Literature Lesson

Name: Brittney Tuttle
Lesson Title: Surroundings Matter! (Guided Reading)

Big Idea: Surroundings Matter!
Reading Strategy: I chose making connections as the reading strategy to address in my guided
reading lessons. I made this decision based on researched evidence suggesting that second grade
is a vital age in which students begin to learn how to read for information and use prior
knowledge to gain meaning from the text. Third grade begins students disinterest in reading, and
I hope to make a slight difference by establishing the excitement of personal connection within
various types of text in second grade.
READINESS
I.
Goals/Objectives/Standard(s)
A.
Goal(s)
a. Guided Reading Station 1: Unlikely Friends
1. Students will be able to make text-self, text-media, and text-text
connections to personal experience using prior knowledge.
2. Students will be able to recognize how the surroundings described in
the text effects the characters, setting, and plot.
b. Guided Reading Station 2: Stretch, My Pet Giraffe
connections to personal experiences using prior knowledge.
c. Guided Reading Station 3: The Blank Book
connections to personal experiences using prior knowledge.
d. Word Work Station:
1. Students will be able to participate in an interactive writing process
with a partner and strengthen their speaking, listening, writing, and
reading skills collaboratively.
e. Shared Reading Station:
1. Students will be able to participate in speaking, listening, and reading
components of literature through shared-reading procedures.
2. Students will be able to recognize key words in the text and define
their meanings.
B.
Objective(s)
a. Guided Reading Station 1:
1. Upon completion of the guided reading lesson regarding Unlikely
Friends, students will be able to use verbal language to compare and
b.
c.
d.
e.
C.
contrast the friendship in the story with established friendships in their

own lives when prompted by the teacher.
2. Given a prompt, students will be able to identify textual clues that
infer the idea that the characters in the story were good neighbors, and
connect these characteristics with verbal descriptions focused on their
surroundings around their own neighbors and community.
3. When given a prompt, students will be able to verbally describe at
least two connections that they were able to make between the text and
personal experiences and record on their connections recording sheets,
as well as contribute one construction connection to the class
connections chain.
Guided Reading Station 2:
1. Upon completion of the guided reading lesson regarding Stretch, My
Pet Giraffe, students will be able to verbally describe at least two
connections that they were able to make between the text and personal
experiences and record them on their connections recording sheets, as
well as contribute one construction connection to the class connections
chain.
2. Given a prompt by the teacher, student will be able to write a
descriptive list of what makes a good environment for a giraffe based
on prior knowledge, and verbally compare the list to the surroundings
a house would offer for the pet giraffe.
Guided Reading Station 3:
1. Upon completion of the guided reading lesson regarding The Blank
Book, students will be able to verbally describe at least two
connections that they were able to make between the text and personal
experiences and record them on their connections recording sheets, as
well as contribute one construction paper connection to the class
connections chain.
2. Given an exploration prompt by the teacher, students will be able to
verbally describe the best forms of communication dependent upon a
persons surroundings and create their own blank book to write stories
and draw pictures within.
Word Work Station:
1. Given materials and a writing prompt regarding a personal experience,
students will be able to participate in the interactive writing process
with a partner.
Shared Reading Station:
1. Given materials, students will be able to speak and listen with a
partner by orally reading an article text together.
2. Given materials, students will be able to identify spelling words by
playing games on Spelling City.
Standard(s)
2.RL.4.1 Use information gained from the illustrations and words in a print or digital text
to demonstrate understanding of its characters, setting, or plot.
2.RF.4.3 Apply knowledge of short and long vowels (including vowel teams) when
reading regularly spelled one syllable words.
2.RV.1 Use words, phrases, and strategies acquired through conversations, reading and
being read to, and responding to literature and nonfiction texts to build and apply
vocabulary.
2.SL.2.1 Participate in collaborative conversations about grade-appropriate topics and
texts with peers and adults in small and larger groups.
II.
Materials
Anticipatory Set:
Prompting cards (recess, snow day, and detective)
Magnifying glasses
Mini-lesson:
Reading Street Sleuth book
o Firehouse Friends
Text to Personal Experience writing prompt chart
Class connections construction chain
Station 1: Guided Reading Lesson(s)
Guided Reading Lesson 1: Making Connections
o Reading article for each student (Unlikely Friends)
o Connections recording sheet
o Class connections construction chain
o Reading article for each student (Stretch, My Pet Giraffe)
o Paper and pencil
o Reading article for each student (The Blank Book)
o Blank book provided by the teacher
o Pencil and paper
Station 2: Word Work
Homophone matching game
Fact and opinion closed word sort
Word searches
Writing materials
Sheets with writing prompt

