Primary Guided Reading Lesson Plan s19

Primary Guided Reading Lesson Plan Title: The New Genre: Text Structure: Level: E Baby by Beverley Realistic Narrative Informational Randell 1-4189- Fiction 0059-1 Literacy Core Objective: Enduring Understanding: Purpose for reading Standard 4 Objectve 2 Use A new baby is a wonderful change in our family. knowledge of root words and suffixes to decode words ing

Content Core Objective: “I Can Statements” - Essential Questions: Standard 2 Objective 1 Explain I can help my mom and dad take care of my little brothers and how families change over time sisters.

I can love my family members ELL Strategies: Show pictures of various family members— mom dad, grandma , grandpa baby

Before Reading Vocabulary: High Frequency— Phonics/Mechanics: ing suffix -- cooking after, came , coming

Comprehension Strategy: Making text to text connections Activate/Build Background Knowledge: Do ELL strategy. How do our family members help us? Today we’re going to read a story where Tom’s grandpa helps him while his mom has a new baby. He can’t wait to find out if it is a boy or a girl. Do a picture walk. Let’s read to find out how Tom helps his mom and new baby and how Tom’s grandpa helps him. 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 records.

Attend to Comprehension Within, Beyond, & About the text: After Reading Within the Text—Talk about what happened first in the story? Then what happened? What happened at the end? What was the mystery in the story? Beyond the Text—How do you think Tom feels about the new baby? Why do you say that? How can Tom help his mom with the new baby? Have you ever been in the same situation as Tom? What did you do to help?

Phonics—Write ing on chart paper. Remind children that this is the ing chunk. On chart paper write these incomplete sentences; Grandpa is cook____ . Grandpa is stay____. Tom is com______. Write ing on a sticky note. Place the sticky note at the end of each incomplete word and read aloud the sentence with the children. Now invite children to repeat the activity and read aloud each sentence.

High Frequency—See attached sheet

Comprehension—Good readers do something that helps them understand the story they read better. It is called making connections. You can remember we did this yesterday when we did our shared reading. When we make connections, we think about experiences we have had and see how our own experiences are the same as the characters in the book. In this book did anyone make any connections? Has anyone’s mom ever had a new baby? How did you feel? How do you think Tom felt? How did you help your mom and family? How did Tom help his mom?

Attend to Comprehension Within, Beyond, & About the text: Content Core Integration:(Science, Soc. St., Math, etc.)Social Studies Assessment: Take anecdotal Activities: Make card announcing Baby Emma birth— notes on Beyond the Text Dear Grandma and Grandpa, questions—How did Tom help Baby Emma is getting big. his mom? How can you help She______your mom? This photo is for you Love, Phonics—Make nonsense words Tom up with above phonograms. Can students decode them? (Draw picture of Tom and baby) Can modify –If they have a baby they can substitute their own Comprehension—Could students names for the baby etc make any connections? Note -- questions to Beyond the Text questions. Note on running record

High Frequency—Can students recognize words in context? Can students recognize words in isolation? Record on running record. Continue to practice with word wall daily *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.