Guided Reading Lesson Plan
Text Title: A Bee's Life by Donna Rice
Level: 260L
Nonfiction
Book Introduction (Before Reading)
- I will start the lesson by calling my blue
dolphins (one of my leveled reading groups) to grab their book box which will
contain all the materials they need for the day and move to the reading table
for instruction.
- I will then introduce the book A Bee's Life to
the students. "Today students, we are going to read a book called A
Bee's Life."
- Hand each student a copy of the book.
- Take a picture walk with the students of each page.
- On each page have a student describe what they are seeing on the page.
- "Can someone tell me what they are seeing on this page?"
- Once the picture walk is finished ask students "What do you think this book will be about?"
- Hand each student a copy of the book.
- Take a picture walk with the students of each page.
- On each page have a student describe what they are seeing on the page.
- "Can someone tell me what they are seeing on this page?"
- Once the picture walk is finished ask students "What do you think this book will be about?"
Phonics: Inflectional Endings
- I will begin by introducing what phonics we will be working
on for the day which is inflectional endings 's' and 'es'.
I will review the term with the students: "Today we are
going to be looking at inflectional endings. Can anyone raise their hand and
tell me what an inflectional ending is?"
- I will then call on a student and listen to their
response.
- "Good, an inflectional ending is when letters are
added to a word to change its meaning. We are going to practice some
inflectional endings."
- I will then write the word "bee" with a black
erase marker on an individual whiteboard.
- I will ask the students if someone can raise their hand to
tell me what the word is.
- When a student answers the question I will add the letter
's' with a green erase marker to the end making the word 'bees'.
- I will then ask if someone can tell me what I have added
to the word.
- I will then ask what the difference is between the word
'bee' and 'bees'.
- I will ask a different student how adding the letter 's'
changes the word.
- "That's right! adding the letter 's' makes the word
plural or more than one."
- I will then underline the word 'bird' and review what a
base word means.
- I will call on a student to explain what makes 'bee' a
base word.
- "Good, the word 'bee' is a base word because it is
the part of the word that stays the same".
- I will then write the word 'buzz' on the whiteboard and
ask a student what the word spells.
- I will then add 'es' to the end and ask what letters were
added and what the new word spells.
- I will then pass out individual whiteboards to each
student.
- We will then practice adding 's' and 'es' letters to
words.
- I will write the base word and show the students.
- They will then write the word on their board.
- I will then ask the students to add the correct
inflectional ending.
- I will then ask the students to underline the base word
and circle the ending.
- I will review the students responses and make notes of any
errors in my record notebook.
Phonics Focus: (CC):
CCSS.ELA-LITERACY.RF.1.3.F
Read words with inflectional endings.
Activity: individual whiteboard
practice
Vocabulary Focus:
hive (pg.2)
larva (pg.7)
pupa (pg.8)
nectar (pg.11)
cycle (pg.18)
- We will go through the vocabulary words one by one.
- I will write the vocabulary word on an anchor chart.
- Instruct each student to take their stop/go sign from their book box.
- I will say and write the word.
-Ask the students to hold the green side of their sign up if they know the word and can explain it.
-If any students do not know the word, then they will hold up the red side of their cards.
-A student who has held up a green card will explain the term in their own words.
-I will then provide a definition myself to explain the term.
-If none of the students know the term, then we will turn to the page and I will instruct the students to use context clues to determine a definition and we will review the term.
- I will write the vocabulary word on an anchor chart.
- Instruct each student to take their stop/go sign from their book box.
- I will say and write the word.
-Ask the students to hold the green side of their sign up if they know the word and can explain it.
-If any students do not know the word, then they will hold up the red side of their cards.
-A student who has held up a green card will explain the term in their own words.
-I will then provide a definition myself to explain the term.
-If none of the students know the term, then we will turn to the page and I will instruct the students to use context clues to determine a definition and we will review the term.
Activity: stop/go activity
During Reading
- Ask students to open to the first page of the book.
-I will remind students to follow along with their finger word for word.
-I will start with the student on my right.
-I will ask the student to read aloud the first two pages.
- Ask the students questions to clarify and check for understanding of the text.
- Ask students to identify vocabulary words in the text by having them raise their hand when a sentence is read with the vocabulary word.
-While the student reads aloud I will ask the other students to whisper read along.
-Each student will have a turn reading until the book is finished.
-I will remind students to follow along with their finger word for word.
-I will start with the student on my right.
-I will ask the student to read aloud the first two pages.
- Ask the students questions to clarify and check for understanding of the text.
- Ask students to identify vocabulary words in the text by having them raise their hand when a sentence is read with the vocabulary word.
-While the student reads aloud I will ask the other students to whisper read along.
-Each student will have a turn reading until the book is finished.
Comprehension non-fiction
To check for reading comprehension, students will take turns
using guided reading spinners and
answer the question that they spin on. I will also ask questions specific to
the text:
- Where do bees lay their eggs?
- Where do bees live?
- Where does a bee store nectar?
- How is honey made?
Fluency and phrasing
- Before reading I will remind students to read with
expression and pause at punctuation.
- I will also remind the student to read at a "just the right" pace.
-Students who need help with pacing I will provide book marks and pointers.
- I will take anecdotal notes on each student as they are reading checking for fluency and phrasing
- I will also remind the student to read at a "just the right" pace.
-Students who need help with pacing I will provide book marks and pointers.
- I will take anecdotal notes on each student as they are reading checking for fluency and phrasing
Word decoding
-When a student comes to a word they do not know or a
new vocabulary word they will hold up their stop sign stick.
-If it is because of pronunciation I will guide them through
the sounds and blending.
- If it is because they do not know the meaning, then I will
ask for some strategies we could use to find out the meaning.
- "What are some ways we could find out the meaning of
this word?"
- "That's right we could use the pictures or the words
on the page to find the meaning."
After Reading
-Students will use their Read and Roll sheets to
answer a writing prompt depending on what number they roll on their foam dice.
- They will respond in their writers journal and share their work with a partner from their group.
- Their partner will sign their name on the bottom of their partners page indicating that they have reviewed their partners work.
- They will respond in their writers journal and share their work with a partner from their group.
- Their partner will sign their name on the bottom of their partners page indicating that they have reviewed their partners work.
Materials
4-5 copies of A Bee's Life book
book boxes for each student
5 individual white boards
dry erase markers
anchor chart
5 stop/go signs
5 Read and Roll sheets
foam dice
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