Lesson Plan Format

Name: Morgan Lahasky Grade Level: 2nd Date: April 5, 2016 Group Size: Small (5)

Subject/Lesson Topic: Guided Reading Lesson

Objectives: (TLW:)
Students will use pictures and visualizations to comprehend

Standards/GLEs:
Reading Standards for Literature: Key Ideas and Details 1. Ask and answer such
questions as who, what, where, when, why, and how to demonstrate understanding of
key details in a text.
Reading Standards for Foundational Skills: Phonics and Word Recognition 3. Know and
apply grade-level phonics and word analysis skills in decoding words.
Reading Standards for Foundational Skills: Fluency 4. Read with sufficient accuracy and
fluency to support comprehension.

Contextual Factors:
I am at Rollins Place Elementary in Zachary, Louisiana, where the students are of mixed
races and different backgrounds.
There are 25 students in this class, with three that go to a Resource room for
Reading/Writing, as well as 5 students with IEPs. There is also a Special Education
Teacher present in our class during Reading and Writing.
Students usually read for around 30 minutes every day, which is when I decided to pull
the students to the table to work with them.

Teacher Materials/Resources:
6 copies of Blackbeard and the Pirate
5 pieces of white paper
5 pencils
Pen
Chart at bottom
Page to take notes on (optional)

Family/Community Connection or Extension:

Parents should be reading with their students daily to work on both fluency and
comprehension. They can also read this story with their child at home while focusing
solely on comprehension.

Pre-Assessment:
I noticed that a few children were having trouble with comprehension skills so I decided
to pull them and focus on it with them.

Lesson Procedure and Activities:

Introduction:
 o Ask students what they know about pirates and if they have ever heard of
Blackbeard. Ask them to think about what he would look like and if that was his
real name. Read the definition of pirate from the glossary.
o Give students their books and have them discuss what they see on the front and
back covers. Preview the table of contents, and remind the students that it
provides an overview of the book. Ask the students what they expect to read
about in the book
o Explain to students that good readers often visualize, or create pictures in their
mind, while they read. Tell them that they need to be using this reading
strategy, and others, while they read to make sure they are understanding what
they are reading. Tell students to mark any words that they do not understand
or cannot pronounce.

Activities:
o Have the students whisper read the story. Listen in to each student at least once
while they are reading to check fluency.
o After they have all finished reading, discuss any words that students marked.
Model how they can read these words using decoding strategies, context clues,
and pictures.

Closure:
o Have each student explain or show how the strategy of visualizing helped them
to understand and remember what happened in the story.
o Have students sketch a part of the story that they visualized on a blank sheet of
paper, and explain it to the group.
o Remind the students that this strategy can be used while reading other books
before releasing them to go back and silent read at their desk.

Differentiation:
o The students that are pulled are lower students and some have IEPs. With this,
directions have to be repeated often, and students need often need to be
reminded to do their work. They also require more time to read the story than
other students.

Formative Assessment/Evaluation:
o Have a checklist with each students on it, where you can check off if they
understood the concept of visualization through discussion or drawing the
picture.
Peyton
Bailey
Immanuel
Kalynn
Jordyn
 Lesson Plan Format

Name: Morgan Lahasky Grade Level: 2 Date: April 6, 2017 Group Size: Small (5)

Subject/Lesson Topic: Guided Reading Lesson

Objectives (TLW:)
Use the reading strategy of self-monitoring to make sure they understand text

Standards/GLEs:
Reading Standards for Literature: Key Ideas and Details 1. Ask and answer such
questions as who, what, where, when, why, and how to demonstrate understanding of
key details in a text.
Reading Standards for Foundational Skills: Phonics and Word Recognition 3. Know and
apply grade-level phonics and word analysis skills in decoding words.
Reading Standards for Foundational Skills: Fluency 4. Read with sufficient accuracy and
fluency to support comprehension.

Contextual Factors:
I am at Rollins Place Elementary in Zachary, Louisiana, where the students are of mixed
races and different backgrounds.
There are 25 students in this class, with three that go to a Resource room for
Reading/Writing, as well as 5 students with IEPs. There is also a Special Education
Teacher present in our class during Reading and Writing.
Students usually read for around 30 minutes every day, which is when I decided to pull
the students to the table to work with them.
`
Teacher Materials/Resources:
6 copies of The Best Guess by Jeane Baca Schulte

Family/Community Connection or Extension: Parents should be reading with their students

daily to work on both fluency and comprehension. They can also read this story with their child
at home while focusing solely on comprehension.