Station 3: Shared Reading and Spelling City
Reading article
IPad (one to one technology available)
Access to Spelling City word list
Word search with matching definition clues sheet
III.
Management
a.
Time: Total: approximately 60 minutes

a. Anticipatory Set: 5 minutes
b. Mini-lesson: 7 minutes
c. Guided Reading Lessons/Workstations: 3 at 15 minutes each
d. Closure: 3 minutes
b.
Materials: (listed above)
c.
Space:
During the lesson, the teacher will utilize different areas in the classroom. The
students will utilize the kidney table, individual desks, yellow table in the
corner by the sink, and the space around the reading carpet. For the anticipatory
set and mini-lesson, the students will be seated at their individual desks. For the
word work station, the students will be positioned at the area around the yellow
table. For the shared reading station, the students will utilize the space around
the reading carpet. For guided reading lessons, the students will meet the
teacher at the kidney table. The kidney table will be positioned so that the
teacher will be able to see all students at the various workstations and direct
transitions smoothly. For closure, the students will return to their individual
desks.
d.
Students
Whole-group instruction will be implemented during the anticipatory set, minilesson, and closure. For guided and independent practice at workstations, the
students will be split up into three heterogeneous groups based on ability. For
behavior management, the teacher will utilize classroom dollars as positive and
negative reinforcements. The teacher will allow for one minute for transitions,
and will gain the attention of all students at the beginning of each transition
using the clapping method. During workstation and guided reading lesson time,
teacher will communicate with students prompting them with gestures and
closing space proximity if students are misbehaving.
Group 1
Unlikely Friends
Lucy
Cyrus
Delaney
Kirsten
Gavin
Caleb
Naomi
Olivia
IV.
Group 2
Stretch, My Pet Giraffe
Zylah
Kalef
Malyee
Berkley
Jesse (if available)
Jack
Aiden
Group 3
The Blank Book
Alex
Kelsey
Nathan
Leo
Tessa
Addison
Bryan
Anticipatory Set
For the anticipatory set, the teacher will leave room on the board to draw three large circles,
each in a different color. She will introduce the circles one at a time. Each circle will have a card
taped in the middle, prompting the students with an item that allows them to make personal
connections. For example, the teacher will put the word recess in the middle of the first circle,
and then ask the students to offer words or items they think of when they read the word recess.
The teacher will then write the words offered by the students around the card, but within the
circle. This graphic organizer will allow them to organize and make personal connections based
on prior experiences before the formality of the making connections strategy is introduced. The
teacher will prompt the students with the three words: recess, snow day, and detective.
Okay girls and boys I need your help! I have a word here on the board (the teacher will
draw the first circle and place the prompting card in the middle) and I need you to help me
think of items that go along with the word. So, for example, if I have the word recess, I
would like to write down items that I think of when I hear the word recess. For me, when
I hear the word recess, I think of swings, because the swings were my favorite thing to do
at recess. (she will write swings in the circle) What are some things you think of when you
hear the word recess? Remember, raise your magnifying glasses! The teacher will have the
students utilize their personal magnifying glasses used in past lessons to manage answers during
this lesson.
The teacher will continue to take students offered answers and write them on the board. She will
introduce the other two words snow day and detective, making an individual circle for each. If
management is going well, she will have students come to the board to write their answers in the
circle.
She will close the anticipatory set by reviewing the graphic organizer they made as a class.
Look at our awesome board! These are all the things that we think about when we hear
the words recess, snow day, or detective. We all think of different things when we hear
these words, but sometimes we think of the same thing. These are called connections.
When we think of other items when we hear or read a certain word, we make a connection
between what we are reading and our own life. When we read the word recess we made
the connections swings, slides, and fun in our life. It all depends on our own experiences
with the item, or our surroundings. For example, if Tessa didnt have swings on her
playground, then she would not think of swings when she hears the word recess like I did.
I was surrounded by swings during my recess, but Tessa was not. It depends on our
surroundings! Surroundings matter! Just like surroundings matter when we find perimeter
and shadows, they matter when we are reading and practicing words as well!
V.
Purpose:
After the teacher introduces the anticipatory set and the concept of making connections, she will
state the purpose in making connections:
We must learn about making connections while we are reading because it helps us
understand what we are reading better! When we are able to make connections, we can
relate to the characters in the book, and the characters surroundings in the book. For
example, when we read the Magic Tree House books and we think of the word tree house
we think of fun. Then we are able to better relate to Jack and Annie because we
understand how fun a tree house can be! Making connections is important not only while
we are reading, but in real life too! Detectives have to make connections with clues that
they find or read in order to solve the mystery! We have to make connections between signs
and what the signs mean. When I see a red light, I have to make the connection that red
means stop so that I stop my car and do not get in a crash! Making connections is
extremely important because it helps us understand our surroundings and our books
better!
PLAN FOR INSTRUCTION
VI.
Adaptation to Diverse Students
For the anticipatory set and mini-lesson, the teacher will create a graphic organizer on the front
board to adapt to students with visual learning styles, as well as those with processing disorders.
If behavior management is not an issue, students will be able to come to the board and write their
own connections within the circle, adapting to kinesthetic learners. The graphic organizer will
allow all students to stay on track despite their individual paces. During the mini-lesson, students
will also be provided with a cloze procedural prompt such as follows:
The text says
(Text)
How the Grinch Stole
Christmas
which makes me think

