RATIONALE FOR THE LESSON: I am doing a guided reading in order to review and reinforce the strategy of using the

picture, stretching a word, and making sure it sounds right, it looks right and it makes sense. This lesson is a follow up from my and my C. T.s previous lessons. The students in this group are level E1, which is an early readers stage, and they need to use strategies to figure out words they do not know to understand what they are reading. Reviewing these strategies will help the students in future readings. We will also review predictions, characters, and title of the book. OUTCOMES/GOALS: For the student: For the teacher: LEARNING OBJECTIVE: The students will be able to use the strategies of using the picture, stretching words and asking themselves: does it, sound right, look right and make sense in order to read and understand words they do not know. ASSESSMENT: During the students practice I will have a sheet with the group members names to make quick notes of what I notice they are doing good, and where they are having struggles. STRATEGIES FOR STUDENTS OF VARYING ABILITES: MATERIALS: Books: A Walk for Pickles by Michele Dufresne TOTAL TIME NEEDED: 16 minutes PROCEDURES: After Ms. Merritts lesson, students will go into their readers workshop groups. One of the groups (Level E1) will be working with me in guided reading. We will read A walk for pickles by Michele Dufresne. (5 min) Introduction and Participation: Good morning readers (I will give each student a book in front of them)

Today, we are going to be reading A walk for Nickels. (if the students do not stop me and tell me it doesnt say Nickels, it says Pickles I am going to ask the students if what I read sounded right, looked right and made sense.) Lets do something to make sure this word sounds right, looks right, and makes sense. Lets all stretch it out by sounding each letter and then putting all the sounds together at the end. (We will all sound out the letters and put the letters together to make up the word Pickles, and then re read the title of the book) Thank you all for helping me to figure out the word Pickles, now I can read the title correctly. (I will re read the title) Lets all point to the title of the book. (Students will point the title of the book). Great job pointing the title Lets do something fun. Lets do some predictions from the front picture of the book. Can someone tell me what a prediction is? going to happen in the story.
A prediction is something we guess is

What can we PREDICT, or guess what is going to happen from looking at the picture? (Stress the word predict. Students will predict things that will probably happen in the story) (I will open the book and go quickly through it and ask the following:) We see the word Pickles and Amy a lot! Who do you think are the characters of the story? Who do you think is the main character or characters? Why? (Pickles and Amy because they appear more in the story. Pickles because they title says its name. ) Based on the pictures, what is the setting, or where does the story take place? In a dessert? (Students will say No!) In a school? (Students will say No!) Where then? (Students will say the place the story takes place: a sidewalk) What letter would you expect to see at the beginning of Pickles? (Students would say P)

What letter would you expect to see at the end of running? would say G)

(Students

Readers, did you notice that when Pickles is running, Amy is running too? (3 min) Demonstration: (As I am leafing through the book I am going to stop in page 4) In this page I found a tricky word, and do you know what I did to figure it out? I used the picture! When I find a word I do not know, sometimes I look at the picture and see if it would help me. And then, I make sure the word sounds right, looks right and that it makes sense. Let me show you where I used these strategies (I will show page 4 and read the first sentence, and use the strategy of using the picture and making sure the word sounds right, looks right and it makes sense to figure out bike) Did you notice this picture (point to the bike) help me read the word BIKE? Also, did you notice I make sure the word bike sounded right, looked right and that it made sense?, and then I re read the whole sentence. Now, whenever you read and see a word you do not understand make sure you use a strategy like using the picture, stretching a word or making sure it sounds right, it looks right, and it makes sense, and then re read the sentence because that is what great readers do. You are going to start reading the book A walk for Pickles. You are going to use a whisper so I can hear your voice a little when you are reading. (5 min)Practice: (The students will read in whispers, and read the entire book.) (If a student finished the book earlier I will start asking him/her questions about what he/she read) (During practice I will pick up one or two students to answer my question during performance) (2 min)Performance: (When all the students finish their book I will ask:)

Can some one tell me where did you use a strategy to help you figure out a word you did not know?

(1 min)Closure: Today, you did great predictions, you did awesome figuring out the characters of the story, and most importantly you used the strategies of stretching a word, using the picture and making sure it sounds right, it looks right, and it makes sense to help me understand words I did not know, and while you were reading the book by yourselves. Remember that great readers always use these strategies to understand tricky words.

This is the book the students will be reading, it is a level E1, 12 pages, 6 pages with print and six with pictures A WALK FOR PICKLES 1.Pickles like to go for walks. We can go for a walk. Woof, woof, said Pickles. Ok, said Amy.

2. Oh, look! Here is a bike. Pickles is running. Amy is running, too. 3. Oh, look! Pickles sees a dog. Pickles is running. Amy is running, too. 4. Oh, look! Here is Danny. Woof, woof, said Pickles. Pickles is running. Amy is running, too. 5. Danny said, Hi, Amy. Are you and Pickles going for a walk? 6. No, said Amy. We are going for a run!