Guided Reading Lesson Plan

Name: Gladys Wu

Grade: 4th

Text Level: 2nd-4th grade

Book Title: Matter by Mir Tamim Ansary

Focus Standards:

CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what

the text says explicitly and when drawing inferences from the text.

CCSS.ELA-Literacy.RL.5.10 By the end of the year, read and comprehend

literature, including stories, dramas, and poetry, at the high end of the grades 45
text complexity band independently and proficiently.

Student Learning Objectives:

When provided with teacher support and unfamiliar words in a text, students will
be able to decode these words using vowel phonics knowledge with 75%
accuracy.

When provided with teacher support and an unfamiliar text, students will be able
to reread the text to clarify word choice and meaning with 75% accuracy.

Students will be able to access prior knowledge in regards to matter, make

connections through text, identify words and be able to establish a higher critical
thinking. Students will also be able to communicate ideas with one another,
summarize information and consult with others to resolve the issue. Students will
be discover new vocabulary words: heat, states, steam, vapor, volume, matter,
size, weight, density, solids, liquids, and gases. They will also learn new concepts
such as the states of matter, heating matter, and cooling matter.

Materials:

A copy of Matter by Mir Tamim Ansary

Text Introduction (Script Format):

Today we are going to be reading a book called Matter. This will provide you with
a general idea of matter and the different characteristics of matter. You will also better
understand the world around you and learn how the states of matter can change. Can you
list 3 items around the classroom? (Take a few responses from the students) Good! All of

these items can either be solids, liquids, or gases. Look at the cover of this book and tell
me what you see. (take a few responses) All of these are different forms of matter!
Please open up to the table of contents. There are ten chapters in this story. You
will read each chapter silently to yourself. After you finish reading each chapter, as a
group, we will discuss the content of that chapter. In addition, each chapter contains
bolded words. We will be using context clues, as well as knowledge on suffix and prefix,
to decipher what the word means. Once we have predicted the meaning of the word, we
will use the glossary to determine the actual definition of the word. The glossary is
located on the back of the story. When you come across a word or sentence that does not
make sense to you, a good idea is to go back and re-read. Try to use your background
knowledge when you read each page and think of examples from your daily lives.

Reading the Text:

The students will be asked to read silently to themselves. After reading each
chapter, I will ask the students to engage in a group discussion about the chapter. We will
discuss the main idea and use background knowledge in better understanding the
material. I will also ask the students why they think this chapter is important, and if they
found anything to be significant. In addition, we would re-read certain lines in the chapter
that seem vital to the overall story. We will also discuss the bolded words and use context
clues, suffixes, and prefixes to decipher its meaning. In order to help the students better
understand the text, I will ask if they have any questions about the chapter or about
vocabulary words. I would also ask them for any qualities of solids, liquids, and gases.

Discussing & Revisiting the Text (Script Format):

After every chapter: So who can tell me anything about this chapter? (allow one
student to respond, but call on other students for support as needed). Good! (Perform a
few of the experiments from the chapters). Can anyone use your knowledge from the text
and explain to me why this happens? Can anyone give me examples you can think of
from home or school that explains what happened in this chapter? Are there any lines in
the chapter that stood out and seemed significant? (allow students to respond, but also
point out other vital sentences). Are there any questions about the content of this chapter?
Feel free to revisit the text for more ideas!
After reading the whole story: Was there anything you felt confused about or
disliked? Can anyone give me some qualities of solids, liquids, and gases? Can everyone
tell me one thing they learned or thought was very interesting from this text?

