Primary Guided Reading Lesson Plan

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					                     Primary Guided Reading Lesson Plan
Title: Come to My Party by         Genre:       Text Structure:                      Level: D
Stewart Gardiner National          Realistic      Narrative       Informational
Geographic 0-7922-8660-X           Fiction
Literacy Core Objective: Standard 7Objective    Enduring Understanding: Purpose for reading
2 Compile information from a text               .We can communicate in various ways.

Content Core Objective: Standard 2              “I Can Statements” - Essential Questions:
Objective 2 Use of technology at home
                                                  I can communicate by e-mail.

ELL Strategies: Show pictures of various        I can communicate by phone.
forms of communication computer/e-
mail/cell phone, card                           I can communicate by talking

                                                I can communicate by writing.

                                        Before Reading
Vocabulary: High Frequency—want, to , my Phonics/Mechanics: Blending sounds together
Content Vocabulary—invite, e-mail, cell       when you come to an unknown word—send, give,
phone, card, party                            ask

Activate/Build Background Knowledge:
Show cover of book. What is this boy doing? Comprehension Strategy: Read to be able to list
What do you think he is saying? When you           some different ways that the boy can invite his
have a birthday party how do you invite            relatives to his birthday party
friends or family to your house? Let’s do a
picture walk and discover some of the ways
the boy gets his message to his family
                                           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—What are some ways the boy invited his relatives to his birthday party?
                Who were some of his relatives that he invited?

Beyond the Text—How do you think the boy feels about his party?
                How do you think his relatives feel about his party?
                What are some way you have invited friends or family to a party?
                Are there any other ways the boy could use to invite his family to the party?
                Which way do you think is best? Why?

High Frequency—See attached sheet

Comprehension—When we read a book we should try and remember what we are reading. In this
book we remembered the different ways the boy invited his relatives to the party. If we can’t
remember what we read we should try rereading the book again.

Phonics—One of the strategies we can use when we come to a word we do not know is blending the
sounds together. We look at each letter and think in our minds “What sound does this letter make?’
We do this with each letter and then we blend the sounds together to make a word Practice with
send and ask. Make up additional cvc words to practice blending.

During Reading Practice Good Reading Strategies
Look at the picture—Cross check with the letters
Make your finger match the words
Blend the sounds together
Try both vowel sound (long and short) Use sense of sentence to figure out which one to use)
Skip to the end and come back to the unknown word. Use the sense of the sentence to help you
figure out the word.

Attend to Comprehension Within, Beyond, & About the text:
Content Core Integration:(Science, Soc. St., Math, etc.) Social Studies
Assessment: Take anecdotal notes about             Activities:
answer to Within the Text questions—Were
students able to recall information from text      Role Play sending and receiving messages
and pictures about the different means the boy
used to invite his family to the party?            Make a card for someone inviting them to a party

High Frequency—Can students recall words
practiced in connected text? Can they recall
them from sight?

Phonics—Can students sound blend using the
short “a” sound. Take anecdotal notes
They will probably fall into four categories—
those who do not know the sounds at all—
those who can make the sounds but can’t tell
the word—those that can sound blend and say
the word and those that can read the word

Comprehension—Record number of
questions correct Within the Text Questions
Record on Running Record.
       *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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