(Connection)
The Grinch stealing presents
on Christmas Eve
(Personal
Experience)
Christmas Eve presents
which builds foundational understanding for the students that struggle with processing or
learning disabilities. This cloze prompt will use cognitive task analysis techniques to break down
the components of the making connections strategy into smaller, more manageable steps.
For students that struggle with some vocabulary presented in the provided text, the teacher will
provide explicit vocabulary instruction at the beginning of the guided reading lesson. Graphic
organizers, or connections recording sheets, will be utilized during guided reading lessons to
adapt to the learning styles of visual learners, as well as for students that struggle with processing
disorders. For auditory and sensing-feeling learners, collaborative discussions will take place to
enhance community within the group, as well as develop the understanding of various
approaches and connections to text offered by different students.
For guided reading groups, Zylah, Kalef, Maylee, and Jesse will be seated closer to the teacher to
allow for more opportunities for teacher-guidance and prompting when necessary. A behavior
chart will be implemented for Cyrus to manage disruptive behaviors.
For the Word Work station, tiered activities will be provided to adapt to the diversity within
groups. Students will participate in an interactive writing piece, allowing them to work at their
individual ability level. Word sorts will be provided for analytical thinkers, while matching
games will be provided for more kinesthetic and collaborative learners.
For the Shared Reading workstation, partners will be utilized to adapt to students with
collaborative, auditory, and sensing-feeling learning styles. Spelling City will be tiered,
providing multi-level games to practice vocabulary skills. For higher-level learners, term-match
word searches will be provided, and higher-level questions will be provided by the teacher to
review and discuss with their partner once the reading is finished.
VII.
Lesson Presentation (Input/Output)
Mini Lesson:
After the purpose and the anticipatory set are stated, the teacher will introduce the reading
strategy: making connections, to the whole-group setting. Okay, I am going to make
connections to this story that I am reading aloud to you. Connections are the ideas that I
think about after I read or hear a certain word, just like the items we wrote around the
words recess, snow day, and detective. Connections help me relate to the story using
ideas that I have already experienced! Pay attention to what I think about and say after I
am finished reading, because these are the connections that I am making with the story!
The teacher will model the strategy by reading the first paragraph in Firehouse Friends, and
modeling a think-aloud to describe how she made her own personal connection to the story. The
story that I will be reading is called Firehouse Friends. (The teacher will draw a new circle on
the board and write Firehouse Friends in the middle of it.) After I read, I will write the ideas I
had around the sign in the circle. (she will begin reading) If you visit a fire station, you
might be greeted with a wagging tail and a wet kiss. Dalmatians have been firefighting
mascots for years. Many fire stations are homes for these black-and-white dogs. But how
did they become a firefighters best friend?
Okay after I read that paragraph, I am going to think about what it said, and how I
connect to what the author said. The story said, If you visit a fire station, you might be
greeted with a wagging tail and a wet kiss. When I read this part, I thought about the time
that I visited a fire station! When I went to the fire station, I saw a Dalmatian dog too! But
it didnt lick me! It did let me pet it though! So I can connect to this part of the story by
saying that one time I visited a fire station and got to pet a Dalmatian dog! I will write that
in my connection circle on the board. (The teacher will write visitation and petting dog around
the Firehouse Friends sign.) Whenever I make a connection I am going to link my two
fingers together, and this means that I made a connection. Everyone link their two fingers
like this with me to show a connection. Every time you make a connection while reading,
link your fingers together so that others can know that you are connecting to the story with
your own experiences or ideas!
The teacher will break down the making connections process for students that are more
concrete and visual learners. On the board she will write The text said ___________ which
made me think ________. This is a connection! When I made my connection to visiting the
fire station and petting the dog (the teacher will link her fingers and have students follow
suit), I thought to myself The text said if you visit a fire station you might be greeted with a
wet kiss, which made me think of the time I visited a fire station and got to pet the dog.
The teacher will point to each part of the cloze sentence as she refers to it. When I am making
a connection, (she will link her fingers) it is helpful to use this sentence to make a
connection The text said _________ which made me think ___________. I am going to read
the next paragraph, and try to use this fill-in-the-blank sentence to make your own
connection to the story!
The teacher will then read the second paragraph in the story, and fill in the circle with the
students connections regarding the material presented in the second paragraph. After the
students offers are recorded in the circle, the teacher will guide the students in filling out the
first row on their fill-in-the-blank sentence connections chart using a connection they made as
they listened to the second paragraph.
The teacher reads the second paragraph. After she is finished, she refers to the cloze sentence
and asks, Based on what the text said, what did you think about? What connections did
you make? She will write the students connections within the connection circle and ask the
following leveled questions:
1. What similarities and differences do we see between each others connections?
2. Why do some people have different connections than others?
3. Do surroundings matter when making connections? How?
After the teacher leads class discussion concerning connections, she will ask the students to refer
to their detective files (which include all the papers necessary for the lesson and have been used
throughout the unit) and take out the sheet that says CONNECTIONS SHEET at the top and
contains a list of cloze sentences that read The text said _____________ which made me think
__________. She will explain that the students are to record the connection that made with the
second paragraph in the blanks provided in the cloze sentence on the connections sheet. She will
model the procedure. Okay, as detectives it is important to keep track of information that
you find! We are going to keep track of some of the connections that we make today! Please
take out the sheet that says CONNECTIONS SHEET out of your detective file. Using the
connection you had while listening to the second paragraph, which are listed in the
connection circle on the board, fill in the sentence to write out your connection! One
connection made in the second paragraph was the fact that I have ridden horses before. I
would fill in the sentence on my connections sheet with The text said that Dalmatians
protected horses, which made me think of the horse books I used to read. Fill in the first
sentence on the sheet with your own connection! The teacher will walk around to keep track
of student connections and guide struggling students.
After the students have recorded down their individual connection on their sheet, the teacher will
read the last paragraph of the text and ask student to make a connection. The teacher will not
make a circle for this paragraph, but will instead focus primarily on having the students record
their individual connections on the recording sheet. After students write down a connection from
the last paragraph, the teacher will introduce the class connection chain and then model the
stations for the students.
Okay, good job with recording your connections like detectives! We are going to record
another connection, but this time it will be a connection from the last paragraph from
Firehouse Friends. I will read the last paragraph now. (The teacher will read the last
paragraph and then prompt students to make a connection and write it down independently.)
Okay, now think of what the text said, and then what the text made you think about. Keep
it to yourself! Now, after you think of a connection that you made while listening to the
third paragraph, write it down on your connections sheet! The teacher will then walk
around and assist students. Once all students have a connection written down, she will hold
discussion concerning the connections that the students made.
1. Raise your magnifying glass if you want to share your connection! I will choose
three people to share!
After students are able to share their connections with the last paragraph, the teacher will
introduce the class connection chain. Okay! Great connections! I would like us to keep
