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       Name:  Brittany  Priddle      

 

 

 

 

 Cohort:  A1  

Grade  1:  Guided  Reading  Lesson  Plan:  Emergent  Readers  
 
Lesson  Title:  Curious  George  is  Happy                                                                Grade:  1          Date:  TBD  
Subject/Strand:  Language            Unit:  Reading      Location:  In  class                Time:  (length  in  minutes):  55  minutes    
Lesson  Plan  Description      (What  are  you  teaching?  How  does  it  fit  into  the  context  of  the  unit?  What  are  the  big  ideas/essential/enduring  understandings?)  
In  this  lesson,  students  will  be  reading  the  book  “Curious  George  is  Happy”.  Students  will  be  asked  in  groups  of  three  (based  on  reading  
level  –  emergent)  to  come  to  the  learning  table  to  engage  in  a  guided  reading  exercise.  The  lesson  will  begin  by  activating  student’s  
prior  knowledge  on  Curious  George  and  what  makes  people  happy  in  order  to  make  predictions  about  what  may  make  Curious  George  
happy.    The  focus  of  the  lesson  will  be  on  the  word  happy  as  well  as  the  popcorn  words  that  have  been  identified  until  this  point  in  the  
year.    

CURRICULUM  CONNECTIONS  

 

Ontario  Curricular  Overall  Expectations  (numbers  from  documents  and  details)  
1.  read  and  demonstrate  an  understanding  of  a  variety  of  literary,  graphic,  and  informational  texts,  using  a  range  of  strategies  to  
construct  meaning
Ontario  Curricular  Specific  Expectations    (numbers  from  documents  and  details)  selected  &  listed  from  the  Ont.  Curriculum,  refined  when  necessary,  has  verbs  
that  are  observable  &  measureable,  has  realistic  number  of  expectations  (1  to  3),  have  expectations  that  match  assessment  

1.3  identify  a  few  reading  comprehension  strategies  and  use  them  before,  during,  and  after  reading  to  understand  texts,  initially  with  
support  and  direction  (e.g.,  activate  prior  knowledge  by  brain-­‐  storming  about  the  cover,  title  page,  or  topic;  describe  how  they  visualize  
a  character  or  scene  in  a  text;  ask  questions  about  information  or  ideas  presented  in  a  text:  I  wonder  if  ...?,  What  if  ...?  Why  did  ...?;  
identify  important  ideas  in  a  text)  Teacher  prompt:  “What  do  you  think  is  the  most  important  thing  to  remember  so  far  about  this  
text/topic?  Why  do  you  think  it  is  important?”  

 

Learning  Goals  Discuss  with  students:  What  will  I  be  learning  today?  (clearly  identify  what  students  are  expected  to  know  and  be  able  to  do,  in  language  that  
students  can  readily  understand.)  

Today  I  will  learn…  
• To  make  predictions  about  the  what  the  book  is  about  based  on  the  pictures  and  the  title    

• Use  language  patterns  and  sound  patterns  to  identify  words  and  to  predict  the  next  word  
• To  recognize  familiar  words  throughout  a  story    
ASSESSMENT  and  EVALUATION  
 
 
 
Success  Criteria  Discuss  with  students:  How  will  I  know  I  have  learned  what  I  need  to  learn?  (Clearly  identify  the  criteria  to  assess  student’s  learning,  as  well  as  what  
evidence  of  learning  students  will  provide  to  demonstrate  their  knowledge,  skills  and  thinking,  in  language  that  students  can  readily  understand).    

I  can:  successfully  make  predictions  about  a  what  is  happening  in  story  using  the  pictures  and  key  words      
I  can:  express  my  own  thoughts  and  personal  experiences  relating  to  the  story    
I  can:  identify  popcorn  words  throughout  the  story  as  well  as  difficult  words  that  were  discussed  prior  to  reading  the  story  entirely  
Assessment  –  How  will  I  know  students  have  learned  what  I  intended?  