Pre-Assessment:
After the previous guided reading, I found that the students needed more focus on
comprehension as they went throughout their book and not just solely at the end.

Lesson Procedure and Activities: (the format will depend on the type of lesson such as ELA or
science)

Introduction:
o Talk to students about what they already know about predictions/hypothesis
and bar graphs. Make connections to math lessons and science lessons where
these skills were taught. Discuss with students what bar graphs can be used for.
o After giving the students their book, tell them to look at the front and the back
 and read the title. Together, discuss what they see on the covers. Encourage
students to share what they might think the book will be about and what kind of
book this is.
o Ask questions such as:
What do you see on the cover?
What do the illustrations tell you about the books contents?
What do you think the book will be about?
o Then, invite students to keep looking at the book. Show them the illustrations,
graphs, and bolded vocabulary words. Explain that these words are bolded that
are defined in the glossary. Direct them to the glossary and review the
information that it gives to the readers.
o To introduce the reading strategy, think aloud to explain to the students how
good readers make sure that they are understanding what they are reading by
asking themselves questions as they read. Go over that any time somethings
gets difficult, readers should slow down, look at the illustrations, and continue
on to the end of the sentence. They should then go back and reread the
sentence to ensure they understand what they have read.

Activities:
o Have students read to page 9 while reminding them that saying words aloud will
help them listen to the words and ensure that they make sense.
o Once everyone has finished, self-model by thinking aloud The first time I read
this page, it didnt make sense to me, so I had to read it again. The second time I
read it, I noticed the word chart. I had to look at the illustration and notice that
the book has a chart with columns. By rereading and looking at the illustration, I
realized that Nora was reading the chart with columns of information from the
book. Then I was confident that I had read it correctly.
o Ask students:
How can self-monitoring by rereading and looking at pictures help
readers decode words and make more sense of what youre reading?
How have you monitored your reading so far?
o As they continue to read, direct students to put a question mark in their book
beside any word they dont understand or cannot pronounce. Remind them to
use strategies they have learned to decode the words.

Closure:
o After all students finish the story, ask what words they marked in their books.
Use this time to model how they can read these words using decoding strategies
and context clues.
o Have students share any questions they had while reading the story. Have them
discuss how monitoring helped them to remember what they read.
o Reiterate to students that they should be doing this as they read through all
books before sending them back to their desks to silent read.

Differentiation:
o The students that are pulled are lower students and some have IEPs. With this,
directions have to be repeated often, and students need often need to be
reminded to do their work. They also require more time to read the story than
 other students.

Formative Assessment/Evaluation:
o To decide if objectives were met, I would analyze the discussion that took place
after reading the story. This is to make sure the students comprehended the
story and understood the strategy of self-monitoring.
o Use the followed checklist chart to check off each student if they have met the
objective by the discussion had after the lesson.

Peyton
Bailey
Immanuel
Kalynn
Jordyn
 Reflection

The first guided reading I would say went fairly average. Since this type of lesson

is not typically done in my placement classroom, I had to explain to the group initially

what was going to happen, instead of just diving right into the lesson. During the

introduction, I found that they were more interested in the idea of pirates than what

actually took place in the story. I had to redirect their focus back to the story multiple

times since they often went off on tangents. This is something that I think could have

been avoided if I chose a different story.

While the students were whisper reading, I listened in to each student for a

couple of pages. I should have listened for shorter with each one because I only had a

little bit of time with the last student. I got nervous and kind of just wrapped up the

lesson, whereas I should have just had him reread the story. I think that is something

that just came with it being my first time teaching this kind of lesson and will get better

with more experience.

After the discussion, I felt like most of the students were able to meet the

objective with visualizing what happened; however, a lot of the sketches that they drew

dealt with something that happened at the end of the story, which is why I felt that self-

monitoring and checking comprehension as they read would be a good lesson to follow

this. These students would greatly benefit from comprehension checks as they go

through stories. I also think that the modeling in the second lesson would really help for

them to see how it is supposed to be done, rather than just hearing what to do. I really
wish I was able to teach the second lesson not only so that the students could learn this,

but also so that I can get this experience.