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GuidedReadingGroups

2/22/162/26/16

9:309:45
Orange
Group
(Sammie,Wynsloe,Brylie,Marco,Chase)
Book:
Mackie,M.
LifeinaTidePool
.NewYork,NY:McGrawHillCompanies,Inc.
Lexile:550

Materials:
Pencil,readingnotebook,stickynotes

Standards/Goals:
CCSS.ELALITERACY.RI.3.8
Describethelogicalconnectionbetweenparticularsentencesandparagraphsinatext(e.g.,
comparison,cause/effect,first/second/thirdinasequence).

Day1:
Introduction
Makeapredictiontellapartnerwhatyoupredictlifeinatidepoolislike.
Bookwalknotepictureoncover,tableofcontents,andkeyconcepts.Askstudents
whatothertextfeaturestheysee(headings,subheadings,highlightedvocabulary,and
graphics).
Whatkindsofanimalsdoyouthinkyoudfindinatidepool?
Reviewthegenreexpositorytextmeansatextthatexplainsaboutatopic.Whattext
featuresdidtheyseethatwouldconfirmthisisanexpositorytext?
DuringReading
Havestudentsreadpg.23tothemselves,maywhisperreadasneeded
Modelreadingthefirstparagraphfluently.Askifanyonehaseverseen/heardofan
anemone
Choosestudenttoreadsecondparagraphonpg.2aloud.Choosestudenttoreadeach
paragraphonpg.3.Askgroupwhatisahabitat?
Studentsreadpg.4tothemselves
Choosestudenttoreadeachparagraphonpg.4aloud.
Lets
lookatthediagramonpage5.Whatanimalsliveinthesplashzone?(limpets,
periwinkles)Whatisanotherzonewherelimpetscanalsolive?(hightidezone)?
AfterReading
Havestudentswriteoneinterestingthingtheylearnedonastickynoteandputitintheir
book.

Day2:
Introduction
Havestudentsreviewwhattheywroteontheirstickynotes

DuringReading
Readpg.67silentlytoself
Havestudentvolunteersreadpg.67aloud,oneparagraphatatime.Howhave
barnacles,limpets,andmusslesadaptedtothesplashzone?
Readpg.89silentlytoself
Havestudentvolunteers(thosewhohaventyetread)readpg.89aloud,oneparagraph
atatime.
Readpg.1011silentlytoself
Choosestudentstoreadpg.1011aloud,oneparagraphatatime.
ReadAspecialgluealoudpauseeverynowandthenandletstudentsfillinthe
missingwordtoensuretheyarefollowingalong.
AfterReading
Onpage9,whatwordsignalsthatseaurchinsandseastarsarebeingcompared?
(same)Howareseaurchinsandseastarsthesame?(Theybothhavemanystickytube
feet.)Howaretheydifferent?(Seaurchinsonlyeatplants.Seastarseatotheranimals.)
Discuss.

Day3:
BeforeReading
Reviewthetermspredatorandprey
DuringReading
Readpg.1213silentlytoself
Havestudentsreadpg.1213aloud,oneparagraphatatime.
Haveastudentreadpg.14aloud.Ask,whyshouldpeoplebesocarefularoundtide
pools?
AfterReading
ReadthequestionsinTextEvidencesectionofpg.15.
Havestudentswrite1.intheirnotebooksandanswerthefirstquestion.
Forquestion2.,havestudentscreateavenndiagramandcompare/contrastseastars
andseaurchins(pg.89)

Day4:
Studentswillfinishquestions3&4intheReadingResponseonpg.15.

Day5:
BeforeReading
Whatsthetitleofoursecondtext?
BluebirdandCoyote
Whatgenreisit?(folktale)Howarefolktalesdifferentfromexpositorytexts?
DuringReading
Read(pg.1617)silentlytoself.
Startatoneendofthetableandhavestudentsreadoneparagraphatatimealoud
continuereadingpg18thesameway
AfterReading

Inthisstory,Coyoteturnsblue.Whywouldntbluebeagoodcolorforacoyote?
Howdoeschangingcolorhelpsometidepoolanimals?Howdoesbeingbrownhelpa
coyote?

9:4510:00
Blue
Group
(Cael,Elijah,Maddie,Nicholas,Tanner)
Book:
Mackie,M.
LifeinaTidePool
.NewYork,NY:McGrawHillCompanies,Inc.
Lexile:730

Materials:
Pencil,readingnotebook,stickynotes

Standards/Goals:
CCSS.ELALITERACY.RI.3.7
Useinformationgainedfromillustrations(e.g.,maps,photographs)andthewordsinatextto
demonstrateunderstandingofthetext(e.g.,where,when,why,andhowkeyeventsoccur).
CCSS.ELALITERACY.RI.3.8
Describethelogicalconnectionbetweenparticularsentencesandparagraphsinatext(e.g.,
comparison,cause/effect,first/second/thirdinasequence).

