Guided Reading Lesson

UNIT BIG IDEA: One small step can change the world

LESSON RATIONALE: The purpose of this lesson is to focus on informing the students to work together and to show an
act of kindness towards others. Students will complete this through a variety of work stations. With the lesson, students
will complete activities that focus on a specific skill that meets their needs. Stations are modified to help students who
need extra guidance or need extra activities to be engaged within the lesson.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—
a. Students will the importance of being kind to other people.
b. Students will gain mastery in spelling and sight words.
c. Students can finish a story when given a beginning prompt.
d. Students will identify the feeling of characters within a text.
e. Students can find a character speaking within a text.

B. Objective(s)—
a. Working in a group, students will complete the end of a story as a group.
b. By completing the activities, the students will gain mastery in spelling and sight words.
c. After reading a given text, students will analyze the text for a given skill.
C. Standard(s):
a. 1.RF.4.4 Recognize and read common and irregularly spelled high-frequency words by sight (e.g.,
have, said).
b. 1.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately, with expression
that connotes comprehension at the independent level.
c. 1.RL.3.2 Identify who is telling the story at various points in a text.
d. 1.RN.2.1 Ask and answer questions about key details to clarify and confirm understanding of a text.
II. Management Plan-
Time Space Materials Expectations
Anticipatory Set 10 minutes Carpet Each Kindness by Jacqueline Woodson 20 Students will be given 2
rocks, and a bowl of water verbal warnings, before
Lesson Presentation 60 minutes Carpet, kidney table, table 4 desks: playdough, list of spelling words, being asked to move
on tile, back room floor, letters, iPads their name down the
and 4 desks in corner Mrs. Overmyer: The Runaway Pancake and behavior chart. After 2
2 set of story sequence pictures warnings, students will
Mr. Fugate: 4 flyswatters, 4 sets of sight be asked to sit at their
words, 2 sets of sight words for matching desks for the remainder
game of the current activity.
Miss Overmyer: The Box Car Children book
1, We Are in a Book, and Danny and the
Dinosaur, Anchor chart for showing
quotation marks.
Independent desks: markers, colored
paper for cards

Check for 5 minutes Carpet No materials needed

Understanding
Closure 10 minutes Student Desks No materials needed

III. Anticipatory Set— Today I have a story I am going to read to you. As I am reading, think back to a time when you have
felt like one of the characters in the story. Read the story, Each Kindness by Jacqueline Woodson. When the story is
finished, ask the following questions. Turn to a partner and tell them something you liked about the story. Give
students 15 seconds to talk to a partner before calling on someone to answer. Turn to a partner again and tell them
something you did not like about the story. Give students 15 seconds to talk to a partner before calling on someone to
answer. Talking to your partner again, what is the problem in the story? Give students 15 seconds to talk to a partner

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 before calling on someone to answer. What was a consequence that happened because of what the character did? Give
students 15 seconds to talk to their partner before calling on someone to answer. Before, we have talked about how
the author writes a story to tell us something. What do you think the author is telling us? Give students 15 seconds to
talk to a partner before calling on someone to answer. Without telling someone else, something I want you to think
about is what is something you can do to treat someone with kindness. I have a bag of rocks here; one by one I am going
to hand the rocks out to you. Then, when I call on you, I want you to come up to me and my bucket of water. When it is
your turn, you will drop the rock in the water and say something kind you have done for someone before. As you drop the
rock in the water, pay close attention to the ripple that the rock creates. Remember in the story, how one ripple can
create more. As you drop in the rock, I want you to remember that one act of kindness you do, can create a ripple effect
for someone else.
IV. Purpose: Today, we are going to go through stations and while we are at stations, I want you to think back to the story
and how you today can take a step of kindness towards others to make a difference in this classroom.

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners—For student J, Mr. Fugate and Mrs. Overmyer’s stations
have been created to involve movement. To keep the routine as normal as possible for students, everyone is grouped
by reading ability. The guided reading station will be leveled appropriately for each group. When student D returns
from the resource room, he is given extra time to complete activities. For the independent desk station, students will
be able to write or draw a thank you note for someone in the classroom. Drawings will help some students who
struggle with writing to still express their thanks.

