Melissa Quidor

Dr. Casey ELD 307

16 April 2015
Subject/Topic: 1st grade literacy Guided Reading
Rationale: This lesson is a small group, guided reading lesson that will be taught to a specific
group of three students. These students are all on the same general reading level so are an
appropriate group to work with
Standards:
CCSS.ELA-LITERACY.RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
CCSS.ELA-LITERACY.RF.1.3 Know and apply grade-level phonics and word analysis
skills in decoding words.
o CCSS.ELA-LITERACY.RF.1.3.B Decode regularly spelled one-syllable words.
Objective:
Using the guided reading text, Little Car, students will be able to read their share of the
text fluently after hearing the teacher model fluent reading with 80% accuracy.
After reading the guided reading text, Little Car, and being exposed to the ump word
family, students will be able to decode and understand words in the ump word family
with 80% accuracy.
Procedures:
- Engagement/Anticipatory Set
o I will call the students in this guided reading group to the back table.
I may say, (Student names), please come to the back table for guided
reading! You dont need to bring anything with you; I have all the
materials you will need!
o I will then hand out the book, Little Car, to the students at the table so we can
preview the book cover and see if we can determine what is going to happen in
the story.
I may say, Lets look at the cover of this book and see if guess what the
book is going to be about based on the cover?
I will then give students a chance to make their predictions and share with
the rest of the group.
- Mentor
o After discussing what we think the book is going to be about, I will have the
students go on a book walk/vocab hunt. This will allow students to get familiar
with the book and ask questions about any vocabulary they are unsure about.
I may say, Okay readers, now I want to go on a book walk together. Lets
see if we can look at the pictures and talk about what we think is going to
happen in the book. Keep an eye out for any words you dont know the
meaning of. You can point out words you dont know and I can tell you
what they mean.
I will answer any questions and define any vocab words the students do
not know before we begin reading.

o If we havent already discussed this as a word a students doesnt know, I will

write the word Lump on the board and have the students decode the word. We
will talk about the ump word family.
o After previewing the book I will start reading the first page of the book. I will be
modeling fluent reading for the students.
Readers, now it is time to read our book. I am going to read the first
page to you and then we will be going around the table starting with (child
1s name) and working our way this way.
- Guided Practice
o After modeling fluent reading for the students, we will begin reading round table
with each child taking a page. I will assist only as needed.
o After reading the book, I will write the word family ump on the white board.
We will talk again about the sounds that this word family makes.
I will give each student their ump cards and we will take time decoding
each word. (saying, spelling, and learning what the words mean that they
dont know)
- Independent Application
o After decoding the ump words, I will let each child pick an ump word and take
time to write a sentence using the word.
- Closure
o When the students have all completing their sentences, we will go around the
table and have each student read their sentence to the rest of the group. We will
focus on decoding the ump words, reading the sentence fluently, and making
sure the sentences make sense.
Materials:
Little Car books
Small whiteboard
Individual white boards for each student
Dry erase markers
-ump word cards (lump, jump, dump, bump, clump, plump, thump)
Assessment:
Discussion during book preview and book walk about what they think is going to occur
throughout the book.
Listening to students reading as they take their chance reading their pages.
Students answers when asked to decode the ump word family word in the book and
from the list of words.
Students sentences and reading their sentences out loud.
Possible Differentiation:
I will give students an opportunity to ask about vocabulary in the text that they might be
unsure about if needed.
There are different ump words of different difficulty that I will give students to create
sentences with; they can decide which words to choose depending on their confidence
levels.

If some students finish before others, they can write more sentences using their ump
words.
Future Connections: By participating in this guided reading lesson, these students will get
practice with reading with fluency, decoding words, and will be exposed to some new
vocabulary. The chance to practice these literacy skills in a small group, low stress setting will
help them to become more successful readers as they become more comfortable working with
these skills.

Lump

Lump

Lump

Jump

Jump

Jump

Dump

Dump

Dump

Bump

Bump

Bump

Clump

Clump

Clump

Plump

Plump

Plump

Thump

Thump

Thump