LA Guided Reading Overview - deckardsdogs.weebly.comdeckardsdogs.weebly.com/uploads/1/4/6/4/14641500/la_guided_readin… · Guided Reading Grades 3-5 Guided reading is small group

GUIDED READING

Guided Reading Guided Reading can be difficult to understand because it can be different for different groups of kids. Our kids are quite diverse, so our teaching needs to be diverse in order to meet their needs. In general, Guided Reading is a chance to work on:

Reading Comprehension Strategies Verbal Skills and Discussion Vocabulary Decoding and Fluency

But for different students, on a given day, you might emphasize one or two skills over the others. You can also focus on helping students understand Text Features, Summarization, Sequence, Character Analysis, and other TEKS skills. Before, During, and After Guided Reading lessons should be planned in three segments: 1. Before the Reading OPTIONS: Picture Walk, Predictions, Difficult Vocabulary, Personal Connection 2. During Reading OPTIONS: Asking Comprehension Questions, Discussing Text Features, Pointing Out Vocabulary 3. After Reading OPTIONS: Building Fluency through Repeated Reading, Summarization, TEKS Skill What Are My Other Students Doing? Other students MUST be kept busy with engaging and challenging work. There needs to be accountability for the work they are doing. The teacher should be able to see at a glance that all students are working. Centers are appropriate even for older students. Struggling readers can practice the text they are going to read before they come up to the Guided Reading table.

Guided Reading

Before Teacher

Select text at instructional level of lowest student in the group Provide book introduction

Discuss text features with students Allow students to make predictions about type of text and author’s purpose

During Students

Each have a copy of the text Read independently

Interact with text (take notes, underlines, use post-its, etc.) Request help when needed

Teacher Observes the readers’ behaviors

Takes anecdotal records Scaffolds as needed

Checks comprehension Facilitates discussion

After

Students Have book discussions

Make connections May complete graphic organizer

Guided Reading Grades 3-5

Guided reading is small group instruction with students who read the same text that is on their instructional reading level (moderate challenge). Guided reading is an opportunity for students to read material and practice authentic reading strategies with support from the teacher. Groups:

Are homogeneous by reading level or for skill work Are flexible and change as you assess progress and needs Are met with everyday if the members are struggling readers Are the first level of intervention for struggling students

Teacher Role Student Role Before

Reading Select text that is on the group’s

instructional level Prepare text introduction that will help

readers access and use all sources of information, keeping in mind the demands of the text and the knowledge, experience, and skills of the readers

Choose 3-5 high utility Tier II vocabulary words from the text and create kid friendly definitions to each word

Decide whether to introduce vocabulary before reading or have students use context clues to determine the meaning of the word during reading

Set purpose for reading Leave some opportunities for students to

independently solve problems QtA in Guided Reading: Segment the text and write queries for

students to think about and answer as they independently read the text

Queries should encourage responses along the three levels of comprehension

Provide a way for students to record their thinking and answers to queries to be discussed after reading

Engage in conversation about the text Understand the purpose for reading the

text Access prior knowledge Make connections between the new text

and others they have read

During Reading

Listen to students individually read a segment orally (not round robin

Assist with problem solving at difficulty Interact with students to reinforce the

ongoing construction of meaning Take anecdotal notes and running records

on a regular basis

Read the text to themselves (silently) unless reading segment to the teacher

Monitor comprehension and use a strategy such as rereading when comprehension breaks down

Check predictions and react personally to the text

Raise questions and make comments to clarify confusion and expand understanding

QtA in Guided Reading: Stop and answer each query using the

text to justify thinking

After Reading

Talk about the text with the students and encourage them to talk with each other

Encourage participation of all students Encourage students to respond using

complete sentences Invite personal response Return to text for teaching opportunities

such as finding evidence or to point out a problem solving strategy

Assess understanding Engage students in a written response

(optional- you might not choose to do this every time)

QtA in Guided Reading: Talk about the text with the students and

encourage them to talk with each other about queries

Revisit vocabulary words and provide kid friendly definitions

Encourage active use of vocabulary words in writing and speaking

Participate in discussion of the text Revisit the text at points of problem

solving as guided by the teacher Revisit the text for justification of

thinking QtA in Guided Reading: Participate in discussion of queries by

sharing thinking and providing evidence using the text

Planning Guided Reading Reflection Questions

When planning a guided reading lesson: Consider:

What will you address in the introduction? How will you invite students to access background information? What text organization characteristics or text features will you point or discuss? Which concepts/vocabulary will you cover in advance, and which will you leave for students to

discover? For the fiction book, how will you break up the reading? What are the natural stopping points? For the nonfiction text, how does the author organize and present ideas?