track of everyones connections! I am going to make a chain like this (the teacher holds up a
pre-made chain) and each strand on the chain has a connection written on it. Nathan, what
was your connection in the last paragraph? Good! We will write that down on this strip of
construction paper here, and then start a chain! Tessa what was your connection? Good!
We will write that down on this strip of construction paper and attach it to Nathans! We
are going to make a class connection chain! Everyone will be able to write a connection
down and attach it to the chain, and then maybe we can hang up our class connection chain
for everyone to see! This chain will show all of our connections and how they fit together! It
is important to make this chain because this can help us understand how everyone has
different connections to the story! We will add to this chain at our stations.
The teacher will then move forward in giving quick descriptions and modeling of the stations.
Modeling of Workstations:
The teacher will describe and model each of the work stations. In addition, simple written and
symbolic directions will be provided at each workstation. She will ask the students to repeat
directions of each station after she explains them.
Each station will include activities that are free-exploration and require little direct instruction.
Okay, there will be three stations! One station is called Word Work. At this station, you
are going to write a connections story with a partner! You will get a piece of paper, and this
piece of paper has a sentence already written on it. This one says The cat is stuck in the
tree. Based on this sentence, you are going to write a story. What do you think of when
you think about cat stuck in a tree? Write it in a sentence. Then, have your partner write
the next sentence, making a connection to your sentence. Keep taking turns until you have
written a story. If you finish writing the connections story with your partner, you may play
a matching game with homophones, complete a word search, or sort these cards based on
whether they are a fact or opinion. Can someone explain what you are to being doing at this
station?
Another station is Shared Reading (the students are accustomed to this station). Here, you
will read the article with a partner. After you read with a partner, you can complete the
vocabulary word search at the station, or you can practice the vocabulary words on
Spelling City that we uploaded. You will need to get your IPad when you go to this station.
Will someone explain to me what you are supposed to do at this station?
And at the last station you will come to the kidney table with me and we are going to
practice making connections as we read! We will learn about how surroundings matter in
the story while making connections!
After modeling the stations, the teacher will split the students into the pre-arranged groups.
Okay, open your file folder and look at what color index card that you have! Remember,
detectives are quiet and careful, so when we are moving to our groups you have to do so
like a detective. Okay, if you have a blue card you will start at the Word Work station. If
you have a yellow card, you will start at the Shared Reading station, and if you have a
green card you will meet me at the table! I will let you know when it is time to change. I will
clap, so be listening for my clapping.
Guided Reading Lessons:
The class will be split into three groups. Two groups will each be at one of the workstations,
while the third group is participating in a guided reading lesson with the teacher at the kidney
table. The students will be at each station for approximately 15 minutes. At the guided reading
lesson station, students will be active through discussion, recording of connections, and
contributing to the class connections chain. The teacher will model the strategy and monitor
student answers through leveled questioning based on Blooms Taxonomy and integration of
real-world applicable contexts.
A. Guided Reading Lesson 1: Making ConnectionsUnlikely Friends
a. Pre-reading (2 minutes)
The teacher will welcome the students and introduce the text Unlikely Friends. We are going to
read Unlikely Friends and make connections to the story! When we wrote ideas that the
words gave us on the board, we were making connections and we will do this while reading
this story! This story is about a young girl that likes to play music for her elderly neighbor.
In this picture you can see that the girl is holding a violin. Based on this picture, we can
predict that the instrument that the young girl plays for the older lady is the violin!
When I first realized that the story is about an elderly lady and a young girl, I thought
about my grandma. (The teacher will refer to the connections prompt) The text said that the
elderly woman and the young girl were good neighbors, and this made me think of
spending the night at my grandmas house when I was younger. We would drink Coke and
watch T.V. and play checkers! This memory I had of my grandma was a connection that I
had with the story. The teacher will engage the students by asking them what memories they
have of their grandmas. Each student will get to share one memory, and the teacher will make
her way around the circle. What is a memory that you have of a special person who is like a
grandma?
When you were talking about your memories with your grandmas, you were taking what I
said and making a connection to it! While you are reading, you need to make connections to
what the author says, just like you do with what I said! When making a connection, think
about what the text says, and then what the text makes you think about. (the teacher will
refer to the connections anchor chart) Any ideas or memories you think about while reading
are connections that you have with the story!
After introducing the text and modeling the strategy, the teacher will state the purpose of the
lesson:
It is important to make connections with a story, because it helps us understand the
characters feelings, the setting, and the plot better! When we can compare something in
the story to something we have experienced, we can better understand what the author is
talking about and we will be able to bond with the story! Making connections is also
important because it helps us understand the surroundings in the story, and how the
surroundings affect the characters, emotions, settings, and plots found in the story!
b. Reading (5 minutes)
The teacher will instruct the students to read independently until the end of the first paragraph.
After the first paragraph, the teacher will stop to discuss questions, and then move forward
independently reading the remaining text. For this group, the teacher may refer to echo reading if
students appear to lack comprehension after the first chunking.
Okay, now we are going to read the story. First, I would like all of you to read to
yourselves until you get to the end of the first paragraph. Point to the end of the first
paragraph. Good! That is where you will stop reading. If you finish before others, just sit
quietly and then we will talk about what we have read so far.
Prompt: While you are reading to the end of the first paragraph, think about connections
you might have with neighbors or with music. While you are reading what the text says,
what are you thinking about?
Before the teacher asks connection questions, she will review and utilize student support to
summarize the chunked text for comprehension purposes.
Question: What was one connection that you had while reading the first paragraph? How
did this help you understand the story better?
While reading independently, the teacher will assist any students that may be struggling. She will
observe and assess each students reading rate and demonstration of comprehension. Once each
student has finished, each student will share his connection. When everyone has had a chance to
share, the teacher will prompt the students to read further.
Prompt: Good connections everyone! These connections are helping you understand the
story better because you can relate the plot to experiences in your own lives! Now, I would
like you to read the rest of the story to yourselves. While you are reading, think about the
feelings that Anya is having, and how you connect to them.
Question: How did you connect with the way that Anya felt after she got her gift? When was
a time that you were sad, but then someone made you feel better? This is a connection!
c. Responding (3 minutes)
After reading, the teacher will engage the students in meaningful discussion concerning the
connections that can be made throughout the story. After discussion, the teacher will have the
students record one connection they had on their connections sheet. The teacher will monitor
student answers to assess his or her competence of utilizing the strategy of making connections.
The teacher will ask the following questions:
1) What is one connection that you had while reading the end of the story?
2) Think about your neighbors. How does Ms. Hickerson compare to the neighbors
that you have?
3) How can we be good neighbors in our community?
What neighborly things can be do to help the surroundings of the

