Guided Reading Lesson Plan

Text Title: Communities of Life: Deserts by Jane Hurwitz 

Level: 9-12 years, HUR 551.4 

Fiction/NF: Non Fiction 

Book Introduction (Before Reading): 

• Students will be grouped based upon their reading level. 
• They will be called by color (ex. "I need the Purple Group to come to the group reading table." 
• Introduction of the book will begin by handing the books out and discussing what the cover shows us. 
• Ask the students specific questions to encourage their understanding of the book (ex. "What is the title?" "What are the three pictures in the boxes at the bottom of?"

Phonics Focus: (CC): CCSS.ELA-LITERACY.RF.2.3.F

Recognize and read grade-appropriate irregularly spelled words.

            Word Work Activity (Hyperlink): Baseball Spelling Game
                                                    Use this to create your own game. Use the following          irregularly spelled words. 

Vocabulary Focus:

• adapt- to learn to successfully live in an environment
• community- organisms that live together in a particular location
• native- originally living in an area
• organism- living thing
• plain- flat, treeless land 

Word Work Activity: Desert Vocabulary

                                   Vocabulary Matching Game

• I will give the students in the group each a sheet with the vocabulary words from the book. They will use the Glossary text feature to write the definitions of each word. 

Before Reading

• Start with whole-group discussion at the carpet. 
• Assess students' prior knowledge of deserts (if any).
• What do you know about deserts? 
• Has anyone ever seen a camel (and other desert animals) in real life? 
• Build knowledge by showing Desert Video 
• The Guided Reading with small groups will begin. 

During Reading 

            We will take a picture walk, discussing the different text features throughout the book. The students will each read a page of the book. 
            

            Comprehension non-fiction: After each section is read, I will ask specific questions to help enhance the students' understanding 

•  "What is one thing we learned about.....?"

Fluency and phrasing: By having the students read aloud, this will assess the students' fluency. 

Word decoding:

• When the students read one of the vocabulary words, we will stop and point it out. 
• Ask the students if they found any irregularly spelled words after certain pages. (I will guide this.)

After Reading
Whole group: develop a graphic organizer about deserts. Students can use this and their vocabulary as aids for their writing activity. 

            Writing Activity: The students will Think-Pair-Share about specific questions on the board (ex. What did you learn about biomes and ecosystems? Where on Earth are deserts?) After, the students will write a paragraph about something they discussed with their partner.
               Students will be expected to (after they finish their writing) go back and find irregularly spelled words, using a green highlighter. This is developed for higher-level learners who finish their work early. 

Supplies:

• Informational book, Communities of Life: Deserts by Jane Hurwitz 
• Copy for each student 
• Matching cards 
• "Yes" and "No" cards 
• Vocabulary word list
• Graphic organizer- New Words  
• Writing paper 
• Smart Board 
• Green highlighter 
• One for each student

UDL Lesson Plan Framework

Title: Charlotte's Web
Author: E.B. White
Subject: Writing
Grade Level: 4th

State Standard(s):CCSS.ELA-LITERACY.W.4.1.B Provide reasons that are supported by facts and details.

                             CCSS.ELA-LITERACY.RF.4.4.A Read grade-level text with purpose and understanding.

Lesson Goals: The student will develop detail-finding skills in a written summary of the book Charlotte’s Web with 80 percent accuracy on a rubric.

 

Anticipatory Set   

          Begin with small group discussion: This will be done at the Mini Lesson Zone. 

          "Blue group come to the guided reading carpet." 

                At the carpet, I will show the students Charlotte's Web. Introduce the title, author, description on the back. 

We will discuss what we know about the book. Ask if any of the students have ever heard of this book and what they know about it. We will discuss the characters seen on the cover of the book, as well. 

                Teacher says...  "What characters do we see on the cover of the book?" 

                                         "What do we think will happen in the beginning of this book?" 

                      * Give students a 5 second response time; then call on a student using the popsicle sticks.  

        KWL Chart: 

            Teacher... Put the KWL chart on the Smart Board. 

                            Ask the students what they know already about this book. What they know about pigs? What they know about spiders? 