Determine some possible discussion points to introduce when you revisit the text after reading. Consider:

How can you help students relate ideas in the text to their personal, world, and literary knowledge? How can you help students summarize and synthesize information from the text? How can you help students think about the text? How can you help students think beyond the text?

Guided Reading Needs Assessment

1. Thinking about your level of expertise in Guided Reading, rank the following components from most comfortable to least comfortable. (1 being most comfortable)

_____ Guided Reading as a whole _____ Classroom management during guided reading _____ Matching books to readers _____ Literacy Centers _____ Literature Circles vs. Guided Reading _____ Word Study, word work & phonics at the G.R. table _____ Determining flexible groups _____ Components of Guided Reading

Phonological Awareness Brief Introduction Scaffolded Reading Comprehension Word Work Extension Activities

_____ Running Records (administering) _____ Running Records (how to analyze)

2. In which area would you most like to receive training?

How do you think this will impact your teaching?

3. In which area or areas do you feel that you are off to a good start this school year? How do you know? 4. What do you think would have the biggest impact in moving your teaching forward in G.R.? 6. Who do you consider an expert on your campus or team? ___________________ 7. How could we best support you?

Checklist for Guided Reading Before Reading – Teacher: __ Selects text on students’ instructional level that clearly supports targeted comprehension skill or

strategy. Comment:______________________________________________ __ Reads the text carefully, identifies major concepts/ideas that students should understand and possible

misconceptions Comment: _______________________________________________________ __ Plans stop points and writes initial queries (questions) and follow-up queries Comment:_______________________________________ __ Has completed guided reading lesson plan.

Comment:______________________________________________ __ Students begin with familiar reading to practice fluency. Teacher takes a running record and/or fluency

check on one or two students. Comments: ______________________________________________________ During Reading: __ Provides each student a copy of the text. Comment:______________________________________________________ __ Introduces book to activate prior knowledge, discuss unfamiliar concepts/vocabulary, make personal

connections Comment:______________________________________________ __ With students, takes a picture walk and/or discusses text features, allow for predictions about type of

text (fiction/nonfiction). Comment:_______________________________________________ __ With students, sets purpose for reading (Read to find out…). Comments:_____________________________________________ __ Provides for fast finishers. Comments:_____________________________ __ Assigns segments of text to read and asks open-ended queries to promote and assess comprehension.

Teacher presses students for text justification for their ideas/claims Comments: _____________________________________________________ __ Students read in soft voice or silently (Teacher will ask one student at a time to read aloud). Comments: _____________________________________________________ __ Teacher observes the readers’ behaviors and records observations. Comments: _____________________________________________________ __ Students request help when needed and sometimes interact with text (e.g. make notes, underline, post-

its, etc). Comments:______________________________________________________

After Reading: __ Students and teacher discuss story and share personal connections. Comments:____________________________________________ __ Teacher asks additional questions and asks students to provide evidence from text.

Comments:__________________________________ Note: Be sure to ask questions that require higher order thinking. __ Teacher assesses students’ comprehension with talk, graphic organizer, or written response (possibly

during the next session). Comments:____________________________________________________________________________ Note: For emergent readers and early readers, a portion of the guided reading lesson should include phonological awareness activities and/or a word study (phonics) activity. Comment:___________________________________________________________________________________________________ **Student reading during guided reading should not be round-robin reading. **Other students should be involved in meaningful literacy activities or centers.

LESSON-PLAN TEMPLATES AND SAMPLE

LESSON PLANS

Guided Reading Lesson Plan

Title: ___________________________ Publisher:__________________________ Level / # of Words: _________

Before Students Read While Students Read After Students Read Brief Introduction: (BK, PC, SS) Purpose for Reading:

Pages to Monitor:

Comprehension Questions: Teaching Point: Comments:

Known Words Unknown Words Predictable Language Patterns: Challenging Language Phrases:

Phonological Awareness/Wordwork

Guided Reading Fluent Reader Lesson Plan

Title: Genre: Level:

CHALLENGES VO CABULARY C ONCEPTS TEXT FEATURES

Week:

TEKS Objective

Introduction & Summary

B a c kgro un d Kn o w l e d g e , Pe rso n a l C o nn e c tio n ,

Bri e f Syn o psis

Purpose for Reading &

Prov id e for F a st Fin ish e rs

Discussion Questions

O p e n-e n d e d; Hig h e r O rd e r; Link to TEKS o b j. &

Purp ose for Re a d in g

Assessment Ho w w ill stu d e nt l e a rn in g

b e a ssesse d ?