community, like parks?
After discussion of connections within individual and communal contexts, the teacher will
instruct the students to pick one connection they made while reading this story and record it on
their connections sheet.
Great connections! It is important to think about how we can help our community and our
surroundings when we read information from a story! Now, I would like you to pick one
connection that you had while reading this story. (The teacher will pause to let the students
pick.) Once you have your connection, I would like you to record it on your connections
sheet like we did earlier. What did the text say, and what did it make you think about?
The teacher will assist students as they write their connections. She will give a student a copy of
the connections anchor chart if needed. She will prompt struggling students by asking:
1) What is something that you thought about while reading the story?
2) Have you seen a movie or read a book that was also about friendship? What was it?
d. Exploring (3 minutes)
Once each student has finished recording one connection, the teacher will refer back to the text
to examine clues and inferences within the text that helped the students form effective
connections.
The teacher will ask the following questions, allowing time for discussion of each:
1) When we look in the third paragraph, what word clues can you find that show that
Anya and Ms. Hickson are good neighbors? What is a connection that you can make
based on how Anya was feeling?
2) The first sentence of the second paragraph says, One Monday, Anya came without
her violin. Have you ever forgotten something you needed? How did it make you
feel?
3) If you were Anya, what questions would you ask Ms. Hickson? Why?
e. Applying (2 minutes)
After the teacher and students explore the text to gain deeper meaning, the teacher will explain to
the students how to continue to apply this strategy in reading and other areas of their lives. She
will conclude the lesson by having each student write the connection they recorded on his or her
connections sheet about Unlikely Friends on a construction piece, and attaching it to the class
connection chain.
We made a lot of connections while reading this story, which is good because the more
connections that we have while reading, the better we will understand the story! But we
must make these connections EVERY TIME we read. I am going to read the first
paragraph of another story, and I would like you to think about what the story says and a
connection that you have. The story is called Stretch, My Pet Giraffe.
The teacher will read the first paragraph and ask the students:
1) What was one connection you had while listening to this story?
The teacher will explain to the students the importance of making connections with all texts, as
well as within real-life applications.
Good connections! No matter the story, whether it is about Anya and Ms. Hickson, about
giraffes, or about another story, we have to make connections! Connections help us better
understand the characters, settings, and plot of the story! They also help us understand the
storys surroundings. Anya was surrounded by a good neighbor, which helped her become
a great violinist! This story was a good one to think about, and I would like you to take the
connection you wrote on your sheet about Unlikely Friends, please point to your connection,
good! And I would like you to write that connection down on this strip of construction
paper I am giving you. After you write down your connection, we will attach it to the class
connection chain.
The teacher will conclude by guiding the students in transferring the connection and attaching it
to the chain.
B. Guided Reading Lesson 2: Making ConnectionsStretch, My Pet Giraffe
The teacher will welcome the students and introduce the text Stretch, My Pet Giraffe. We are
going to read Stretch, My Pet Giraffe and make connections to the story! When we wrote
ideas that the words gave us on the board, we were making connections and we will do this
while reading this story! This story is about a boy who finds a giraffe and wants to keep it
as a pet!
When I first realized what the story was about, I thought about my first pet dog. (the
teacher will refer to the connections prompt) The text said that he wanted to have a giraffe as
a pet, and this made me think about my first pet dog. My first dogs name was Tipper.
Tipper is a small, brown dog and still wags her tail when I go home from college! I got
Tipper when I was only 10, but she is still alive! The teacher will engage the students by
asking them about the pets that they have. Each student will share a connection they have with
the teachers memory. Do you have pets? What are they?
While you were talking about your pets, you were making a connection to the memory I
had! While you are reading, you need to make connections to what the author says, just like
you do with what I said! When making a connection, think about what the text says, and
then what the text makes you think about. (the teacher will refer to the connections anchor
chart) Any ideas or memories you think about while reading are connections that you have
with the story!
After introducing the text and modeling the strategy, the teacher will state the purpose of the
lesson:
The teacher will instruct the students to read independently until the end of the first page. After
the first page, the teacher will stop to discuss questions, and then move forward independently
reading the remaining text.
yourselves until you get to the end of the first page. Point to the end of the first page for me.
Good! That is where you will stop reading. If you finish before others, just sit quietly and
then we will talk about what we have read so far.
Prompt: While you are reading to the end of the first page, think carefully about your
experiences with giraffes and what you know about giraffes. Ask yourself: how does a
giraffe compare to the pets that I have had?
Question(s): Have you ever found an animal that you wanted to keep as a pet? How do your
pets compare to giraffes? How did this help you understand the story better?
Prompt: Good connections! Now I would like you to read the rest of the story to yourselves.
While you are reading, think about what the text says, and what the text makes you think
about. This will be a connection. When the story starts talking about the zoo, think about
the times you went to the zoo or have been around a lot of animals!
Question(s): What was one connection that you had while reading the rest of the story?
Have you ever been to the zoo or seen a movie where the people went to the zoo? How was
it the same or different from your ideas about the zoo?
1. Why is having a pet giraffe different from having a pet like your dog, hamster, or
cat?
2. Think about the time you went to the park. Should giraffes be allowed inside the
park? Why?
3. What other books have you read that were about animals? How were they alike or
different than this story?
pick.) Once you have your connection in mind, I would like you to record it on your
connections sheet like we did earlier. What did the text say, and what did it make you think
about?
1) What is something that you thought about while reading the story?
2) Have you seen a movie or read a book that was also about friendship? What was it?
connections.
Now we are going to explore the text like detectives! Look for clues to help answer the
questions! The teacher will ask the following questions, allowing time for discussion of each:
1) Look at the last paragraph on the first page. (The teacher will point to the spot and
allow time for students to find the place.) What are some clues in this paragraph that
suggest a giraffe might not make a good pet inside a house? Think about your own
pets, do any of them have the same qualities as the giraffe in the story?
2) Look at the last paragraph of the story. Read the paragraph and think about what
you know about zoos. Why would a zoo be the best place for the boy to keep the
giraffe as a pet?
3) What was a sentence in the story that helped you make a connection?
connections sheet about Stretch, My Pet Giraffe on a construction piece, and attaching it to the
class connection chain.
connection that you have. The story is called The Blank Book.
Good connections! No matter the story, whether it is about pet giraffes, or about soliders,
or about another story, we have to make connections! Connections help us better
understand the characters, settings, and plot of the story! They also help us understand the
storys surroundings. The giraffe had to be surrounded by the right food, animals, and
environment! This story was a good one to think about, and I would like you to take the
connection you wrote on your sheet about Stretch, My Pet Giraffe, please point to your
connection, good! And I would like you to write that connection down on this strip of
construction paper I am giving you. After you write down your connection, we will attach it
to the class connection chain.
to the chain.
C. Guided Reading Lesson 3: Making ConnectionsThe Blank Book
The teacher will welcome the students and introduce the text Stretch, My Pet Giraffe. We are
going to read The Blank Book and make connections to the story! When we wrote ideas
that the words gave us on the board, we were making connections and we will do this while
reading this story! This story is about a boy whose dad is in the army. While the dad is
away from home, they write letters back and forth to each other about whats happening in
their lives.
When I first realized what the story was about, I thought about one of my good friends,
John. (the teacher will refer to the connections prompt) The text said that the dad was in the
army, and this made me think about my friend John who is in the army. He is in Italy right
now! I still talk to him sometimes, but to talk to him you have to send letters. This is what
they did in the story too! Thinking about my friend John was my connection I had with the
story. The teacher will engage the students by asking them about the pets that they have. Each
student will share a connection they have with the teachers memory. Have you ever read
anything else about army? Or have you watched a show about army or soliders?
While you were talking about the things you know about the army, you were making a
connection to the one I had! While you are reading, you need to make connections to what
the author says, just like you do with what I said! When making a connection, think about
what the text says, and then what the text makes you think about. (the teacher will refer to