Teaching Skills in Context (Script Format As Applies to Student Behaviors):

(Decoding Words Attention to Whole Word)
If you dont know how to pronounce a word, you can look at the whole word to
try to decode it, rather than decoding the word letter by letter. For example, on page 10,
one bolded word is density. Instead of pronouncing the word, letter by letter, you
should already know how to pronounce den and sity in order to decode the whole
word, density. In the future, it will be much easier to read the word density when you
see it again. By learning the meaning of the whole words, your vocabulary will increase.
Especially when suffixes or prefixes are added to words, you will still be able to
understand the meaning of the word. When you learn to recognize a word by sight, you
will better understand these words at quicker speeds in other contexts.
(Decoding Words Vowel Sounds)
You learned the different vowel sounds and you understand that words have
different meanings depending on what and where the vowels are placed. For example,
page 12 has the word steam. By paying attention to the vowels, you recognize that
the /ea/ makes the same sound as a long /e/ sound. It is important to recognize vowel
sounds in order to decode words because vowels play a huge role in altering the meaning
of words.If you follow this process with words that are unfamiliar to you then it will help
you understand the difference between new words.
(Rereading for Story)
You reread a part of the story to make sure it make senses. For example, on page
12, the author writes how matter could be altered into different states. The author then
goes on to explain the different states of matter. If this was confusing to you, it is
important to reread the beginning of the chapter. Can you reread parts of the story to
better understand the content of the story?

(Rereading for a Word)

You reread a word if you did not understand the content of the sentence because
of the word. For example, page 22 has the word dew. If you quickly read the word,
dew, you may have read it as do or due. Therefore, the sentence would not have
made sense. If you reread the word and recognize the word is actually dew, which, in
the next line is explained to be the glistening beads of water you find on the grass on
some mornings, the sentence may make much more sense.

Word Work (Script Format Time Permitting):

Now that we have read through the story and discussed the bolded words, lets pay
attention to how to use context clues in order to better understand the words. For
example, on page 12, the sentence is Solid, liquid, and gas are the three states of matter.
If the word states was not in there, what other words can you put in replacement of it?
(take a few responses, or scaffold them to think of words such as forms or types).
Good! The actual definition of states is conditions or forms of something. This
definition can be found in the glossary on the back of the text.That is how you can use
context clues to decipher the meaning of words!

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The College of New Jersey

School of Education
Lesson Plan
Name: Gladys Wu
Title: Understanding Matter (Writing Skills)
Grade Level: Fourth Grade

Lesson Essential Question: Will students be able to determine the different states
of matter and express their knowledge in writing form?

Standards:
5.2.2.A.2 Identify common objects as solids, liquids, or gases.
5.2.4.A.1 Identify objects that are composed of a single substance and those that
are composed of more than one substance using simple tools found in the
classroom.
5.2.4.A.2 Plan and carry out an investigation to distinguish among solids, liquids,
and gasses.

Learning Objectives:

Assessment:

Students will be able to develop a

concrete definition of a matter and
understand the properties of matter
(density, weight, size).

Students will describe various examples of matter

in their everyday lives.

Students will be able to determine

the difference the different states of
matter (solids, liquids, gases).

Students will receive different objects and be

instructed to determine and share the states of the
matter to each other.

Students will be able to apply their

knowledge of matter, while
expanding their writing skills.

Students will be instructed to write a narrative

describing the objects they observed to a scientist.
Students will be asked to share their narrative to a
partner in the class and hand it in to the teacher.

Materials:

Pencil

Lined Paper

Worksheet

Pre-lesson Assignments and/or Prior Knowledge: Students are capable of

describing objects based on their physical properties.

Lesson Beginning:

Teacher will ask students to come up with definitions for solids, liquids, and
gases.

Teacher will explain that each table of students will be working as a group.

Teacher will hand out 3 items per table and ask the students to analyze the
items. (balloon, bottle of liquid, toy).

Teacher will ask the students to share ideas of each item and fill out the
worksheet to describe each item.

Instructional Plan:

After working on the worksheet, the students will be instructed to work

independently on a short narrative.

Your goal is to write a letter to a scientist describing your findings. You may
come up with a story of how you found the items and what you think of the
items.

The students will be encouraged to use the descriptions from the worksheet
when writing the narrative.

Closure:

After you have completed your narrative, find a partner from the table you
are working at, and share your narrative with that partner.

Try to proof read each others work and provide suggestions on how to make
the narrative even better.

Hand in your narratives after you have finished sharing with each other.

Worksheet:

State of Item

Definition of Item

Describe the item