What do you know about the … What would you expect to see … This is a book about a …

Re a d th is b o ok to fin d o ut… FF:

(See Questions that Evoke Conversation in ORS)

Guided Reading Lesson Plan

Title: ______________________________ Genre: _________________________ Level: ________________

CHALLENGES VOCABULARY CONCEPTS TEXT FEATURES

Date:______________________

Sustaining Reading

Strategies used to move through text while

maintaining momentum

Expanding Meaning Strategies used to

expand meaning of concepts & ideas in text


Background Knowledge, Personal Connection, Brief

Synopsis

Reading Purpose Provide for Fast

Finishers


Open-ended; Higher Order; Evoke Conversation; Purpose for Reading

IPG Focus 2nd Reading

Use IPG focus of the week with/without graphic organizer

Solving words

Monitoring & Correcting

Gathering

Predicting

Maintaining

Fluency

Adjusting

Making Connections

T T T S T W

Inferring

Summarizing

Synthesizing

Analyzing

Critiquing

FF:

Template created by Teresa Cavazos for AISD Guiding Readers and Writers Grades 3-6, Fountas and Pinnell, pp. 309-320.

Plan para la Lectura Guiada

Título: Género: Nivel:

Spanish translation by Austin ISD Bilingual Education/ ESL Department, 2004

RETOS VO CABULARIO C ONCEPTOS CARACTERÍSTICAS DEL TEXTO

Semana:

Objetivos de TEKS

# de matriz

Introducción y resumen

C o n o c im i e nto pre v io , c o n exió n p e rso n a l,

sin o psis bre v e

Propósito de la lectura

Pro p orc io n a r l e c tur a a los l e c tor es q u e t e rm in a n r á p id o

Preguntas de discusión

D e r esp u est a a b i e rt a ; d e a lto n iv e l; r e l a c io n a d a s

c o n o b j. d e TEKS y Pro p ósito d e l a l e c tur a

Evaluación ¿ C ó m o se e v a lu a r á e l

a p r e n d iz a j e d e l estu d i a nt e ?

Plan para la Lectura Guiada

Título: ______________________________ Género: _________________________ Nivel: ________________

RETOS VOCABULARIO CONCEPTOS CARACTERÍSTICAS DEL TEXTO

Fecha:______________________

Sustentar la lectura Estrategias utilizadas

para avanzar en el texto al mismo tiempo que se mantiene el momento

Extender el

significado Estrategias utilizadas

para ampliar el significado de conceptos

e ideas en el texto

Introducción y resumen

conocimientos anteriores, conexiones personales,

sinopsis breve

Propósito de la

lectura Proveer para los estudiantes que terminan pronto

Preguntas de discusión sin respuesta única, de alta habilidad, que promueven

la conversación, con propósito para la lectura

Enfoque de IPG

2a Lectura Use el enfoque de IPG de la semana con/ sin la

gráfica organizadora.

Resolver palabras

Monitorear y corregir

Reunir

Predecir

Mantener la

fluidez

Ajustar

Hacer conexiones texto texto texto uno mismo texto al mundo

Inferir

Resumir

Sintetizar

Analizar

Criticar

FF:

Template created for Austin ISD Spanish Translation by the Austin ISD Bilingual Education/ ESL

Guiding Readers and Writers Grades 3-6, Fountas and Pinnell, pp. 309-320.


Title: Arachne and the Weaving Contest: A Greek Legend

G enre: Myth or Le g e n d Level: 4th gr a d e

Possible positive character traits to look for in characters/subjects: alert, aware, concerned, careful, bold, cooperative, dependable, courteous, courageous, creative, determined, helpful, generous, friendly, honest, kind, hopeful, fair, patient, perseverant, sincere, serious, self-controlled, polite, trusting, wise, respectful, sensitive, loving, proud, faithful, forgiving, grateful, decisive, enthusiastic, content, compassionate Possible negative character traits of the antagonist in the story: jealous, mean, greedy, deceitful, boastful, surly, dishonest, competitive


Arachne, Athena, disguised (p. 4) using a loom to weave, Greek goddess (Athena)

cover, title, illustrations, author information

Week:

TEKS Objective Matrix #’s



Bri e f Syn o psis







b e a ssesse d ?

