Guided Reading Plan

Students: Jessenia, Jose, Cesar Week of: 4/20-4/24

Book: Owls in the Garden Level: K to L

Component of GR Questions/Prompts/ Instructor Model

• Have you ever slept outside before?
Activate Schema • When I sleep outside sometimes I get a little scared outside
even though I know it’s a little silly.
• Has anyone else felt that way? Can you tell me about it?
• The title of this book is Owls in the Garden
• What do you see on the cover of this book?
• Do the title and cover give us any clues about this book?
Title and Cover
What clues?
• Can you predict what this book will be about?
• Why do you think that?
• Is this book fiction or non-ficiton?
Genre • Will this book give us information or tell us a story?
• Why do you think that? How can you tell?
Metacognitive • What wonderings or questions do you have before we get
Introduction

Questioning started?
Vocabulary Words (3-4):
Word Page # Definition
6 Beam of light: a ray of light. In the
Beam book, the beam or light of a
flashlight.
8 A noise that comes from something
Rustle shaking or rubbing. The wind in the
trees made a rustling sound with
the leaves.
8 To push out. There are so many
(Lesson 1)

Bulge books in my baggie that the sides

are bulging out.
Unusual Language / 14 To hold something tight or close. I
Vocabulary Clutch clutched my homework to my chest
Visual / Phonics / Sight when I walked through the rain.
Words Phonics / Sight Words:
(all within text)
Phonics: r controlled vowels.

Words: hardly (2), dark (2), door (3), girl (6), burst (12)

• The letter r changes the sounds of vowels. Review ar, or, ir,
ur
• Can we think of words that have these sounds (write on
white board)
• This book has many words that have vowel sounds with the
letter r. I’m going to write them on the board and let’s see if
we can use the sounds to read them.
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Set the Purpose
(if teaching point addresses
a “before reading” or “during
During
reading” strategy)
Teacher model
(Lesson 2)
Teacher Coaches Students
When Appropriate
Discussion
Inference Questions
After
(Lesson 3)
Teaching Point (if teaching
point addresses “after
reading” strategy)
Extension (optional)
Comprehension Skill:
Skill: Strategy:
Good readers… By…
Figure out new words Reading ahead and re-reading
the sentence.
Page Number: 4
• Teacher reads “I’m not even afraid of the dark!” teacher
stops at word afraid, can’t figure it out, finishes sentence
goes back, re-reads.
Kids Whisper/Silently Read
Teacher Takes Notes
Anticipated problems:
Jose- Vocabulary difficulties.
Cesar- Remind to read through entire word, read carefully
Jessenia- check in to make sure she’s reading with punctuation.
• Can you retell the most important parts of this story?
• Do you have any questions or thoughts about this book?
• Why does Martin tell the girls about the Ghost Owl?
• Why do the girls start to giggle at the end of the book?
How do you think they feel? How can you tell?
• Why do you think the author wrote this book?
• What lesson could you learn from this book?
• Good reader’s think outside of their books by comparing
them to other books we’ve read.
• Let’s think about the ways this book is similar and
different to the book we read last week about the fun
house mirrors.
• Who can re-tell House of Mirrors?
• Can we see any ways that these two books are similar?
o Both books are about groups of friends that are
girls. In both books the girls get scared by
something. In both books the girls learn a lesson.
• Can we see any ways that these books are different?
o In this book the girls get scared but nothing really
happens to them. This book could have really
happened. House of mirrors probably couldn’t. In
this book there are three girls, not 2, etc.
• What kinds of lessons do the characters learn in each
book?
• Which group of girls would you like to be friends with?
Why do you think that?