the connections anchor chart) Any ideas or memories you think about while reading are
connections that you have with the story!
Before the students begin reading, the teacher will give short, explicit instruction over the words
stationed and base that correlate to the understanding of life in the army. Before we read,
there are two words that I would like to pay attention to. The first word is stationed. In
the army, stationed means the place that the solider lives. My friend John is stationed in
Italy. Some other soldiers are stationed in North Carolina, Hawaii, and Israel. The second
word that I would like you to pay attention to is base. Base in the army is like the house
or place they sleep and eat at while they are stationed somewhere else. For example, if I
were in the army right now, I would be stationed in Kokomo, but my base would be my
house where I live and eat at.
After introducing the text, vocabulary, and modeling the strategy, the teacher will state the
purpose of the lesson:
The teacher will instruct the students to read independently until the end of the first page. After
the first page, the teacher will stop to discuss questions, and then move forward independently
reading the remaining text.
yourselves until you get to the end of the first page. Point to the end of the first page for me.
Good! That is where you will stop reading. If you finish before others, just sit quietly and
then we will talk about what we have read so far.
Prompt: I would like you to read to yourselves until you get to the end of the first page.
While you are reading, think about connections that you have with the story. Think about
what kinds of letters you have written, and how they are like the ones Elias writes.
Question(s): Have you ever written a letter to someone like Elias does to his dad? What was
the letter about? Elias misses his dad, have you ever missed someone too?
Prompt: Okay, now I would like you to read the rest of the story. As you are reading, think
about what you would write to Elias dad about school.
Question(s): If you wrote a letter about school, would it be the same or different from what
Elias wrote about? The dad gave Elias another book as a gift, when was a time that you
received a gift from someone you loved? These are connections!
1. Even though Elias and his dad were from the same family, they were living in
different surroundings. Have you ever been on a vacation or someone elses house?
How were your surroundings different?
2. In this story, the dad and Elias give each other gifts with letters. What is one gift
that you have given to someone else before?
3. How is your life the same as or different from Elias dads life that he described in his
letters?
pick.) Once you have your connection in mind, I would like you to record it on your
connections sheet like we did earlier. What did the text say, and what did it make you think
about?
1. What is something that you thought about while reading the story?
2. Have you seen a movie or read a book that was also about friendship? What was it?
connections.
Now we are going to explore the text like detectives! Look for clues to help answer the
questions! The teacher will ask the following questions, allowing time for discussion of each:
1) Look at the last paragraph on the first page. Have you ever been to the market?
What are some things the paragraph described that you have tried before?
2) Look at the first paragraph on the second page. What are some words that Elias
used to describe school? How would you describe school?
connections sheet about The Blank Book on a construction piece, and attaching it to the class
connection chain.
connection that you have. The story is called Unlikely Friends.
Good connections! No matter the story, whether it is about soldiers, about friendship and
neighbors, or about another story, we have to make connections! Connections help us
better understand the characters, settings, and plot of the story! They also help us
understand the storys surroundings. Elias and his dad were surrounded by different
things, but they were still from the same family! This story was a good one to think about,
and I would like you to take the connection you wrote on your sheet about The Blank Book,
please point to your connection, good! And I would like you to write that connection down
on this strip of construction paper I am giving you. After you write down your connection,
we will attach it to the class connection chain.
to the chain.
VI.
Check for understanding
To check for understanding throughout the lesson, the teacher will ask comprehension questions
and analyze student answers. She will observe the students interactions with each other during
the guided reading lessons, as well as their thought processes during activities provided at the
workstations. During direct instruction, the teacher will ask the students to make their own
connections given a prompted text to determine their understanding of what a connection is. In
addition to asking the students to repeat the concept of making connections, the teacher will
observe student behavior when they are individually reading and comprehending the provided
text during the guided reading lessons. If students appear to be struggling, the teacher will assist
them during individual reading time. The teacher will use the recording sheets and discussion
answers of each student to determine each students ability level regarding the concept of making
connections and applying text to real-life situations.
Based on checklist data and observation: If 80% of the students show mastery of content, move
forward in the lesson and unit. Address the 20% in a small group setting for reinforcement and
re-teaching, scheduled for a meeting time sometime throughout that week. If less than 80% show
mastery, then the teacher will re-teach the lesson to the whole class, using different instructional
strategies.
VII.
Review learning outcomes / Closure
For closure, the teacher will regather students at their individual desks. She will review the class
connections chain with the students. Here is our class connections chain! Look at how long it is!
We can make a lot of connections! I think we should hang this up so that every time we see it we
can think about all the connections we made while reading today, and then make new
connections to our stories! She will then ask the following questions:
1. How do you make connections?
2. What was one connection that you had while reading today?
3. Do surroundings matter when making connections? How? Why?
4. Why is it important to make connections while reading?
After class discussion, the teacher will tell the students they did a great job, and move forward
with the next lesson.
PLAN FOR ASSESSMENT
Formative:
For formative assessment, the teacher will collect informal observations of students, leveled
questioning techniques, and completed student connection recording sheets and construction
chains from the class connections chain. She will also use the closed word sorts form the Word
Work station and Spelling City data from the Shared Reading station to determine competence of
material.
Summative:
A unit portfolio will be used as summative assessment. Any tangible work completed will be
collected in the detective file portfolio for the teacher to review and assess.
Extension:
For an extension activity, the teacher will hang up the class connections chain for students to
refer to while reading or writing. As students move forward with independent or guided reading,
the teacher may supply construction strip chains for the students to write down new connections
and attach it to the class connections.
REFLECTION AND POST-LESSON ANALYSIS
1.
How many students achieved the lesson objective(s)? For those who did not, why
not?
Through analysis of discussion, all students appeared to achieve the objective. On the
recording sheets, some students struggled to write down their thoughts, but when verbally
prompted, were able to demonstrate understanding. For those who did not seem to achieve the
objective on the recording sheets, they were able to demonstrate understanding through
collaborative discussion and conversations within the small guided reading groups and wholeclass setting.
2.
What were my strengths and weaknesses?
My strengths included the integration of concrete activities within reading and making
connections. I was able to group students according to their strengths and interests, and the
students responded and work well within these groups. My strengths also included stations.
Station transition went really smooth compared to my previous science lesson, so I was glad to
see some improvement there. Some weaknesses included the lack of specific directions on the
recording sheet. On the recording sheet, I included a cloze sentence to prompt my lower students,
but the higher students thought too deep into this cloze sentence and became confused by their
expectations.
3.
How should I alter this lesson?
To alter this lesson, I would be more specific with the recording sheets. I would also
integrate one more station with more hands-on activities to motivate kinesthetic learners. For
exploring and applying in the guided reading lessons, I would use the students connections
sheets to guide discussion and exploration.
4.
How would I pace it differently?
To pace it differently, I would allot a 90 minute lesson time instead of 60 minutes, and
include one more station. In this way, I can have smaller guided reading groups that are more
tailored to their learning needs and styles, and also spend more time in the guided reading
lessons. Fifteen minutes was cutting it close for guided reading lessons. I would prefer them to
last 20 minutes.
5.
Were all students actively participating? If not, why not?
Yes! All the students were actively participating. The only time they were not was at the
Shared Reading station. When they had finished reading and were supposed to be practicing
spelling words, some students misused their IPads. I would have to monitor this station better
and integrate white boards and magnetic letters for spelling practice rather than Spelling City.
6.
What adjustments did I make to reach varied learning styles and ability levels?
a.
Blooms Taxonomy
For Blooms Taxonomy, I leveled my comprehension questions within the wholegroup setting and guided reading lessons. I encouraged students to think beyond
recognition and instead apply the information to their own lives.
b.
Gardners Multiple Intelligences
For multiple intelligences, I incorporated interpersonal and intrapersonal activities.