1-2 #189- Use graphic organizers to analyze characters, including their traits, motivations, conflicts, points of view, relationships and changes they undergo, which may or may not be specifically stated by the author 5.12H

Preview text features and predict type of text and author’s purpose. Ask: “What do you know about legends? “Have you ever participated in a contest?” “Have you ever met someone who brags a lot or talks about how good they are at doing certain things?” This is a story about a boastful character named Arachne who is visited by a goddess named Athena.

Read this book to find out how being very boastful can get a character into trouble. First Reading Students read for meaning. Students who are fast finishers may use sticky notes to write context clues to support meaning of Word Study words (below). Write the words below on white board: Words in context: ancient (p. 2), boasting (p. 3) tapestry (p. 5) Read Second Time for Focus (possibly day 2) Students will reread to find out what kind of person Arachne is and find evidence in text to support this. Set stop points and use Questions that Evoke Conversation (see next column). Students may use sticky notes to record information.

Graphic Organizer Students complete Character Analysis graphic organizer and discuss using questions that evoke conversation. (p. 2-7) What do you know about the characters? What has the author told us about the characters (text evidence)? (p. 8-13) Given what the author has already told us about the main character, what do you think he’s (she’s) up to? (p. 14-17) How do things look for the characters now? (p. 18-20) How has the author let you know that something has changed?

Make Thinking Public/ Assessment Students will use the following stem and complete the stem with evidence from text to support: From the article, I can tell that ___ is ___. Students can think of one or two of the icons from the graphic organizer to help direct their thinking about character/subject (does, feels, says, changes, etc.)


Title: A n c i e nt Eg y p t (fro m H a rc o urt Horizo ns) Genre: N o nfi c tio n Level: m i d 3rd gr a d e


modern, ancient, tombs, pharaohs, hieroglyphics

title, map, photographs, captions,

Week: 23

2/23-2/27




Bri e f Syn o psis







b e a ssesse d ?

#154 Make and explain inferences from texts such as determining important ideas, and cause/effect, making predictions, and drawing conclusions. Determine the difference between right there (explicit) and think and search (implicit) responses and give support from text. (9F) B T #179 Support interpretation or conclusion with examples drawn from text. (10C) B T #210R Read regularly in instructional-level materials that are challenging but manageable. B

Students lead introduction of text, making prediction on type of text and author’s purpose. This is a book about Egypt and its people. What do you already know about Egypt? What prediction(s) can you make about the Egyptians?

Le t ’s re a d to fin d o ut w h e r e Egy pt is a n d w h a t w e c a n t e ll a b o ut th e Egy p ti a n p e o p l e . FF: Re r e a d a n d writ e o n p ost-it® n ot e (s) f a c ts a b o ut th e Eg y p ti a n p e o p l e a n d a t l e a st o n e inf e re n c e . (A n id e a th a t is n ot d ire c tly st a t e d in th e t e xt.)

Does the author tell us why the Egyptians built the Great Sphinx? What can you infer? Based on what the author has already said, what can the reader tell about Egypt? (Possible inferences: “ It is a very old country.” “The Egyptians were artistic people.”) Which sentence(s) best shows you that pets were important to the Egyptians? (See attached graphic organizer.)

Students will share facts and inferences they have written on post-it® notes with the group and then state the justification for their inference(s).


Title: M i a H a m m (TFK Exp lorin g N o n fi c tio n LA # 5 Genre: Exp ository Level: 3rd


pursuing a goal Title, introductory paragraph, subtitles, photograph, timeline sidebar

Week: 3




Bri e f Syn o psis







b e a ssesse d ?

#147 Retell [or act out] the order of important events in stories, orally and/or in writing through the use of a variety of graphic organizers. (9C) B T

What do you know about playing soccer? Who are some athletes you know? This article is about Mia Hamm, a female soccer star.

Read this selection to learn more about Mia Hamm. First Reading Students read for meaning. Word Study Multiple meaning word: drive (noun) (introductory paragraph) 1. a ride or short trip in a motor vehicle 2. a road or driveway 3. a special effort to achieve a goal 4. a disk drive Read Second Time For Focus Students will read to find the events in Hamm’s life that led her to become a great soccer player. FF: Record events on sticky note.