Day1:
Introduction
Makeapredictiontellapartnerwhatyoupredictlifeinatidepoolislike.
Bookwalknotepictureoncover,tableofcontents,andkeyconcepts.Askstudents
whatothertextfeaturestheysee(headings,subheadings,highlightedvocabulary,and
graphics).
Whatkindsofanimalsdoyouthinkyoudfindinatidepool?
Reviewthegenreexpositorytextmeansatextthatexplainsaboutatopic.Whattext
featuresdidtheyseethatwouldconfirmthisisanexpositorytext?
DuringReading
Choosestudenttoreadpg.2aloud.Choosedifferentstudenttoreadpg.3aloud.
Whyareanimalslivesintidepoolsalwayschanging?(Thewaterintidepools
goesinandout.)
Whatdoeshabitatmean?Howdoyouknow?
Choosestudenttoreadpg.4aloud.ChooseadifferentstudenttoreadtheHighand
LowTideblurb.Directstudentstowardthediagramonpg.5.Askthemtofindananimal
thatlivesinmorethanoneintertidalzone.
AfterReading
Havestudentswriteoneinterestingthingtheylearnedonastickynoteandputitintheir
book.

Day2:
Introduction
Havestudentsreviewwhattheywroteontheirstickynotes
DuringReading
Choosestudenttoreadpg.6,choosedifferentstudenttoreadpg.7aloud.
Askstudentstonamesomeofthewaystidepoolanimalshaveadaptedto
survive.
Dependingonhowmanyanswersyoureceive,havestudentsreadpages67
againsilentlytoself.Askfornewinsights.
Choosestudenttoreadpg.8,choosedifferentstudenttoreadpg.9aloud.
Choosestudenttoreadpg.10,choosedifferentstudenttoreadpg.11aloud.
ReadAspecialgluealoudpauseeverynowandthenandletstudentsfillinthe
missingwordtoensuretheyarefollowingalong.
AfterReading
Turnbacktopage9.Compareandcontrastseaurchinsandseastars.Listonewaythey
aredifferentandonewaytheyaresimilaronyourstickynotes.(Seaurchinsandsea
starsaresimilarbecausetheybothhavehundredsofstickyfeet.Theyaredifferent
becauseseaurchinsonlyeatplants.)Whatwordssignalthattheauthorwascomparing
andcontrasting?(same,like,unlike)

Day3:
Introduction
Reviewthetermspredatorandprey.
DuringReading
Choosestudenttoreadthefirstparagraphonpg.12,choosedifferentstudenttoread
thesecondparagraph.Repeatwithbothparagraphsonpg.13.
Choosestudenttoreadpg.14aloud.
Howcanpeoplehelpprotectthelivingthingsintidepools?
AfterReading
ReadthequestionsinTextEvidencesectionofpg.15.
Havestudentswrite1.intheirnotebooksandanswerthefirstquestion.
Forquestion2.,havestudentscreateavenndiagramandcompare/contrastseastars
andseaurchins(pg.89).Remindthemtheycanusetheirstickynotes.

Day4:
Studentswillfinishquestions3&4intheReadingResponseonpg.15.

Day5:
Introduction
Whatsthetitleofoursecondtext?
BluebirdandCoyote
Whatgenreisit?(folktale)Howarefolktalesdifferentfromexpositorytexts?
DuringReading

Startatoneendofthetableandhavestudentsreadoneparagraphatatimealoudon
pg.1617
continuereadingpg.18thesameway
AfterReading
Inthisstory,Coyoteturnsblue.Whywouldntbluebeagoodcolorforacoyote?
Howdoeschangingcolorhelpsometidepoolanimals?Howdoesbeingbrownhelpa
coyote?

10:0010:15
Green
Group
(Lyla,Lauren,Noah,Matthew,Brooke)
Book:
Mackie,M.
LifeinaTidePool
.NewYork,NY:McGrawHillCompanies,Inc.
Lexile:860

Materials:
Pencil,readingnotebook,stickynotes

Standards/Goals:
CCSS.ELALITERACY.RI.3.7
Useinformationgainedfromillustrations(e.g.,maps,photographs)andthewordsinatextto
demonstrateunderstandingofthetext(e.g.,where,when,why,andhowkeyeventsoccur).
CCSS.ELALITERACY.RI.3.8
Describethelogicalconnectionbetweenparticularsentencesandparagraphsinatext(e.g.,
comparison,cause/effect,first/second/thirdinasequence).