For auditory learners, they were able to listen to others and participate in
discussion. For visual learners, they were able to relate to the graphic organizer
presented on the board during the anticipatory set and the mini-lesson. For
kinesthetic learners, they were able to construct a connections chain.
7.
Were students receptive to the class connection chain? Did it help students
understanding of the continuous elements of connections?
The students were extremely receptive to the class connections chain! They enjoyed
reading everyones connections on the chain, as well as point out their own. It was a great
community building experience, and provided a tangible output to refer to while reading at other
times. Each time the students are able to look at the connections chain hanging up, they are
reminded to make personal connections with the text they are currently reading.
8.
Were the texts to easy/hard for the differentiated groups? Are there any students that
should be moved to a different guided reading group next time?
The texts were appropriate for each group. For the lower group, I did have to do echoreading and chorus reading rather than independent reading. I also had to scaffold some
vocabulary for all groups. Once students were familiar with the main idea of the story, and
provided with the necessary vocabulary instruction, they were able to read and make connections
with the story well.
I would move Jack and Aiden to the middle group next time. This would call for a smaller
third group, but it would provide the best instruction for each student.
CONNECTIONS SHEET
Name: __________________________________________
Connections
The text says ______________________ which makes me think ___________________.
10
DIRECTIONS: WORD WORK

