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-e tending, 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-e tending, or advanced!. & a) wor*ing with a group of four +th graders. ,hey are all on the self-e tending reading level. ('! -uality literature- &nclude the title, author, genre, a short su))ary in your own words, and the readability of the te t. ,he te t used for this lesson is a science article fro) National Geographic Explorer. ,he article is called .,iny &nvaders,/ by 0irsten 1eir. ,he article is an infor)ational te t about ger)s and how the hu)an body helps to protect people fro) disease. ,he te t is placed at an instructional level for this particular group. (2! Lesson focus % $escribe the strategy3s*ill that you are targeting. ,he purpose of this lesson is to encourage students to pay attention to i)portant details within the te t and how those details can contribute to the )ain idea. & would li*e for students to be able to find the )ain idea of the te t and find supporting details within the te t to correlate with the )ain idea. (+! 4or)ative assess)ent- $escribe how you will assess students during the guided reading lesson. 1hat behaviors will indicate that your students .get it5/ 1hat behaviors )ight indicate that they need further instruction5 6s a for)ative assess)ent, students will co)plete a bubble )ap to de)onstrate their understanding of the )ain idea and supporting details of the te t. 6fter & read the passage aloud and students follow along, we will discuss what the te t was about. 1e will also discuss the possible variations of the )ain idea of the te t. &f students7 suggestions are irrelevant or )isconstrued, & will use the te t to redirect students7 thin*ing to the correct ideas. 6fter we wor* together to deter)ine the )ain idea, we will revisit the te t to find details to support the )ain idea. ,he supporting details should be s)all words or phrases, not long sentences. &f students struggle with relating details to the )ain idea, & will assist the) by rereading the )ain idea and revisiting the specific section of the te t to find new supporting details. 8tudents will indicate progress throughout the lesson by finding details that support the )ain idea.

Title9 4inding 6 :ain &dea ; 8upporting $etails

Element

Genre9 &nfor)ational

Level9

Stage9 ,rans.

SE

6dv

Date(s): :arch #', '<#+

Suggested Teaching Points

Activate/Provide ac!ground "el# students ma!e connections Share thin!ing $a!e #redictions Ne% voca ular& Dra% attention to te't (eatures =ear and say new lang. structures )eveal structure o( the te't /genre 1riter7s craft to support analysis 6uthor7s accuracy or authenticity of te t $e)onstrate, #rom#t (or* or rein(orce 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. Gather evidence o( com#rehension & o serving %hat students sa& a out the te't+ Invite students to #ose ,uestions and clari(& their understanding+ "el# students learn to discuss the meaning o( the te't together+ E'tend students- e'#ression o( understandings through ,uestioning* summari.ing* restating* and adding to their comments+ )evisit the te't to demonstrate* rein(orce, or provide e plicit instruction of strategic actions.

Plans/Notes
-Recall the event of the teacher7s son being diagnosed with strep throat (previous day!. -Revisit )ain idea3supporting details bubble )ap that was co)pleted with the Sacagawea story. -6s* students the purpose of the )ain idea and supporting details of a story. -&ntroduce the title, author, and genre of the new te t. -&nfor) students that the article is an infor)ational te t. -6s* students to )a*e predictions about the content in the article before reading the te t. -Point out paragraph structure and headings. -Point out vocabulary words and their )eanings as they are reached throughout the article. -6s* students to share their opinions of the )ain idea and supporting details of the te t. -6s* students how they can relate this article to the)selves when they are sic*. -6s & read the te t aloud, & will as* students to read short sentences to ensure that they are following along. -&f students volunteer to read aloud, they will have the opportunity to do so.

Te'tthe)eading

Introduction

Discussing

/ithin 0$iscuss what the overall idea of the story is -8hare supporting details of the )ain idea -8hare where supporting details are found in the te t

1e&ond -6s* students how we can relate this te t to all of the sic*ness that surrounds us every day -6s* students if they have any >uestions related to the te t

A out -6s* students to review the headings of the te t and encourage the) to use the headings when deter)ining supporting details -6s* students if headings in the te t help the) understand the article. &f so, how5 6naly@ing "riti>uing

Teaching (or Strategies Processing

8olving 1ords :onitoring and chec*ing Search (or/ use in(ormation Summari.ing :aintaining fluency 6d?usting Reading

Predicting $a!ing connections 8ynthesi@ing &nferring

E'tend

Ase %riting, drawing, or e'tended tal! to e plore any aspect of understanding the te t.

-Pass out )ain idea3supporting details bubble )ap for students to fill in. -$iscuss the )ain idea and supporting details as students are writing in the bubbles. -8upporting details should be written as short words3phrases or bulleted points.

Title9 4inding 6 :ain &dea ; 8upporting $etails

/ord /or! (o#tional) ,each word analysis, letter-sound relationships, analogies, or brea*ing words apart. (te't s#eci(ic/not %ord stud&)

Genre9 &nfor)ational
B36

Level9

Stage9 ,rans.

SE

6dv

Date(s): :arch #', '<#+

,eacher9 :s. :oore

Group :e)bers9 + students Cune D#'

Title9 4inding 6 :ain &dea ; 8upporting $etails

Genre9 &nfor)ational

Level9

Stage9 ,rans.

SE

6dv

Date(s): :arch #', '<#+

Title9 4inding 6 :ain &dea ; 8upporting $etails

Genre9 &nfor)ational

Level9

Stage9 ,rans.

SE

6dv

Date(s): :arch #', '<#+

Title9 4inding 6 :ain &dea ; 8upporting $etails

Genre9 &nfor)ational

Level9

Stage9 ,rans.

SE

6dv

Date(s): :arch #', '<#+