Primary Guided Reading Lesson Plan s11

Primary Guided Reading Lesson Plan Title: Sally’s Friends by Beverley Genre: Text Structure: Level: F Randell Rigby 0-4350-6717-6 Realistic Narrative Informational Fiction Literacy Core Objective: Standard 4 Enduring Understanding: Purpose for reading Objective 2 “ay” chunk or phonogram I can decode words with the “ay” phonogram.

Content Core Objective: Standard 2 “I Can Statements” - Essential Questions: Objective 1 initiate and maintain friendships I can decode words with the “ay” chunk or phonogram. ELL Strategies: Talk about a sandbox and making tunnels. Draw attention to pictures in book.

Before Reading Vocabulary: High Frequency— come, down, Phonics/Mechanics: “ay” phonogram—away, play your

Comprehension Strategy: Prior knowledge to make Activate/Build Background Knowledge: connections Have you ever wanted to play with a friend and the friend told you that you couldn’t play? How did that make you feel? In today’s story Sally wants to play with Emma , but Emma says no. She asks another friend to play named Rebecca. Show who characters are on the front of the book pointing out each character--- Sally, Emma and Rebecca. Read to find out what Sally does when Emma asks her to play at the end of the story. 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— What happens at the first of the story? Then what happens? What does Sally and Rebecca do in the sand? How does the story end?

Beyond the Text—How do you think Sally felt when Emma wouldn’t play with her? Has that ever happened to you? Why do you think Emma came and wanted to play with Rebecca and Sally? What do you think Sally felt like saying when Emma wanted to play with her and Rebecca? What lesson do you think Emma learned? What things can we do to make friends with others? What things do we say or do that hurts our friends?

Phonics—“ay” is a phonogram or chunk. It says /ay/ Because it is a chunk or word family it means that we can add one or two letters in front of “ay” and make new words. Let’s look in our book and see what words the author used in this book that have the “ay” chunk—away—Page 3 play—Page 5. What other words can we come up with that have the “ay” chunk”—Let’s write them down---stay, way, day, hay, may, gray. Let’s see if we can spell these pictures. They have the “ay” chunk. See attached sheet—Note you’ll need to cut out the pictures. Have children write the words on a white board.

Comprehension—Whenever we read a story we think if we have had similar experiences. This is called making connections. Making connections are important because we can understand the story better. We think about how we felt or what we did and then we can understand the characters better in the book, because they probably feel similar to what we do. Let’s think about the story we read today—Sally’s Friends. How do you think Sally felt when Emma said,” No, you can’t”? Has that ever happened to you? How did you feel? Did that help you understand how Sally felt? What about at the end of the story? How do you think Sally was feeling when Emma came back to play with her and Rebecca? Has that situation ever happened to you? Do you think you know how Sally was feeling? Making connections is important.

High Frequency—See attached sheet

Content Core Integration:(Science, Soc. St., Math, etc.) Social Studies Assessment: Can students decode words with Activities: Read your basal story. What “ay” phonogram? Notice and take anecdotal connections did you make? Write them down on a notes as children spell pictures. Re-teach in piece of paper. shared reading experience or interactive writing. Additional practice can be inserted Go on an “ay” chunk hunt. Look in books and in the word work center. around the room. Write them in your word study notebook. Make sure you read them to a friend. Social Studies—Can students verbalize things that Emma, Rebecca and Sally did to foster or hinder friend relationships? Note: Beyond the Text questions.

High Frequency—Can students recognize words in context? In isolation? Record on anecdotal notes or on running record. Practice daily with Word Wall.

Comprehension—Did students make connections? Note on running record. Continue to practice with shared reading experiences.

*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.