In which order does the author present his/her ideas? What happened before Hamm’s brothers and sisters insisted that Hamm play to the end of games? What happened earlier in the text that suggested to you that Hamm would become a gold medallist? Based on what has happened up to now, what do you predict will happen in Hamm’s life? What happened between college and her pro soccer career? Why was the event important to the story?


Title: Big a n d Sm a ll, Ho m es f or A ll (SF Le v e l e d Re a d e r 70B) Genre: N o nfi c tio n - D esc ri p tio n Level: 2n d /Be g inn in g 3rd

Template created by Teresa Cavazos for AISD 2003


burrows (context) (p .3), waterproof (p. 9) title, photographs

Week: 6

8/20-8/24




Bri e f Syn o psis







b e a ssesse d ?

#152 Produce summaries of text selections-using graphic organizers and/or statements 2 to 5 sentences in length for narrative and expository texts. #178 Understanding of informational text #210R Instructional level reading #215R Silent reading

Have students preview text and predict type and author’s purpose. Introduction: Ask: What do you know about birds’ nests? Where have you seen one? First Reading Read to find out more about birds’ nests. Students read for meaning. Students who are fast finishers may use sticky notes to record something they learned and something they wonder about birds and their nests.

Words in Context burrows (p. 3) Second Reading Reread the selection to find out the important who, what, when, where, why, and how. Students use sticky notes to record this information as they find it in their reading. Reread p. 3 and use sticky note to write meaning of the word burrows and context clues from the text to support meaning. FF: Reread text to increase fluency. Students complete the Non-Fiction Summary Graphic Organizer.

What point is the author trying to make? What are the important ideas in this selection? How would you retell the author’s message in 2-3 sentences?

Use Graphic Organizer Rubric to assess. Make Thinking Public What important information are we going to be thinking about when summarizing this text? (The important who (subject), what, when, where, why, how)


Title: M i a H a m m (TFK Exp lorin g N o nfi c tio n , La n g u a g e A rts 35 Genre: N o nfi c tio n Level: 3rd G r a d e

Created by Teresa Cavazos for AISD 2003


Week: 25

2/16-2/20




Bri e f Syn o psis







b e a ssesse d ?

#151 Determine how a text’s main (or major) ideas are supported with details. (L) #163 Read to accomplish various purposes, both assigned and self-selected. (7C) #184 Distinguish fiction from nonfiction, including fact and fantasy, and other examples of fiction and non-fiction. (11B) #210R Read regularly in instructional-level materials that are challenging but manageable. (6B)

Students lead introduction of text, making prediction on type of text and author’s purpose. Introduce: This is a biographical sketch about a famous young soccer player named Mia Hamm. What do you know about playing soccer? How does a person become a star athlete?

“Le t ’s re a d to fin d our w h a t w e c a n l e a rn a b o ut M i a H a m m . Th e a rti c l e b e g ins b y t e llin g us th e th e m e or m a in i d e a (M i a H a m m is a gr e a t so c c e r p l a y e r w h o h a s th e driv e to b e th e b est). For e a c h p a r a gr a p h yo u w ill a sk yo ur se lf w h o is it a b out a n d w h a t d id th e y d o a n d w hy . As y o u r e a d , yo u sh o u l d a sk y ourse lf h o w th e d e t a ils su p p ort th is m a in i d e a . FF: Re r e a d a n d use p ost-it® n ot e s t o re c ord m a in id e a s o f p a r a gr a p h or p a r a gr a p hs.

What is the author’s main message? What is the author trying to tell us in this paragraph? Which details does the author include to support his/her main message?

Students will share main ideas they have written on post-it® notes with the group and then find details in the text that support the main idea.


Title: Th e A m ish Genre: N o nfi c tio n - D esc ri p tio n Level: Be g inn in g 3rd



Amish, Pennsylvania, preserve, higher education

Amish society photographs, italics (p. 4), inset photograph

Week: 22

1/26-1/30




Bri e f Syn o psis







b e a ssesse d ?

