Guided+Reading

Kelly Nolan Dr. McKool Guided Reading March 3rd, 2011 Title – Guided Reading, Baby Bear goes fishing Grade – Kindergarten Standard – Reading Standards for Literature: Range of Reading and Level of Text Complexity 10. Actively engage in group reading activities with purpose and understanding. Time – 15 to 20 Minutes Objective – Students will be able to recall details about the story // Baby Bear goes fishing // and put them in order the way they happened in the story Materials – Book: // Baby Bear goes fishing // by Beverley Randell, pencils, sentence strips containing 4 events in the story, hand out containing these events, pocket chart Lesson Sequence- -Lesson Introduction: Pre reading: “Boys and girls let’s look at the cover of this book, what is the title? What do you think it is going to be about? Why do you think that?” During reading: Page 3: “Before you read the words look at the picture, what do you see in the picture? “[Ask student to read the page out loud and praise student for using clues from picture and going back and correcting words originally pronounced incorrectly]. Page 5: “Look at the picture; do you think that Baby Bear will go fishing with Father Bear? How do you know that? [Ask student to read out loud and ask student why he/she added extra emphasis to not]. Page 7: [Ask student to read out loud.] How did you know that word was river and not beach or lake? What clues did you use to help you figure it out? Page 9: “Read the words in your head. Who can tell me what is happening on this page? Look at Father Bears face, how do you think he is feeling? Page 11: [Ask student to read out loud.] “Look at the picture, do you think the fish are ever going to come? How do you know that?” Page 13: [Ask student to read out loud]. Did you notice the expression in ____ voice? Why did you read it like that? How do you think baby bear is feeling? What are some clues in the picture or text that made you think that? [Explain exclamation points mean the person talking Is excited.] Page 15: “Look at Mother Bears face; do you think she is surprised that Baby Bear caught all those fish? In the beginning did she want Baby Bear to go fishing? Why not? “     -State Objective and Purpose: “ Now we are going to look at the worksheet I gave you and we are going to try to figure out what order these events happened in the story. It is important to pay attention to the order of the story because if you tell as story out of order it usually does not make much sense. Also, I need to keep these books here but you can take this sheet home and read the sentences to your parents so they know what you are reading.” Teach and Model – “Boys and girls, do you remember on Thursday how we put the events in order for the story about father bear going fishing? We are going to do the same thing for this story.” Guided Practice – “I want you to read them in your head while I call on someone to read each one out loud. Who can tell me which event happened first? What about second? Third? Last?” As students tell me the answers I will move my sentences in the pocket chart so that they are in order. Independent Practice – “There is a bonus question at the bottom, who wants to read it to us? Turn your paper over and just write a one word answer to the question, was Baby Bear to little to fish?” Closure – “Tell me what you learned today boys and girls. Why is that important?” Assessment – I will know students are successful if they are able to recall details about the story and they are able to put the events in order