TCNJ Lesson Plan

Guided Reading: Cause and Effect

Student Name: Sydney Rossi

School Name: LawrencevilleElementary

Grade Level: 1st Grade

Host Teachers Name: Kristen Potter

Guiding and/or Essential Questions:

What is cause and effect?
How does one event sometimes cause another event to happen?
What caused the events in Grams Hat to happen?
Pre-lesson Assignments and/or Student Prior Knowledge:
This will be the students first time reading Grams Hat.
Students may have learned about cause and effect previously.
Students may not be familiar with the words Gram or rig.
Hen was one of the students spelling words week prior to this lesson.
Standards:
CCSS.ELA-LITERACY.RF.1.1: Demonstrate understanding of the organization and basic
features of print.
CCSS.ELA-LITERACY.RF.1.2: Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
CCSS.ELA-LITERACY.RF.1.3: Know and apply grade-level phonics and word analysis skills in
decoding words.
CCSS.ELA-LITERACY.RF.1.4: Read with sufficient accuracy and fluency to support
comprehension.
CCSS.ELA-LITERACY.RL.1.1: Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.3: Describe characters, settings, and major events in a story, using
key details.
CCSS.ELA-LITERACY.RL.1.7: Use illustrations and details in a story to describe its characters,
setting, or events.
Learning Objectives and Assessments:
Learning Objectives
Students will analyze illustrations and text in
Grams Hat in order to create a picture of the
effect of three events in the text on the
Comprehension worksheet.

Assessment
Students will analyze illustrations and text in
Grams Hat in order to create a picture of the
effect of three events in the text on the
Comprehension worksheet. Teacher will

assess the students worksheet for accuracy.

Materials/Resources:
4 copies of Grams Hat
4 copies of Houghton Mifflins Comprehension worksheet
Plan for set-up/distribution/cleanup of materials:
Teacher will distribute the books at the start of the lesson.
Teacher will give each student a Comprehension worksheet when they finish
reading the book aloud.
Teacher will collect the books and the Comprehension worksheets at the end of
the lesson.
Step by Step plan:
1. Teacher will call her guided reading group over to the side table. Teacher will distribute
copies of Grams Hat to the four students.
2. Teacher will read the title, author and illustrator to the students as she points to these
features. Teacher will explain that Gram is a nickname for grandmother. Teacher will
explain that some people call their grandmothers Gram.
3. Teacher will ask students to look at the cover and predict what the book may be about.
Teacher will point out the hen on Grams hat. Teacher will take responses from each
student.
4. Teacher will tell students that good readers look through their books first before they read
it. Teacher will instruct students to open their books to the first page and cover the words
on both pages with their arm. Teacher will ask each student what they think is going on in
the two pictures. Teacher will do this for every page.
5. Teacher will now instruct students to flip to page 6. Teacher will point to the word rig
as she says the word aloud. Teacher will explain that rig is another word for truck so
when the book says big rig, it means a big truck.
6. Teacher will then explain that today they will be reading to practice the skill of causeand-effect. Teacher will tell students that as they read, they should think about what
causes things to happen in the story.
7. Teacher will then instruct students to begin reading the book in their heads. When a
student finishes reading, they will reread the book.
8. As students read silently in their head, teacher will work with each student one-on-one.
When the teacher is working with one-on-one with a student, she will ask that student to
read aloud to her. She will assess the students while they read using the Oral Reading
Record.
9. When a student finishes reading, the teacher will give the student the Comprehension
worksheet.

10. Teacher will read the directions to the student and then ask the student to look at the first
picture on the worksheet. Teacher will ask the student to describe the picture and then to
flip to the page this picture came from.
11. Teacher will ask what the picture caused to happen next in the story. Teacher will instruct
the student to draw a picture to show what it caused to happen.
12. Closure: Once the student has finished the worksheet, teacher will send that student back
to his/her center.
Key Questions:
What do you predict this story will be about?
What can we predict is going to happen?
What is happening on this page?
What did that cause to happen?
What is this story about?
What problem does Gram need help with?
What have the hens done with Grams hat?
Do you think Gram will take her hat away from the hens? What would you do if you
were Gram?
Logistics:
Timing:
Book Introduction/Picture Walk: 5 minutes
Silent reading/one-on-one instruction: 10-20 minutes
Transitions:
Teacher will use the attention signal when students sit down at the side-table if
needed.
Teacher will remind students to return quietly to their centers at the end of guided
reading.
Classroom Management:
Students have guided reading every day so they are familiar with the routine and I
do not anticipate behavioral problems.
If needed, teacher will remind students to continue to read silently while she
works with a student.
Teacher will use the attention signal when students sit down at the side-table if
needed.
Teacher will remind students to return quietly to their centers at the end of guided
reading.
Differentiation
The students in this reading group are all on a level 6 reading level and will be working
with a level 6 text.