Assignment #4a: Guided Reading Lesson

Submitted By: LaQuisha Johnson

EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2013 Instructor: Karen Powell

Lesson Title: Reading Comprehension: Little Red Riding Hood Submitted By: LaQuisha Johnson Trophies Teacher Edition: Grade 4, Theme 4 Trophies Story: Based off Red Writing Hood CCSS: RL.3.1

A. Summary of the Lesson Plan: This is on reading comprehension. This lesson is day 1 out of 5. Students will refresh their memory on the classic story of Little Red Riding Hood. Students will be able to answer questions based of what they read/hear read in the story. This lesson will take approximately 30-45 minutes. B. Student Population: Grade Level: 3rd Skill Level: all skill levels Groupings: whole group (picture walk, reading, question cards) , individual (ticket out the door question/response) C. Materials: Book: Little Red Riding Hood Question Cards Paper Pencils Ticket out the door D. Objectives: Common Core State Standard RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Learning Targets Knowledge Targets:

Students must know that details and examples from literary text can be used as textual evidence to support an answer. Students must know that explicit references are based on exactly what is written in literary text. Reasoning Targets:

Students must find evidence within a literary text to support an answer.

Vocabulary referring: to direct for information or help demonstrate: to describe or explain literary text: a variety of imaginative and creative writing

EDRL 442 - Fall 2013

Karen Powell- Instructor

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Lesson Title: Reading Comprehension: Little Red Riding Hood Submitted By: LaQuisha Johnson Trophies Teacher Edition: Grade 4, Theme 4 Trophies Story: Based off Red Writing Hood CCSS: RL.3.1

Student-Friendly Learning Targets Student Knowledge Targets: I know that details and examples from the text can be used as written evidence to support my answers. I know that clear references are based on exactly what is written in the story.

Student Reasoning Targets: I can find evidence within the literary text to support my answer.

Student-Friendly Vocabulary referring: to use as help for answers demonstrate: to describe literary text: all type of creative writing

E. Procedure: 1. The teacher will introduce the book, we will Picture walk the story together by looking at the pictures and asking students to predict what will happen in the book. 2. Explain that sometimes asking questions about what you are reading helps to check for understanding. 3. Have students take out a sheet of paper and a pencilthis is for the questions/answers they come up with while and after the story. encourage students to write at least 4 questions from the story. 4. The teacher will begin reading the story aloud to students. Stop every couple of pages and ask students questions about what happened (teacher should already have read the book, questions should already be written down). Give students think time- have some students share their answers. Type of Questions to be asked: Who did LRRH visit in the story? Why did she visit them? How did the wolf know where LRRHs grandma lived? Why was LRRH not afraid of grandma when she went into the house? What is the moral of the story? If you could ask one question to any character in the book, what would your question be? 5. Continue reading the book and asking students questions until the whole book is read. Review the story, have students give feedback on the story. F. Closure: Ticket out the Door-- Have students look over their questions then exchange them with their peers. Students are to pick two questions from the paper they received and answer them. Have a couple students share their question and answer.
EDRL 442 - Fall 2013 Karen Powell- Instructor page 3

Lesson Title: Reading Comprehension: Little Red Riding Hood Submitted By: LaQuisha Johnson Trophies Teacher Edition: Grade 4, Theme 4 Trophies Story: Based off Red Writing Hood CCSS: RL.3.1

G. Assessment: Assessment Tool Since this is a first day lesson, informal assessment was used. Observing the students by their responses throughout the lesson as well as going through the ticket out the door papers will serve as an assessment. What Is Being Assessed? Students ability to ask and answer questions to prove that they understand the text by referring back to the text is the skill being assessed. H. Reflection& Thoughts: Which part of the lesson do you think will be the easiest to teach? I think that the concept itself will be easy to teach, as well as reading the story and getting responses from the students. Which part of the lesson do you think will be the most challenging to teach? I think the challenging part of the lesson is having a variety of student based questions. What lesson or concept should be taught prior to this lesson? Students should have some prior knowledge of writing questions which reflect the text. How will you follow up or extend this lesson? Students can read independently and up with questions from their story. What will you do for students who dont grasp the concepts? I will offer more strategies and one on one (small group) time with those students who do not grasp the concept. Which part of the lesson, if any, do you think might need to change? At this point and time, I do not think I would change the lesson. However, I am sure that after executing the lesson, I will tweak some things about it. When you were writing this lesson plan, what was the most difficult part? The most difficult part about this lesson was trying to stray away from having students write, some writing was incorporated, but I feel that reading and questioning was still the main focus on the lesson.

EDRL 442 - Fall 2013

Karen Powell- Instructor

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Lesson Title: Reading Comprehension: Little Red Riding Hood Submitted By: LaQuisha Johnson Trophies Teacher Edition: Grade 4, Theme 4 Trophies Story: Based off Red Writing Hood CCSS: RL.3.1

Ticket Out the door

Name: Date: Author of Question: Question: Your Response:

Author of Question: Question: Your Response:

EDRL 442 - Fall 2013

Karen Powell- Instructor

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