Achievement  Chart  Categories  (highlight/circle  the  ones  that  apply):    

 
                                                                                                                   Knowledge  and  Understanding;                            Thinking;                    Communication;                        Application  
Assessment  For,  As,  Of  Learning  (Circle  One)    (Describe  way(s)  you  and/or  your  students  will  assess.)  
Assessment  Mode  

Assessment  Strategy  and  Task  for  Students-­‐  

Written,  Oral,  Performance  
(Write,  Say,  Do)  

What  are  the  students  doing  to  show  their  learning?  e.g.  
turn  and  talk,  role  play/individual,  cooperative,  etc.  

 Lakehead  University  Orillia,  09  02  15  

Assessment  Tool  -­‐  Instrument  used  to  assess  task  and  
record  learning    e.g.,  rubric,  checklist,  observation  sheet,  
turn/talk,  role  play  etc.  

 
Oral  

Students  will  be  reading  the  book  individually  
and  make  connections  between  the  book  and  
themselves  or  their  families  

The  teacher  will  use  an  observation  sheet  throughout  
the  lesson,  recording  how  students  are  doing  reading  
and  any  words  that  they  are  having  difficulties  with.    

CONSIDERATIONS  FOR  PLANNING  

 

Prior  Learning:  Prior  to  this  lesson,  students  will  have  
*  Knowledge  of  Curious  George  from  reading  other  Curious  George  books  in  class    
*  Understand  what  types  of  things  make  people  happy    
*  Knowledge  of  popcorn  words:  is,  and  to  

Differentiation:  Content,  Process,  Product,  Environment,  Assessment/Accommodations,  Modifications  
•  

 

Learning  Skills/Work  Habits  Highlight/circle  ones  that  are  assessed:        responsibility,        organization,          independent  work,      collaboration,          initiative,          self-­‐
regulation  
Vocabulary  (for  word  wall  and/or  to  develop  schema)  
Happy    
Resources  and  Materials  /Technology  Integration  List  ALL  items  necessary  for  delivery  of  the  lesson.  Include  any  attachments  of  student  worksheets  
used  and  teacher  support  material  that  will  support  communication  of  instruction.  Include  the  use  of  Information  Technology  (ICT)  in  your  lesson  plan  where  
appropriate.  
 

“Curious  George  is  Happy”  book  with  3  three  photocopies  of  it  for  students  in  the  group  
Small  white  board  
Dry  Erase  Marker    
Learning  Environment  (grouping;  transitions;  physical  set  up)  


Students  will  work  in  groups  of  4  at  the  horseshoe-­‐learning  table  with  the  teacher.    
When  the  students  are  not  working  with  the  teacher  they  will  engage  in  individual  activities  such  as  work  they  have  no  completed  up  
to  this  date  or  in  groups  of  2  practicing  reading  to  one  another.    
Cross  Curricular  Links    

 
Three  Part  Lesson    
Identify  what  the  students  are  expected  to  think  about  or  do.  Write  the  lesson  description  with  enough  detail  that  another  
teacher  could  replicate  the  lesson  without  a  personal  discussion.  
What  Teachers  Do:  
What  Students  do:  
Minds  on:    Motivational  Hook/engagement  /Introduction    (5-­‐15  min)  

 

Establish  a  positive  learning  environment,  connect  to  prior  learning,  set  the  context  for  learning,  pre-­‐determine  key  questions  to  guide  lesson.  
Time:    15  minutes    
Selected  students  come  to  the  learning  table    

Teacher  will  call  groups  of  3  to  the  learning  table.  Each  
student  is  given  a  copy  of  the  book  but  are  asked  not  to  
open  it  until  they  are  told  to.    
 
“Okay  everyone,  today  we  are  going  to  do  a  guided  
reading  activity  together!”  
 
Teacher  reads  the  title  of  the  book  and  asks  students  to  
think  about  what  the  book  might  be  about.    
“Based  on  the  title  and  the  picture  on  the  front  of  the  
book,  what  do  you  think  the  book  is  going  to  be  
about?”  
 