YOU MAY:
1)Get a paper from the folder. With a partner, write a

story that goes along with the first sentence. Each
person writes one sentence, and then you take turns.
Connect your sentences together to make a story!
2)Play matching game with homophones (hey, hay)
3)Complete a word search
4)Sort fact and opinions
DIRECTIONS: SHARED READING

1)With your partner, read the story from this week to
each other.
2)
When you are finished, practice spelling words or

math vocabulary on your IPads.

Literature Lesson

Enviado por

Dados do documento

Descrição original:

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Literature Lesson

Enviado por

Direitos autorais:

Formatos disponíveis

Name: Brittney Tuttle

Lesson Title: Surroundings Matter! (Guided Reading)

contrast the friendship in the story with established friendships in their

Sheets with writing prompt

Time: Total: approximately 60 minutes

Materials: (listed above)

Adaptation to Diverse Students

which makes me think

Lesson Presentation (Input/Output)

What neighborly things can be do to help the surroundings of the

Check for understanding

Review learning outcomes / Closure

What were my strengths and weaknesses?

How should I alter this lesson?

How would I pace it differently?

Were all students actively participating? If not, why not?

Gardners Multiple Intelligences

For multiple intelligences, I incorporated interpersonal and intrapersonal activities.

DIRECTIONS: WORD WORK

1)Get a paper from the folder. With a partner, write a

DIRECTIONS: SHARED READING

When you are finished, practice spelling words or

Você também pode gostar