Totem Poles Guided Reading Level M Kristin Buholtz

110.13 (! "Bv# r$%ontrolled vo&els (e'i'a!

"
nd
Grade Lo& 1 1
Guided Reading (%ri)t *Totem Poles+
1. Tea%her selects )rior to lesson.
Boo, sele%ted -or guided reading grou)s is *Totem Poles+ ased on "
nd
grade struggling
readers.
Reading s,ill eing taught is r$%ontrolled vo&els. the strateg/ eing rein-or%ed is as,ing
0uestions.
". Tea%her introduces te1t#
2ntrodu%es title and author
3 -e& /ears ago 2 &ent on va%ation to 3las,a and sa& something 2 thought &as
ver/ interesting so 2 too, a )i%ture o- it' does an/one have an idea &hat is in this
)i%ture (sho&ing students the )i%ture o- the totem )ole!4
This is %alled a totem )ole. toda/ &e are going to read a oo, %alled *Totem
Poles+ &ritten / Barara 3. 5onovan
2- &e loo, at the -ront %over o- the oo,' &hat do &e see4 6es' &e see more totem
)oles that gives us a good idea &hat the oo, &ill e aout' doesn7t it4
8n%ourages students7 )rior (a%,ground! ,no&ledge9e1)erien%es &ith to)i%9%hara%ters in
the stor/
:as an/one ever seen a totem )ole in )erson or in other )i%tures4
Be-ore &e read the oo, %an someone tell me &hat /ou thin, totem )oles might
mean or re)resent4
Provides some in-ormation aout9-rom the stor/ (ne& vo%aular/9un-amiliar to)i%9et%.!
3s &e are reading &e are going to -o%us on some vo%aular/ &ords
Totem Poles Guided Reading Level M Kristin Buholtz
110.13 (! "Bv# r$%ontrolled vo&els (e'i'a!
"
nd
Grade Lo& " "
*;e are going to loo, at &ords that have vo&els that are %ontrolled / the
%onsonant *r'+ &e also %an sa/ that the %onsonant letter *r+ osses around the
sound o- the vo&el ,no&n as *oss/ r.+ Toda/ &e are going to loo, at ho&
Boss/ R %ontrols the sounds o- vo&els e 9er9' a 9ar9' and i 9ir9.
*2 &ant /ou to listen -or these &ords in the stor/.+
*<an /ou turn to )age =' line 1' -irst &ord' this &ord is %arving.+
*<an /ou turn to )age >' line ?' -irst &ord' this &ord is )erson7s.+
*<an /ou turn to )age 10' line @' -irst &ord' this &ord is ird+
Proes -or ,no&ledge o- &ord meaning9to)i% understanding
;hat sounds does the vo&el *a+ usuall/ ma,e4 (long a' short a!
;hat sounds does the vo&el *e+ usuall/ ma,e4 (long e' short e!
;hat sounds does the vo&el *i+ usuall/ ma,e4 (long i' short i!
Provides in-ormation aout the &ord meaning9to)i%
6ou all are right aout the sounds that those vo&els usuall/ ma,e' ut &hat
ha))ened to the sounds o- those vo&els in the three &ords &e loo,ed at in the
oo,4
;hen the %onsonant letter *r+ &as )ut ne1t to the vo&el' it ma,es the vo&el ma,e
a di--erent sound' doesn7t it4 Let7s sa/ those &ords again and see i- &e hear the
normal vo&el sounds or a %om)letel/ di--erent sound. %9ar9ving' )9er9son7s' 9ir9d
3s &e read toda/ let7s ,ee) in mind ho& the %onsonant letter *r+ %hanges the
vo&el sound in &ords that &e see and read. 27ve given /ou a sheet o- )a)er that
Totem Poles Guided Reading Level M Kristin Buholtz
110.13 (! "Bv# r$%ontrolled vo&els (e'i'a!
"
nd
Grade Lo& 3 3
&ill hel) remind /ou that the %onsonant r osses around the vo&el sounds. ;e
&ill ,ee) this hand/ during our reading.
Promotes students to inter)ret illustrations9-ront %over9a%, %over9title )age o- stor/
Let7s ta,e a )i%ture &al, through our oo, to see i- &e %an gain some insight on
ho& this oo, tal,s aout totem )oles' sin%e &e alread/ determined / the %over
that our oo, is aout totem )oles.
;hen &e o)en the oo,' &hat is this -irst )age %alled that has the title o- the
oo, and author7s name4 <orre%t' the title )age.
An )age 3 there is a tale o- %ontents. ;hat does this tale o- %ontents tell us4
The tale o- %ontents lists the main ideas aout totem )oles that the author tal,s
aout in the oo,.
There are several )i%tures o- di--erent totem )oles. 2 &onder &h/ the/ loo, di--erent4
5ra& attention to %ertain as)e%ts o- the stor/ (illustrations' ule
%onversations9thoughts' unusual )rint on the )age' et%.!' i- the/ o--er additional
*insight9meaning+ into stor/
An )ages > and 1= there are o1es titles *5o 6ou Kno&4+ These o1es are te1t
-eatures that %at%h our e/e and tell us additional in-ormation aout totem )oles.
