Guided Reading Lesson Plan Cover Page

Teacher Name: Mrs.

Date/Time: Monday
10/20/14 12:30-1:30

Grade Level : kdg

Reading Level of Text:

Emergent

Group Members:
Rylen, Christopher, Caleb, Aggie and Riley
Text Title:
Common Core Standard:
Learning Target:
Working with Letter Recognition
Connected Guided Reading Indicator:
Descriptors:
1)
Characteristics:
1)
Word Work

Vocabulary
Focusing on the letter A, capital, lower case,
sound, shape and recognition

School: Rutland

Within the Text

Solving Words
___Notice new/interesting words
___solve content specific words
using
graphics, word boxes
___apply problem solving
strategies to
complex words

Beyond the Text

Predicting:
___Use text structure to predict outcome
___Use text evidence to confirm/disprove

Monitoring/Correcting
___Monitor accuracy and and
understanding, self-correcting
when errors detract from
meaning.

Synthesizing
___Differentiate between what is known
and new information
___Mentally form categories of related info
___Express changes in ideas/learning after
reading

Searching for/Using
Information
___captions, photos, other text
features
_____________________________
___compound sentences
___dialogue
___plot tension/suspense
(narrative)

Making Connections
Bring knowledge from
___background ___other text

About the Text

Analyzing
___Notice variety in layout/text features
___Understand when author has used
compare/contrast, cause/effect, etc.
___Notice how author used pictures or other
graphics to convey meaning

Critiquing
___Evaluate quality of text feature, interest
Summarizing
level.
___Follow and remember a
___Notice authors qualifications to write
sequence of events in
text
chronological order
___Identify important ideas and
Keep in Mind
report them in an organized
Fluency:
Phrased,
fluent oral reading with
manner
expression
that
reflects
understanding of
___Identify and understand sets
authors
purpose,
characters,
expression,
of related ideas
appropriate use of pausing/intonation.
Comprehension: Based on observations
during discussion, revisit text to clarify/extend
understanding. Remind students to go back to
the text to support answers. What makes you
think that? What part of the text made you
think that?

College of Education
LESSON PLAN FORMAT
Standards w/Assessments Named
Standard

Anchor

Reading Standards for

Literature

Key ideas and Details

Specific Standard
.

Assessment Tool

Recognize and name

all upper- and
lowercase letters of
the alphabet
Recognize and
produce rhyming
words

Students are going to be able to correctly write and identify the letter of the
week.

Craft & Structure

Integration of Knowledge and Ideas

Reading Standards for

Information

Range of Reading & Level of Text

Complexity
Key ideas and Details
Craft & Structure
Integration of Knowledge and Ideas

Reading Standards:
Foundational Skills

Range of Reading & Level of Text

Complexity
Print Concepts

Phonological Awareness

Writing Standards

Students are able to understand that the ending letters are the same in each
word and are able to say at least half of the rhyming words.

Text Types & Purposes

Production & Distribution of Writing
Research to Build and Present
Knowledge
Range of Writing

Speaking & Listening

Comprehension & Collaboration

Presentation of Knowledge & Ideas

Materials and Resources Needed:

Worksheets with the letters, word find to find letters, crayons, pencils,
A. The Lesson (Including a time frame may help in planning.)
1. Word Work or Vocabulary Instruction:
The students are going to be working with the letter A in different forms and be able to not only write out the letter but be
able to write out and recognize what the letter represents. We are also going to be working with the rhyming phrase am.

2. Introduction (time frame)

Getting attention
Relating to past experience and/or knowledge
Creating a need to know
Sharing objective, in general terms

Today we are going to be working with the letter A.

How many of you have the letter a in your name?
We are going to be working with the letter A. We are going to be looking at what its capital and
lower case letter looks like.
This is the first letter of the alphabet and it is in a lot of words. This letter is also called a vowel.

3. Methods (core of the lesson) (15_mins)

Before

We are going to talk about which letter they think the letter A is and what sound the letter A makes. I am going to explain to
them that we are going to be working with the sound, shape and form of the letter. We will also be working with rhyming
words that has the letter A in it.
I am going to give each of the students a sheet of paper where there are many practice letters that they can take the time to
draw and trace so that they can understand what the letter looks like. I will then give them a worksheet that has both capital
and lower case As and I am going to have them circle the capital letters in blue and lower case letters in green. We are going
to do this for a little amount of time so that they can get their practice with it. I am going to also give them a word find that is
jumbled with letters and I am going to have them circle all of the letter As. This will give them extra practice with
understanding what the letter A looks like. I am going to break down the word Sam with highlighting the S in blue and the
am in green so the students are able to see the two parts then I am going to give them a fill in the blank worksheet that is going
to work with their am rhyming words. I will have the first letters filled out and they need to write their ams on the
worksheet. We will then go through them and say each word that we had just filled out.
I am going to review that the letter A is a vowel and what the sounds of A are.

During

After

4. Closure What did the students learn from this lesson?

They are going to be working with the letter A. They are going to not only understand what the letter A looks like but also
what it sounds like and the sounds that it makes when put together with other letters.

B. Show the type/s of Assessment/s used in this lesson. Fill out student specific information after the lesson
Students Names
Rylen

Before working with them

He does not have a lot of trouble paying attention in class but he does have trouble with his general letter and
number recognition. He always needed a lot of help when it came to his writing and reading. Since I have seen him,

Christopher

Caleb

Aggie

Riley

he seems to be getting better and is a person who works really hard with all of his work. I am going to work on his
letter recognition and handwriting skills.
He is very low functioning and gets very distracted easily. He does not like to pay attention and enjoys talking
about things that do not relate to the topic that is being instructed. He does enjoy his work and he likes to do the
activities but gets very easily distracted and needs very strict rules. I am going to be working on his handwriting
skills and also his ability to sit quietly and listen in the group.
He is very low in his education and has a lot to learn. He is still working on his letter recognition and his number
recognition. He works hard on what he is doing but gets in trouble for being distracted. He does not know a lot
about writing or words but he does put good effort forward. I am going to mainly focus on letter recognition with
him because that is what he needs most work on.
She is a good student but does not understand the content that they are working on in class. She likes to learn and
enjoys paying attention in class but she needs the extra help in the classroom to be able to keep her focused. We are
going to work on her letter recognition and letter sound so that she become stronger in speaking out in the class and
being able to participate more.
Riley is a very good student but just needs a little extra help. He is young and will be taking another year of
kindergarten which makes sense at where he is at in school. He works very hard but does get distracted in class
because he falls behind some because of the content that he may not understand. I am going to work with the basics
with him like letter recognition and letter sound.

C. Next Steps-Based on your assessments what do you need to work on next meeting?
D. Back Pocket Idea Mrs, Meyer has some extra worksheets in the classroom that is going to not only work on the letter we are currently working on but
also the letters that they have been working with in previous weeks.
E. Resources: What resources did you use which would be of interest to the classroom teacher?

Sam
T __ __
J __ __
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Z __
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Y __
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M __
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M A d I i a A f k
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