Day1:
Introduction
Makeapredictiontellapartnerwhatyoupredictlifeinatidepoolislike.
Bookwalknotepictureoncover,tableofcontents,andkeyconcepts.Askstudents
whatothertextfeaturestheysee(headings,subheadings,highlightedvocabulary,and
graphics).
Whatkindsofanimalsdoyouthinkyoudfindinatidepool?
Reviewthegenreexpositorytextmeansatextthatexplainsaboutatopic.Whattext
featuresdidtheyseethatwouldconfirmthisisanexpositorytext?
DuringReading
Choosestudenttoreadpg.2aloud.Choosedifferentstudenttoreadpg.3aloud.
Iseeawordonpg.3thatwearegivencontextcluestohelpunderstandits
meaningwhichword?(habitat)
Whattypeofhabitataretidepools?
Chosestudenttoreadpg.4aloud.ChoosedifferentstudenttoreadtheHighTideand
LowTideblurbaloud.
Whatisthedifferencebetweenhighandlowtide?(Hightideiswhenarisingtide
reachesitsmaximumheight.Lowtideisthelowestlevelofatide.)

HowdoestheIntertidalZoneMaponpage5helpyouunderstandthemaintext?
(Itshowspicturesandlabelsofwhatanimalscansurviveinthedifferenttidal
zones,whichhelpsmebetterunderstandthetext.)
Usingthemap,whatcanyousayaboutwhatzonelimpetslivein?(Theylivein
themid,hightide,andsplashzones.)
Whatotheranimalsliveinmorethanonezone?(barnacles,mussels,snails)

AfterReading
ReferbacktothetitleofChapter1Whyisthechaptertitledachangingworld?
Write1interestingthingyoulearnedonasticky

Day2:
Introduction
Havestudentsreviewwhattheywroteontheirstickynotesandshare
DuringReading
Choosestudenttoreadpg.6,choosedifferentstudenttoreadpg.7aloud.
Choosestudenttoreadpg.8,choosedifferentstudenttoreadpg.9aloud.
Howhaveseaharesadaptedtosurvive?
Choosestudenttoreadpg.10,choosedifferentstudenttoreadpg.11aloud.
ReadAspecialgluealoudpauseeverynowandthenandletstudentsfillinthe
missingwordtoensuretheyarefollowingalong.
AfterReading
Turnbacktopage9.Compareandcontrastseaurchinsandseastars.Listonewaythey
aredifferentandonewaytheyaresimilaronyourstickynotes.(Seaurchinsandsea
starsaresimilarbecausetheybothhavehundredsofstickyfeet.Theyaredifferent
becauseseaurchinsonlyeatplants.)
Whatwordssignalthattheauthorwascomparingandcontrasting?(same,like,
unlike)

Day3:
Introduction
Reviewthetermspredatorandprey.
DuringReading
Havestudentsreadpg.1213silentlytoself.
Askstudentstonamesometidepoolpredatorstheyreadabout(seastar,
octopus)
Choosestudenttoreadpg.14aloud.
Whatmessagedoestheauthorwantustoremember?(leavetidepoolstheway
youfoundthem)
AfterReading
ReadthequestionsinTextEvidencesectionofpg.15.
Havestudentswrite1.intheirnotebooksandanswerthefirstquestion.
Forquestion2.,havestudentscreateavenndiagramandcompare/contrastseastars
andseaurchins(pg.89).Remindthemtheycanusetheirstickynotes.

Day4:
Studentswillfinishquestions3&4intheReadingResponseonpg.15.

Day5:
Introduction
Whatsthetitleofoursecondtext?
BluebirdandCoyote
Whatgenreisit?(folktale)Howarefolktalesdifferentfromexpositorytexts?
DuringReading
Startatoneendofthetableandhavestudentsreadoneparagraphatatimealoudon
pg.1617
continuereadingpg.18thesameway
AfterReading
Inthisstory,Coyoteturnsblue.Whywouldntbluebeagoodcolorforacoyote?
Howdoeschangingcolorhelpsometidepoolanimals?Howdoesbeingbrownhelpa
coyote?