#152 Produce summaries of text selections-using graphic organizers and/or statements 2 to 3 sentences in length for narrative and expository texts. #178 Understanding of informational text #210R Instructional level reading #215R Silent reading #329 Monitor understanding of spoken message

Have students preview text and predict type and author’s purpose. Introduction: This is a book about a community of people who live in the northern U.S. today who live the way people did over 200 ago. Ask: “What do you know about life long ago in America?” (connect to Pioneer Living text) Let’s read page 2-4 to find out a little about where the Amish live and how they dress. (show map of U.S/ Pennsylvania)

Read the book to learn facts about the Amish people and their way of life. Student read text silently and use Post-it© notes to record 3 or 4 things they learn. Ex: L – Most Amish families live on farms. FF: Reread text to increase fluency.

How would your life be different if you lived in an Amish community? Why is this topic important? What important information are we going to be thinking about when summarizing this text? (The important who (subject), what, when, where, why, how)

Students reread the text and write the important parts for nonfiction summary and a 2 to 3 sentence summary.


Title: Thun d e rc a k e Genre: Fi c tio n Level: 3rd gr a d e



thunder, lightning thunderstorm, thundercake title, illustrations, dialogue

Week: 23

2/2-2/6




Bri e f Syn o psis







b e a ssesse d ?

#127 Discuss meanings of words and develop vocabulary through meaningful, concrete experiences, including the use of concept maps, semantic maps, grids, word parts, and context clues. (8A) #129 Develop vocabulary through reading using strategies in wide reading (different genres) such as learning a new meaning for a known word and clarifying and enriching the meaning of a known word; using meanings of word parts (word families). (8B) #142 Use knowledge of word order (syntax) and context to support word identification and confirm word meaning. (5E) #210R Read regularly in instructional-level materials

Students preview the story Thundercake by Sylvia Polacco noting text features. They will make a prediction on type of text and author’s purpose. Introduce: “This is a story about a little girl who is afraid of thunderstorms. Why might a child be afraid during a thunderstorm? Have you ever seen (heard) a thunderstorm?”

Re a d th e first thre e p a g e s to fin d o ut w h a t gr a n d m a d o es t o t a k e h e r gr a n d d a u g ht e r’s m in d o ff th e storm . Sh o w stu d e nts n e w v o c a b u l a ry w ords b ut d o n ot re a d th e m a lo u d . Stu d e nts use p ost-it® n ot es t o writ e w ords a n d c lu es a ro un d th e w ords t o h e lp d e t e rm in e m e a n in g (f o llo w in g “ C li c k a n d C lunk” str a t e g i es). FF: r e r e a d t ext

How did this story make you feel? Why? Have you ever had a similar experience? Which characters change? Why?

Students write and discuss meanings of new vocabulary words.


Title: Arachne and the Weaving Contest: A Greek Legend

G enre: Myth or Le g e n d Level: 4th gr a d e

Possible positive character traits to look for in characters/subjects: alert, aware, concerned, careful, bold, cooperative, dependable, courteous, courageous, creative, determined, helpful, generous, friendly, honest, kind, hopeful, fair, patient, perseverant, sincere, serious, self-controlled, polite, trusting, wise, respectful, sensitive, loving, proud, faithful, forgiving, grateful, decisive, enthusiastic, content, compassionate Possible negative character traits of the antagonist in the story: jealous, mean, greedy, deceitful, boastful, surly, dishonest, competitive


Arachne, Athena, disguised (p. 4) using a loom to weave, Greek goddess (Athena)

cover, title, illustrations, author information

Week:




Bri e f Syn o psis







b e a ssesse d ?

1-2 #189- Use graphic organizers to analyze characters, including their traits, motivations, conflicts, points of view, relationships and changes they undergo, which may or may not be specifically stated by the author 5.12H

Preview text features and predict type of text and author’s purpose. Ask: “What do you know about legends? “Have you ever participated in a contest?” “Have you ever met someone who brags a lot or talks about how good they are at doing certain things?” This is a story about a boastful character named Arachne who is visited by a goddess named Athena.

Read this book to find out how being very boastful can get a character into trouble. First Reading Students read for meaning. Students who are fast finishers may use sticky notes to write context clues to support meaning of Word Study words (below). Write the words below on white board: Words in context: ancient (p. 2), boasting (p. 3) tapestry (p. 5) Read Second Time for Focus (possibly day 2) Students will reread to find out what kind of person Arachne is and find evidence in text to support this. Set stop points and use Questions that Evoke Conversation (see next column). Students may use sticky notes to record information.

Graphic Organizer Students complete Character Analysis graphic organizer and discuss using questions that evoke conversation. (p. 2-7) What do you know about the characters? What has the author told us about the characters (text evidence)? (p. 8-13) Given what the author has already told us about the main character, what do you think he’s (she’s) up to? (p. 14-17) How do things look for the characters now? (p. 18-20) How has the author let you know that something has changed?