                           One student at a time will come to the Smart Board and write their thoughts. We will then fill in the "W" for what the students want to learn or know (same process).  

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.1 Offer ways of customizing the display of information. Discussion of details and the background of Charlotte's Web.	4.1 Vary the methods for response and navigation. Whole class discussion of details. We will make a KWL chart for the already known details in Charlotte's Web. The "K" and "W" of this chart will be filled in.	7.2 Optimize relevance, value, and authenticity. This will help students gather their thoughts and organize them before their writing.

 

Introduce and Model New Knowledge   

            Teacher Model: 

            Show a clip from the book using the Smart Board. 

         

Video Clip 

            

           Teacher: Reads Chapter One of Charlotte's Web.  

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.2 Offer alternatives for auditory information. Parts of the book will be read. Background knowledge will be built upon.	4.2 Optimize access to tools and assistive technologies. I will show video clips of Charlotte's Web. I will read chapter one of the book. Talk! song Wilbur Meets Charlotte	7.2 Optimize relevance, value, and authenticity. This is beginning the lesson and helps students by getting visual aids and auditory aids as helpers.

 

Guided Practice   

       *Bring students to the Guided Reading table for further instruction.*     

       Student Guided Practice: 

            Have the students begin reading Chapter 2. We will Round Robin read. 

            Each student reads one page at a time. 

             Teacher says... "We will now Round Robin read Chapter 2. Student 1 will begin, then we will move clock-wise." "We will each read one page then move to the next person."    "We will read until every person has read one page."     

     During the reading, teacher.... Takes anecdotal notes for each student. Using sticky notes. Place sticky notes in each students' designated folder after the read. 

                    Take notes of the following: student's reading speed/struggles and what words the teacher tells the student. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
2.3 Support decoding of text. Chapters 2 will be read from Charlotte's Web.	5.3 Build fluencies with graduated levels of support for practice and performance. Round Robin from the guided reading group.	8.3 Foster collaboration and community. This develops a great understanding of the book without being independent. This makes it easier for students to gain more understanding of the book.

 Independent Practice   

          Have students read independently at the carpet (Mini Lesson Zone).  

          Teacher says, "Now choose a spot on the carpet to read the rest of the chapter." 

          During the independent read... monitor students and continue to take anecdotal notes. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.3 Offer alternatives for visual information. The rest of Chapter 2 will be read.	4.1 Vary the methods for response and navigation. Students will independently read the rest of the book.	7.1 Optimize individual choice and autonomy. 7.3 Minimize threats and distractions. Develops a greater strength for reading. Students can gain independent knowledge of the book.

   

Wrap-up  

        Bring all guided reading students back to the mini lesson zone. 

        Show the students two clips from Charlotte's Web. 

                        Wilbur          Charlotte and Wilbur

    

        Teacher... Pull up the KWL chart on the Smart Board. 

                        Using popsicle sticks, call students to fill in the "Learned" section of the chart. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.2 Highlight patterns, critical features, big ideas, and relationships. More clips of the book will be watched.  The "L" of the KWL chart will be filled in.	6.3 Facilitate managing information and resources. Clips from the end of Charlotte's Web will be shown. Wilbur Charlotte and Wilbur "L" will be filled in.	8.3 Foster collaboration and community. To help students have a greater depth of knowledge over the story.

 Assessment Formative (Informal - written)

       Teacher says... "You will now write a summary of what you read today." "Include 4-5 details from the text in your writing."

             Give the students each a copy of the rubric below. 

       Students will now return to their desks to write their summary.

  

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.3 Guide information and processing, visualization, and manipulation. The students will write a summary of the book using 4 to 5 details from the text. A thesis statement and conclusion will be included.  Rubric will be used to assess.	6.2 Support planning and strategy development. We will discuss the topic of our story and discuss some details in the story. The students will write their summary of Charlotte's Web. There will be a rubric of expectations provided.	9.3 Develop self-assessment and reflection. This is a great way to develop students' writing and help them form a greater understanding of how to write summaries with details.

 

Materials

KWL chart 

Charlotte's Web (one for each student)

Computer

YouTube clips 

Pencils for each student 
Assessment: Rubric for each student