Primary Guided Reading Lesson Plan by D47QvO


									                        Primary Guided Reading Lesson Plan
Title: The New         Genre:          Text Structure:                            Level: E
Baby by Beverley       Realistic         Narrative       Informational
Randell 1-4189-        Fiction
Literacy Core Objective:               Enduring Understanding: Purpose for reading
Standard 4 Objectve 2 Use              A new baby is a wonderful change in our family.
knowledge of root words and
suffixes to decode words ing

Content Core Objective:        “I Can Statements” - Essential Questions:
Standard 2 Objective 1 Explain I can help my mom and dad take care of my little brothers and
how families change over time  sisters.

                                       I can love my family members
ELL Strategies: Show pictures
of various family members—
mom dad, grandma , grandpa

                                            Before Reading
Vocabulary: High Frequency—            Phonics/Mechanics: ing suffix -- cooking
after, came , coming

                                       Comprehension Strategy: Making text to text connections
Activate/Build Background
Knowledge: Do ELL strategy.
How do our family members
help us? Today we’re going to
read a story where Tom’s
grandpa helps him while his
mom has a new baby. He can’t
wait to find out if it is a boy or a
girl. Do a picture walk. Let’s
read to find out how Tom helps
his mom and new baby and how
Tom’s grandpa helps him.
                                           During Reading
Using appropriate Guided reading strategies, students will be reading at their own pace and teachers
will be listening to students read, monitoring, giving feedback, taking anecdotal notes and running

Attend to Comprehension Within, Beyond, & About the text:
                                       After Reading
Within the Text—Talk about what happened first in the story? Then what happened?
                What happened at the end?
                 What was the mystery in the story?
Beyond the Text—How do you think Tom feels about the new baby? Why do you say that?
                      How can Tom help his mom with the new baby?
                      Have you ever been in the same situation as Tom?
                      What did you do to help?

Phonics—Write ing on chart paper. Remind children that this is the ing chunk. On chart paper
write these incomplete sentences; Grandpa is cook____ . Grandpa is stay____. Tom is
com______. Write ing on a sticky note. Place the sticky note at the end of each incomplete word
and read aloud the sentence with the children. Now invite children to repeat the activity and read
aloud each sentence.

High Frequency—See attached sheet

Comprehension—Good readers do something that helps them understand the story they read better.
It is called making connections. You can remember we did this yesterday when we did our shared
reading. When we make connections, we think about experiences we have had and see how our
own experiences are the same as the characters in the book. In this book did anyone make any
connections? Has anyone’s mom ever had a new baby? How did you feel? How do you think Tom
felt? How did you help your mom and family? How did Tom help his mom?

Attend to Comprehension Within, Beyond, & About the text:
Content Core Integration:(Science, Soc. St., Math, etc.)Social Studies
Assessment: Take anecdotal         Activities: Make card announcing Baby Emma birth—
notes on Beyond the Text           Dear Grandma and Grandpa,
questions—How did Tom help         Baby Emma is getting big.
his mom? How can you help          She_________________________________________________
your mom?                          This photo is for you
Phonics—Make nonsense words Tom
up with above phonograms.
Can students decode them?          (Draw picture of Tom and baby)
                                   Can modify –If they have a baby they can substitute their own
Comprehension—Could students names for the baby etc
make any connections? Note         --
questions to Beyond the Text
questions. Note on running

High Frequency—Can students
recognize words in context?
Can students recognize words in
isolation? Record on running
record. Continue to practice
with word wall daily
        *Not all activities will be done in each lesson. Some lessons may take multiple days to complete.
        However, all students should be reading each time you meet.

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