Lesson Plan

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Template for Guided Reading Lesson

Name: _EXAMPLE

Length of Lesson: 10 to 15 minute

Grade: _____1st Grade Guided Reading Group- Level J________

STANDARD ADDRESSED:

Select one TN state ELA Standard:

• 1.FL.PA.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

• 1.FL.F.5 Read with sufficient accuracy and fluency to support compr ehension.

LESSON OBJECTIVE(S)- Observable and Measurable:

• Students can apply _Inference_ (one comprehension strategy) during guided reading.

• Students can apply their understanding of _(AKE) (one word family) during word work section of the lesson.

MONITORING STUDENT LEARNING - FORMATIVE ASSESSMENTS:

• I will document students’ reading processes by observing and taking anecdotal notes as students read.

• I will assess students understanding of the story and comprehension strategy/phonics pattern at the end of the lesson when I ask questions and review.

MATERIALS:

• Dry eras boards & markers

• Pointers

• Key word card

• -ake word list

• Book: Word Family Tales: Jake's Cake Mistake (-ake) by Besty Franco PDF found at https://shop.scholastic.com/teachers-ecommerce/teacher/books/word-family-

tales-jakes-cake-mistake-ake-9780545407557.html This text is a Guided Reading Level J

BACKGROUND and RATIONALE:

• The key concepts/ideas are to read and identify CVCe words with the pattern -ake long

vowel A in text.

• Teachers need to know the vowel patterns of CVC (consonant-vowel-consonant, i.e. cat, dog,

hug) and CVCE (consonant-vowel-consonant-silent e, i.e. love; take; wave).

• Students need to know how to read CVC words and the sounds for short vowels as well as

long vowels.

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• This group of students are reading at the instructional reading level of J- the text was chosen

specifically to support this group.

• Guided Reading demonstrates many of the important tenants of constructivism modeling and

release of responsibility. Teachers group students into guided reading groups by finding their

zone of proximal development which is the instructional reading level and support their

practice throughout the lesson through prompting, questioning, and modeling

PROCEDURES AND TIMELINE:

Procedures: Provide a bulleted sequential description of the procedures and activities for the

lesson. Include approximate times with each bullet. For each activity, include detailed directions

you give and key questions you intend to ask.

Introduction of word family & guided practice: (3 mins)

• Introduce the word family using the key word card CAKE

• I will explain the word family “AKE” , teach its sound as I write examples on the dry-erase board. I will continue to write -ake words on a dry erase board, making a list and asking

students to read them with me. Students will join me by writing the words on their dry-erase

boards and then students will write several on their own.

Introduction of text and comprehension strategy: (2 mins)

• Introduce the comprehension strategy (Inferring) - I will explain that we will be working on the comprehension strategy of “inference”. I will remind them that

an inference is an idea that is created by using your background knowledge (schema) and

evidence from the text or a picture. I will tell students that a schema is what they already

know (their background knowledge). I will tell students that it is important to infer using

pictures & text while reading. I will model this through a “think aloud”.

• Introduce the text — We will look at the cover of the book and I will introduce the

book. I will share why I chose this book with a “think aloud”: “Jake the Snake has baked

quite a cake to share with his friends down at Drake Lake. This book is a funny story about a

snake named Jake that has an adventure with his friends. We’re going to read about the funny

things he does while we practice reading words in the -ake family.

• Picture Walk — During the picture walk I will guide my students through the te xt,

allowing them to discuss what they see in the pictures. I will tell students that it is

important to infer using pictures & text while reading- stopping to model some examples.

Students Reading: (5 mins)

• Students read the text aloud at their own pace, using the pointers or their finger as they

read. During this time I will make observations, provide support, and make notes for

about their reading behaviors.

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After Reading: (1-2 min)

• I will invite students to retell what happened in the story. I will remind students that

whenever they read they need to remember to use the things they know and evidence from

the text or pictures to make inferences. I will revisit page 1 and use the picture of the thought

bubble with cakes in it to ask the students what is happening. What does this mean? How do

you know?

• We will close the lesson by reviewinbg some of the -ake words from the text, reading them

together.

ASSESSMENT EVIDENCE

• I will document students’ reading processes by observing and taking anecdotal notes as students read.

• I will assess students understanding of the story and comprehension strategy/phonics pattern at the end of the lesson when I ask questions and review.

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Key Word Card:

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