobservesforsignsofdifficulty.Thishelpstobuildfluencyandunderstanding.Studentswillreadstorytotheirselves.
Exceptonepagequietlytoteacher.Teachershouldidentifywhatpagestudentwillreadpriortobeginningstory.(Studentwillnotknow)Theteacherwillleaninspecificallytoonestudentatatimeandlistentoeachstudentreadapageand
identifywheretheystruggled.(Recordonrubric)
Procedure
III.Responding
A. Revisitpurposesettingquestion,HowdoesFarmerBrownfindoutthattheanimalsareuptosomething?Thendiscussanswersasawholegrouptoensureunderstanding.
B. Clarifyconceptsandvocabulary:Havestudentsswitchwhiteboardsandgobackintotextandfindthevocabularywordonwhiteboard.Havestudentreadsentenceandidentifywhatthewordmeans.Ensurethatallstudentsareclear
onallfourwords.Ifastudentisnotclearprovideotherexamplesandexplanation
C. Supportingcomprehension:Studentswillbefillingoutastorymapateachstoppingpointinthestory.Thiswillallowstudentstorevisitthestorymapforunderstandingandclarity.Thestorymapwillalsobehandedintotheteacherfora
gradetoensurestudentscanreadandwritewiththesameunderstandingofthetext.
D. RefertoadditionalResources:Teachershouldhandoutaflyerforthecountyfairwhereanimalsdopreformtricks.Theteachershouldhandthisoutpriortoreadingthebook.(Activate/BuildPriorKnowledge)Encourageallstudents
togotoexperiencearealfairwithanimalspreforming.
E. Additionalpurposesettingquestions:Whilereadingthestudentsshouldbereadingtothenextpurposefulquestionandrecordinganswersonastorymap.Oncestudentstalkinpairsthenasawholegroupthenextpurposefulquestion
shouldbegiven.
Nowreaduntilyoufindouthowtheanimalsgottothefair.
Readuntilyoufindoutwhatduckdidatthetalentshow.
Readuntilyoucanidentifywhatplacetheanimalsreceieved.
IV.Exploring
A. Oncethestudentshavereaduntilthelastpurposefulquestionhaveaquickdiscussionabouthowthestudentslikedthebook.Askedthestudentswhattheirfavoritepartofthebookwasandtheirleast.Thenguidethestudentsinto
identifywhatpartsofthebookwererepetitiousAskthestudentsiftheyknowwhatthismeans.Brieflyexplainwhatrepetitiousmeans.
B. Havestudentonereadthefirsttwopagesandasawholegroupdiscussiftherewasanyrepetitiouswords.Studenttwoshouldreadthenexttwopagesanddiscussiftherewasanyrepetitiouswords.Continueallowingthestudentsto
readtwopagesatatime.Teachershouldreadtwopagesaswellanddiscussifthereisanyrepetitiouswords.Oncethebookhasbeencompletelyrereadhavethestudentsdiscussinpartnerswhattherepetitionofthewordsdidforthe
story.Guidethestudentsinthebeginningofthisdiscussion.(Madeitfun?Boring?)
V.ThematicLesson
Engagestudentsinthetaskofexploringthefarm.Engagestudentsinwritingalettertotheprincipletorequestafieldtriptothelocalcountyfair.Engagestudentsincreatinganillustrationoftheirfavoritefarmanimalusingmaterialsintheroom.
Requirethestudentstoresearchwhatfoodfarmanimalseat.Addressimportantinformationabouttheanimalsthatliveonthefarm.Integratescienceskillsbyengagingthestudentsindeeperstudyofthefarm.Havethestudentsresearch
agriculture,andfarminghistory.Encouragethestudentstoexpandtheirknowledgeofthefarm.Havestudentscreateaflipbookoftheprocessofthefarm.
COMMENTARY
EvidenceBased
Reflection
SampleStudent
Products
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