VI. Lesson Presentation (Input/Output)— Today for stations, I am making a few changes to them. When you are at the
carpet, instead of using your iPads, you will be doing a fun activity with Mrs. Overmyer. At your desk you will write a
thank you letter to someone in the school, thanking them for the hard work they do to help you every day. When you
get to that station, if you happen to forget what to do, I have an example there or you can ask me because I will be
at the table close by. Finally, when you are at the back 4 desks, you will take a list of spelling words, a container of
playdough, and a bag of letters. You will spell your words on the playdough by stamping the letter into the
playdough. After you have your words, use your class iPad app to take a picture to turn in for me to look at.

a. Station 1: At the carpet rug, students listen to stories on their iPad. Today, they will be working with
Mrs. Overmyer. Mrs. Overmyer will read a short story to the students called The Runaway Pancake, by
Mairi Mackinnon. Students have been practicing story sequence. When the story is over, students will
work with a partner to put the story sequence together. Pictures of the story will be given for students
to put in order on the white board. Mrs. Overmyer will be there to give assistance.
b. Station 2: At 4 desks, students normally have four different activities and they complete one a day.
Today, they will be working independently with spelling words. Every student will have a list of the
spelling words, a tub of playdough, and letters. They will use the letters to make an imprint in the
playdough. After they spell all the words, students will take a picture of their work on their iPad to turn
into their class work. If you finish spelling your words, on your class iPad app, use each spelling word in
a sentence and turn it in for me.
c. Station 3: Mr. Fugate will oversee a station over sight words. Students normally practice spelling or
sight words with him. The first activity, each student will be given a flyswatter. In front of every student
will be a full list of sight words written on individual pieces of paper. Mrs. Overmyer will say a sight
words and the students must look for the word and hit the correct word with their flyswatter. As
another activity, students will play a matching game with the sight words. They will take turns trying to
turn over a sight word and find its match.
d. Station 4: During the anticipatory set, students were read the story, Each Kindness. At students’
independent desks every student will write a note to someone in the school to thank them for all the
work they do for the people around them. At the end of the activity, students will be asked to put their
rock and note at their desk before moving to the next station. This station is when students are on their
iPads completing word games.
e. Station 5: guided reading group, lesson plan for guided reading lessons are attached at the end of the
lesson for 5 separate groups.

VII. Check for understanding— The following are list of questions that will be asked during the guided reading stations:
1. Pair with a partner and take turns looking through the pictures and telling the story based on the pictures you see.
Then, let your partner take a turn to go through the pictures to tell their story based on the pictures.
2. How did the pictures help you tell the story?
3. Find me three different sections where you noticed a character speaking
4. How can you tell that a character is speaking?
5. While you were reading, can someone give me an example of a voice they gave a character?

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 6. Go back into the story and tell me a section where your mind started to wonder to something else
7. As you are retelling me what happens in the story, show me in the book how you know that happened

VIII.Review learning outcomes / Closure—. Students will be asked to come to the carpet after completing all of the
stations. Wow, thank you everyone for how hard you have all been working! I want everyone to turn to the person
next to them and tell them something you learned today. Wait for students to talk for about 30 seconds before
calling on some to answer. Turn to a new person next to you and talk about one of your favorite stations today.
Wait for students to talk for about 30 seconds before calling on some to answer. Thanks, you guys! I have one
more activity that I want us to complete. When I call your name, I want you to quietly go back to your seat and I’ll
tell you what to do next.

PLAN FOR ASSESSMENT

 Mr. Fugate will be given a list of student names. He will take notes on the sight words that individual students
are struggling with. Also, if students can complete using the words in a sentence, that will be looked at to see if
they understand what the sight words mean.
 Mrs. Overmyer will show me the videos the students created so that I can see how they completed the end of
their story.
 Miss Overmyer will be given a list of student names. She will place a mark by the student’s name if they
understood the guided lesson goal that was being taught or not.
 The thank you notes that are written by student’s will be collected and read through to see if they completed the
letter and if it was focused on thanking someone in the school or not.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objectives? For those who did not, why not?
a. During all stations, students were able to meet the lesson objectives. The only station where they
struggled was during the guided reading. Time went too quickly, and I was unable to fully get the
objectives across to the students.
2. What were my strengths and weaknesses?
a. I believe a strength during my lesson was the anticipatory set. Students were all engaged and seemed
to understand the big idea of taking a step and being kind to others. A weakness was conducting the
guided reading stations. This was more difficult than I expected, and I felt like I could have done better.
3. How should I alter this lesson?
a. During the guided reading stations, I would play shorted sections of the story, instead of having
students read the entire story. That would have allowed for more time to get my goal and objective
across to students.
4. How would I pace it differently?
a. I would have liked to have more time at the closure to gather the students again to talk about what they
learned, but by the time stations were complete, it was time for them to get ready for lunch .
5. Were all students actively participating? If not, why not?
a. Students seemed engaged throughout the entire lesson. All students enjoyed being involved in the
variety of stations, and students were able to complete their work with little behavioral issues.
6. What adjustments did I make to reach varied learning styles and ability levels?
a. During the lesson, I created stations to be more hands on, while having one station that is intrapersonal
to allow students to experience the learning, because most students do better when they are involved
in the lesson and learning. I do have a few students who enjoy working independently. That is why I
included the thank you note station, because that is an activity they can complete on their own.
7. Are stations modified to meet the needs of all students?
a. Stations were all modified to meet the needs of all students. One station that I would change would be
in the playdough station, have some students use the spelling words in sentences instead of having
them spell the words.

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