Make Thinking Public/ Assessment Students will use the following stem and complete the stem with evidence from text to support: From the article, I can tell that ___ is ___. Students can think of one or two of the icons from the graphic organizer to help direct their thinking about character/subject (does, feels, says, changes, etc.)

Titl e : Sights, Sounds, Celebrations G e nr e : Exp ository G r a d e : h i g h 3rd , e a rly 4th

Lesson Plan Template created by Teresa Cavazos for AISD


performers, dramas, ceremonies title, subtitles, photographs, captions

Week:




Bri e f Syn o psis







b e a ssesse d ?

17 & 18 #154 Make and explain inferences from texts such as determining important ideas, and cause/effect, making predictions, and drawing conclusions. Determine the difference between right there (explicit) and think and search (implicit) responses and give support from text. (9F) B T #179 Support interpretation or conclusion with examples drawn from text. (10C) B T #210R Read regularly in instructional-level materials that are challenging but manageable. B

Students lead introduction of text, making prediction on type of text and author’s purpose. This is a book about song and dance performances in many countries around the world. What do you know about dances? What kinds of dances have you done or seen performed? What performers do you like? What predictions can you make about this book?

Let’s read to find out how different cultures celebrate dance through performances and ceremonies – event that takes place to celebrate a special occasion (wedding, quincenera, even special holiday where might learn about or celebrate by performing a play or drama. FF: Reread and write on sticky notes facts about dance and one inference (an idea that is not directly stated in the text).

Does the author tell us why___? What can you infer? Based on what the author has already said, what can the reader tell about______? Given what the author has already told us, what do you predict will probably happen in the future? Which sentence(s) best shows you what the author meant? What part of the author’s message has been left unsaid?

Students will share facts and inferences they have written on post-it® notes with the group and then state the justification for their inference(s).


Title: M i a H a m m (TFK Exp lorin g N o nfi c tio n (Sp a n ish), La s a rt es d e l l e n g u a j e C a rt a 5) Genre: N o fi c c ió n Nivel: 3e r G r a d o



Week: 25

2/16-2/20




Bri e f Syn o psis







b e a ssesse d ?

#151S Determinar cómo las ideas principales (o importantes) del texto y están apoyadas con detalles. (L) #163S Leer para lograr varios propósitos ya sean textos asignados o seleccionados por sí mismo. (7C) #184S Distinguir la ficción de las narraciones verídicas, incluyendo en la distinción los hechos y la fantasía, y otros ejemplos de ficción de y narraciones verídicas. (11B) #210RS Leer con regularidad materiales de instrucción difíciles pero descifrables. (6B)

Students lead introduction of text, making prediction on type of text and author’s purpose. Introducción: Esta es una selección biográfica que se trata de una jugadora de fútbol famosa llamada Mia Hamm. ¿Qué sabes de jugar fútbol? ¿Cómo puede hacerse una persona un atleta estrella?

“ V a m os a l e e r p a r a v e r q u é p o d e m os a p r e n d e r a c e rc a d e M i a H a m m . El a rt íc u lo e m p i ez a p or d e c irn os e l t e m a o l a i d e a p rin c ip a l (M i a H a m m es un a gr a n ju g a d or a d e fút b o l q u e es d e t e rm in a d a se r l a m e jor.) Por c a d a p á rr a fo t e p re g unt a r á s d e q u i é n se tr a t a , q u é h i c i e ro n y p or q u é . M i e ntr a s l e es, d e b e s pre g unt a rt e e n q u é m a n e r a los d e t a ll es a p oy a n a l a id e a p rin c i p a l. FF: Re r e a d a n d use p ost-it® n ot e s t o re c ord m a in id e a s o f p a r a gr a p h or p a r a gr a p hs.

¿Cuál es el propósito principal del autor? ¿Qué trata de decirnos el autor en este párrafo? ¿Cuáles detalles incluye el autor para apoyar su propósito principal?

Students will share main ideas they have written on post-it® notes with the group and then find details in the text that support the main idea.

Documents

LA Guided Reading Overview - deckardsdogs.weebly.comdeckardsdogs.weebly.com/uploads/1/4/6/4/14641500/la_guided_readin… · Guided Reading Grades 3-5 Guided reading is small group