81)lain &hat these as)e%ts are and ho& the/ %an hel) the reader understand the stor/
more
3s &e %ome to the a%, o- the oo,' &hat is on )age 1?4 ;e have our glossar/
and &e have our inde1 on )age 1?. These are te1t -eatures that hel) us etter
Totem Poles Guided Reading Level M Kristin Buholtz
110.13 (! "Bv# r$%ontrolled vo&els (e'i'a!
"
nd
Grade Lo& = =
understand the te1t &e are reading. 3s &e &ere going through our )i%ture &al,
did an/one noti%e %ertain &ords that &ere olded in la%,4
;here &ould 2 go to -ind the de-inition to those &ords4 Right' the glossar/.
;hat &ould 2 use the inde1 -or4 <orre%t' -inding the )age a %ertain to)i% is
%overed.
5e-ines )rolem o- stor/
3s &e &ere going through our oo,' did an/ illustrations' te1t -eatures' or %ha)ter
titles ma,e /ou &onder something4
;hen 2 sa& the %ha)ter title *Totem Poles ()ea,+ it made me &onder &hat that
means. ho& do totem )oles s)ea,4
2nvites )ersonal res)onse to )rolem or )lot o- stor/
;hat are some 0uestions that )o))ed into /our head4
3s &e read' thin, aout those 0uestions and sear%h -or ans&ers to /our 0uestions
in the te1t.
2 am going to give ea%h o- /ou a 0uestion %ard' to see i- &e %an -ind the eviden%e
in the oo, to ans&er /our 0uestion %ard. (o ,ee) /our %ard' and &hen /ou -eel
li,e /ou have -ound eviden%e to ans&er /our 0uestion Bust sti%, it in /our oo, to
mar, the )age that /ou -ound the ans&er.
Co%uses attention to egin reading
;e are going to start reading this oo, to -ind out aout totem )oles.
Let7s -ind out i- &e %an ans&er /our 0uestion %ards &ith su))orting eviden%e
-rom the te1t.
Totem Poles Guided Reading Level M Kristin Buholtz
110.13 (! "Bv# r$%ontrolled vo&els (e'i'a!
"
nd
Grade Lo& @ @
An our Boss/ R sheet' 2 &ant /ou to &rite do&n &ords that /ou %ome a%ross
&here the %onsonant *r+ %ontrols the sound that the vo&els e' i' or a ma,e.
3. (tudents read the text.
(tudents read the te1t silentl/
2- needed' the tea%her assist students &ho ma/ e need hel) reading
=. Tea%her and students discuss and revisit the te1t.
The tea%her as,s students 0uestions aout &hat the/ read9noti%ed in stor/
5id an/one -ind eviden%e to ans&er /our 0uestion %ard4
Let7s tal, aout /our eviden%e /ou -ound' and see i- that eviden%e %an ans&er
/our 0uestion %ardD
@. Tea%her explicitly teaches reading process skill/strategy using the elements -rom the stor/
*;e are going to use this oo, to hel) us &ith &ords that have a *oss/ r.+
*Let7s ta,e a loo, at /our *Boss/ R+ sheet' did an/one -ind an/ other &ords that the
%onsonant *r+ %ontrols ho& the vo&els *e' i' or a+ ma,e their sound4+
An )g. = there are -our di--erent &ords that the *oss/ r+ %ontrols the vo&el sound o- *e'i'
or a.+ 5id an/one -ind one o- the other *oss/ r+ &ords other than *%arving+ that &e
)ointed out earlier4 (%edar' %arvings' hard' ird! ;hat sounds do those vo&els normall/
ma,e (long' or short e'i' and a!4 :o& do those vo&els sound &ith the *oss/ r+ that
%ontrols their sound4
Let7s turn to )g.?' 2 &ant /ou to %ir%le an/ &ord that /ou see that %ontains the *r$
%ontrolled+ vo&el sound o- *e'i' or a.+
Totem Poles Guided Reading Level M Kristin Buholtz
110.13 (! "Bv# r$%ontrolled vo&els (e'i'a!
"
nd
Grade Lo& ? ?
Let7s )ra%ti%e loo,ing -or *r$%ontrolled+ &ords throughout this &ee, during our grou)s
and &hen /ou read to sel- or read to someone' &e &ill revie& the &ords /ou Bust %ir%led
on )g. ? the ne1t time &e meet.
?. Tea%her extends understanding o- students.
Tea%her dis%usses )lot' setting' %hara%ters' s/molism' et%.
*<an an/one tell me &h/ the author &rote this oo, aout totem )oles4+ (he
&anted to in-orm us on the histor/ and signi-i%an%e that totem )oles re)resent.
Let7s loo, at the totem )ole 2 too, a )i%ture o- and see i- an/ o- the %arvings
mat%h the %ommon totem )ole -igures that are sho&n on )gs. 10 and 11' and see i-
&e %an -igure out ho& the totem )ole *s)ea,s.+
>. EETea%her &or,s &ith student on word work.
2 am going to &rite some &ords that are missing some letters' and 2 &ant /ou to tell me
&hat letters 2 should use to -ill in the lan, s)ots in order to %om)lete the &ords )ro)erl/.
%/ar/ton' sh/ir/t' riv/er/' m/ar/,et' th/ir/d' a-t/er/
EETea%her ma/ or ma/ not do this ste)