Teacher  will  guide  the  discussion  with  the  group  toward  
activities  that  they  to  that  make  them  happy,  and  ask  
 Lakehead  University  Orillia,  09  02  15  

 
 
 
 
Students  think  quietly  to  themselves,  raising  hand  when  they  
want  to  share  an  answer  
 
Students  respond  to  the  posed  questions  with  things  that  

 
the  students  if  they  think  Curious  George  would  enjoy  
make  them  happy”  
the  activity  too.      
“Hanging  out  with  my  family”  “Playing  sports”  
 
 
“Okay  boys  and  girls,  now  we  are  going  to  do  a  picture  
walk  of  the  story  and  pick  out  tricky  hard  to  read  words    
or  popcorn  words!”    
 
 
Teacher  points  out  the  word  ‘happy’  to  the  students  
Students  raise  there  hand  to  point  out  the  word  happy  
and  gets  them  to  point  to  it  when  they  do  the  picture  
walk.  
 
 
Teacher  will  stop  the  picture  walk  half  way  through  the   “Playing  with  his  pets”  
book  and  ask  the  students  to  make  predictions  about  
“Going  outside”  
how  the  book  ends  or  other  things  that  may  make  
George  happy.    
 
Action:    During  /Working  on  it  (time  given  for  each  component,  suggested  15-­‐40  min)  
 
Introduce  new  learning  or  extend/reinforce  prior  learning,  provide  opportunities  for  practice  &  application  of  learning.  
Time:  30  minutes    
 

“Is  everyone  very  curious  to  know  how  the  story  ends?  
I  thought  you  would  be!”    
Students  read  the  book  from  begin  to  end  
independently,  asking  the  teacher  for  assistance  if  they  
are  stuck  on  a  word.    
 
Teacher  observes  students  as  they  read,  making  sure  to  
pay  attention  to  how  well  the  students  are  or  are  not  
reading  and  any  words  that  are  causing  difficulties  
 
If  a  student  is  struggling  with  a  word,  the  teacher  will  
get  the  student  to  try  sounding  the  word  out,  or  
breaking  it  up  into  smaller  more  manageable  pieces  in  
order  to  try  and  figure  it  out  

Students  open  up  their  individual  copies  of  the  book  and  
begin  reading    
 
 
Students  raise  there  hand  if  they  are  stuck  on  a  word  and  ask  
the  teacher  for  assistance  

 
 
 

Consolidation  &  Connection  (Reflect  and  Connect)  (5-­‐15  min.)    

Help  students  demonstrate  what  they  have  learned,  provide  opportunities  for  consolidation  and  reflection.  
Time:  10  minutes    
 

“Now  that  everyone  has  finished  reading  the  book,  
what  did  everyone  think  about  the  story?  Did  you  enjoy  
it?”  
 
“Were  your  predictions  right?”  
 
“When  you  were  stuck  on  a  word,  how  did  you  try  to  
figure  it  out?”  
If  the  students  do  not  bring  it  up,  the  teacher  will  guide  
the  discussion  towards  using  the  illustrations  in  the  
book  to  help  figure  out  what  the  words  are  saying  
 
“Great  job  everyone!  You  are  becoming  such  wonderful  
readers.  Please  read  the  story  one  more  time  while  I  go  
and  work  with  another  group  of  students.  After  you  are  
finished  put  it  in  your  book  bag  to  take  home  and  read  
 Lakehead  University  Orillia,  09  02  15  

 

“I  liked  reading  this  book  because  Curious  George  is  the  best”  
 
 
“I  sounded  it  out”  
 
 
 
Students  re-­‐read  the  book  to  themselves,  and  quiet  put  it  in  

 
with  your  family.  Once  you  have  done  that  find  a  book  
from  the  bookshelf  and  read  quietly.  “  

their  book  bags  after  they  are  finished.    

Extension  Activities/Next  Steps  (where  will  this  lesson  lead  to  next)    

 

 
 
Personal  Reflection  (what  went  well,  what  would  I  change,  what  will  I  have  to  consider  in  my  next  lesson  for  this  subject/topic)  
The  Lesson:  
 
The  Teacher:  

 

 Lakehead  University  Orillia,  09  02  15