<p> Guided Reading Lesson Plan</p><p>Book Title: Come Here, Big Cat Level: D Date(s): 3/31/16 Genre: Fiction </p><p>Teaching Focus: TSWBAT read the text out loud with little hesitation in order to demonstrate fluency. Book Vocabulary: Come and here Activation/Preview Activity/Possible Teaching Point to Begin: Discussion of how good readers read fluently, or not like a robot. Look at the cover of the book. What do you see? What are some things you know this animal does? </p><p>Fast Finisher: Setting Purpose for Reading: Go back and re-read, find the quotation Read the text fluently, or without marks or “talking marks” hesitation, to find out if the cat will come to Ben when he calls for her.</p><p>Read Text: (How much, what students are doing while reading, etc.) Read pg. 2 together; Students whisper read independently to page 8 (then the group reads page 8 out loud together). Students read until the end of the book independently. Throughout the reading, I listen to individual learners and the learners as a group as they read to monitor their fluency. Comprehension Questions and Discussion: After reading up to pg. 8: 1. Who are the characters in the story? 2. What does Ben want the cat to do? 3. What reason does the cat give Ben for not wanting to play with him? 4. Why do you think the cat is sleeping? After finishing the book: 1. What is the boy’s name in the story? 2. Did the cat come to Ben? 3. Why do you think the cat did not want to play with Ben before the end of the story? </p><p>Word Work: Sight words come and here using magnetic letters, coming: root=come suffix=ing (drop the “e”) using white boards/magnetic letters</p><p>Assessment/Extension:  Anecdotal records  Rereading a page that was difficult to read (lack fluency or made errors)  Christian-record reading for fluency.</p>