10:1510:30
Green
Group
(Meredith,Owen,Zach,Sam,J.T.,Keira)
Book:
Mackie,M.
LifeinaTidePool
.NewYork,NY:McGrawHillCompanies,Inc.
Lexile:860

Materials:
Pencil,readingnotebook,stickynotes

Standards/Goals:
CCSS.ELALITERACY.RI.3.7
Useinformationgainedfromillustrations(e.g.,maps,photographs)andthewordsinatextto
demonstrateunderstandingofthetext(e.g.,where,when,why,andhowkeyeventsoccur).
CCSS.ELALITERACY.RI.3.8
Describethelogicalconnectionbetweenparticularsentencesandparagraphsinatext(e.g.,
comparison,cause/effect,first/second/thirdinasequence).

Day1:
Introduction
Makeapredictiontellapartnerwhatyoupredictlifeinatidepoolislike.
Bookwalknotepictureoncover,tableofcontents,andkeyconcepts.Askstudents
whatothertextfeaturestheysee(headings,subheadings,highlightedvocabulary,and
graphics).
Whatkindsofanimalsdoyouthinkyoudfindinatidepool?
Reviewthegenreexpositorytextmeansatextthatexplainsaboutatopic.Whattext
featuresdidtheyseethatwouldconfirmthisisanexpositorytext?
DuringReading

Choosestudenttoreadpg.2aloud.Choosedifferentstudenttoreadpg.3aloud.
Iseeawordonpg.3thatwearegivencontextcluestohelpunderstandits
meaningwhichword?(habitat)
Whattypeofhabitataretidepools?
Chosestudenttoreadpg.4aloud.ChoosedifferentstudenttoreadtheHighTideand
LowTideblurbaloud.
Whatisthedifferencebetweenhighandlowtide?(Hightideiswhenarisingtide
reachesitsmaximumheight.Lowtideisthelowestlevelofatide.)
HowdoestheIntertidalZoneMaponpage5helpyouunderstandthemaintext?
(Itshowspicturesandlabelsofwhatanimalscansurviveinthedifferenttidal
zones,whichhelpsmebetterunderstandthetext.)
Usingthemap,whatcanyousayaboutwhatzonelimpetslivein?(Theylivein
themid,hightide,andsplashzones.)
Whatotheranimalsliveinmorethanonezone?(barnacles,mussels,snails)
AfterReading
ReferbacktothetitleofChapter1Whyisthechaptertitledachangingworld?
Write1interestingthingyoulearnedonasticky

Day2:
Introduction
Havestudentsreviewwhattheywroteontheirstickynotesandshare
DuringReading
Choosestudenttoreadpg.6,choosedifferentstudenttoreadpg.7aloud.
Choosestudenttoreadpg.8,choosedifferentstudenttoreadpg.9aloud.
Howhaveseaharesadaptedtosurvive?
Choosestudenttoreadpg.10,choosedifferentstudenttoreadpg.11aloud.
ReadAspecialgluealoudpauseeverynowandthenandletstudentsfillinthe
missingwordtoensuretheyarefollowingalong.
AfterReading
Turnbacktopage9.Compareandcontrastseaurchinsandseastars.Listonewaythey
aredifferentandonewaytheyaresimilaronyourstickynotes.(Seaurchinsandsea
starsaresimilarbecausetheybothhavehundredsofstickyfeet.Theyaredifferent
becauseseaurchinsonlyeatplants.)
Whatwordssignalthattheauthorwascomparingandcontrasting?(same,like,
unlike)

Day3:
Introduction
Reviewthetermspredatorandprey.
DuringReading
Havestudentsreadpg.1213silentlytoself.
Askstudentstonamesometidepoolpredatorstheyreadabout(seastar,
octopus)

Choosestudenttoreadpg.14aloud.
Whatmessagedoestheauthorwantustoremember?(leavetidepoolstheway
youfoundthem)
AfterReading
ReadthequestionsinTextEvidencesectionofpg.15.
Havestudentswrite1.intheirnotebooksandanswerthefirstquestion.
Forquestion2.,havestudentscreateavenndiagramandcompare/contrastseastars
andseaurchins(pg.89).Remindthemtheycanusetheirstickynotes.

Day4:
Studentswillfinishquestions3&4intheReadingResponseonpg.15.

Day5:
Introduction
Whatsthetitleofoursecondtext?
BluebirdandCoyote
Whatgenreisit?(folktale)Howarefolktalesdifferentfromexpositorytexts?
DuringReading
Startatoneendofthetableandhavestudentsreadoneparagraphatatimealoudon
pg.1617
continuereadingpg.18thesameway
AfterReading
Inthisstory,Coyoteturnsblue.Whywouldntbluebeagoodcolorforacoyote?
Howdoeschangingcolorhelpsometidepoolanimals?Howdoesbeingbrownhelpa
coyote?

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