EDUC 310: Small Group Guided Reading

Names: Morgan Kaplan

Lead: Morgan Kaplan
Grade Level & Number of Students: 5th grade, 6 students
Text/Level: Shiloh by Phyllis Reynolds Naylor; L890, 9 pages (Chapter 4)
Background Information
Objectives/Standard
s

Rationale for Lesson

Description of Text

Objectives:
Students will be able to:
Learn and discuss new vocabulary words related to the text;
Read a chapter of the grade-level text, Shiloh, for specific
purposes related to comprehension;
Discuss open-ended questions related to comprehension of
Shiloh;
Identify and discuss the structure of the text, Shiloh.
Standards:
G5.R.FS.4a Read and comprehend literary fiction on grade
level, reading independently and proficiently.
G5.R.I.1 Determine two or more main ideas in a text and
explain how they are supported by key details; summarize the
text.
G5.R.I.5 Use text structure, in and among texts, to interpret
information (e.g., chronology, comparison, cause/effect,
problem/solution).
My placement uses Fountas & Pinnell Leveled Literacy Intervention
System. This text, Shiloh, is appropriate for this group of fifth grade
students because they are at level R of Fountas & Pinnells literacy
system. This text corresponds to being R on the A-Z scale. Its Lexile
score is 890, which falls in the 4/5th grade band for CCSS. In addition,
the story will be engaging to this group of students. They will be able to
relate or sympathize with the main character as they are around the
same age. I gathered information from student assessments to see
students prior knowledge. In combination of my observations of
student performance, developmental needs, grade level standards and
the assessment data, I identified this group as needing assistance with
oral fluency and comprehension. The format of this lesson plan will
address student fluency needs in combination with reading practice
using grade level text. The discussion will also address the reading
comprehension concerns.
Shiloh is a realistic-fiction text about a boy who finds a beagle in the
woods. He speculates that its owner is abusive and tries to buy the dog
away from its owner. Marty is faced with many dilemmas as he tries to

Assessment Plan

Materials &
Resources

keep the dog safe, and tries to keep himself out of trouble. We are
reading 12 pages of the book and will use a sequence of events text
structure. Overall, the book is about honesty, animal rights and fairness.
I will conduct informal assessments of students related to the three
standards for this lesson.
For G5.R.FS.4a. Read and comprehend literary fiction on grade
level, reading independently and proficiently), I will observe,
listen, and make notes during the choral and partner reading
sections of the lesson. If students are able to read fluently with
adequate pace and expression, they will meet the lesson
expectation for this standard.
For G5.R.I.1 (Determine two or more main ideas in a text and
explain how they are supported by key details; summarize the
text), I will observe, listen, and make notes during the wrap up
portion of the lesson. If students are able to provide references
to the text during the discussion and in answering questions,
they will meet the expectation for the standard.
For G5.R.I.5 (Use text structure, in and among texts, to interpret
information (e.g., chronology, comparison, cause/effect,
problem/solution), I will observe, listen and make notes during
the wrap-up portion of the lesson. If students are able to include
numerous details in the correct sequence of events, they will
have met the lesson expectation for this standard.

7 copies of Shiloh- pages 32-45

Graphic organizer chart for sequence of events
Assessment chart to gather data about standards
(Students will need to bring pencils)

Lesson Implementation
Time
2 min

Activity
Intro Text
Structure

Description
We are going to read chapter 4 of Shiloh in three parts. This book is a
realistic fiction text. Realistic-fiction texts can be organized many ways.
However, today we are going to organize what we read by using a
sequence of events. A sequence of events means that one thing happens,
then another, and then another. Phyllis Reynolds Naylor, the author,
chose to tell us the events one after another. Knowing what comes first
and then what comes after helps us remember the events in the story.
After we finish the story, we will write about the events that happened,
in the order that they happened. This is the graphic organizer we are
using. (Show graphic organizer).

First

Next
Then
Last
4 min

Vocabulary

Warden: War-den has two syllables. war (r-controlled) den (closed).

A warden is someone who is responsible for supervising something. You
could say that a game warden supervised the hunters. Or, that the prison
had a warden to oversee the prisoners. So, to review, the word is
warden, which means. (Students respond a person who supervises).
*One student is an avid fisherman, bring up Fish & Wildlife Game
wardens to connect the word to student lives.
Feeble: Fee-ble has two syllables. Fee (vowel team) ble (Consonant
-le). Feeble means something thats lacks strength, especially because
of age or illness. You could say that old dogs are feeble because they are
not strong enough to play tug-of-war. Or, that a great-great grandma is
feeble because of her arthritis. So, to review, the word is feeble, which
means.(students respond something thats weak because it is old or
sick).

4 min

Shadbush: Shad-bush has two syllables. Shad (closed) bush (closed).

A shadbush is a tree with roses and berries on it. You could say that you
are going to go pick berries from the shadbush. Or, that the shadbush is
full of roses. So, to review, the word shadbush, which means(Students
respond- a tree or bush with berries and roses).
Text
You read three chapters of Shiloh with Ms. Reynolds. Can you tell me
Introduction anything that happened in the first chapter? You may glance back in the
chapter to refresh your memory (After Sunday dinner, Marty went on a
walk and found a dog. It was scared, but followed him. He names the
dog Shiloh after Shiloh Schoolhousewhere he found the dog). (Give
1-2 minutes to look for the answer, discuss and share).

8 min

Section 1:
Set Purpose
& Reading

2 min

Section 1:
Discussion

8 min

Section 2:
Set Purpose
& Reading

2 min

Section 2:
Discussion

8 min

Section 3:
Set Purpose
& Reading

2 min

Section 3:

What would you do if you found a stray dog?

(Discuss for 1 minute).
(After discussion). Wow! Those are some great answers. Lets keep
reading and find out what happens next!
We are going to begin by reading pages 32-36 together. While we are
reading I want you to think carefully about the sequence of events.
Think about what Marty does, what happens with Shiloh, and
everyones emotion. Now we are going to read chorally. Keep your
voice with me, and think about the things I just asked you to notice.
Questions will be presented for discussion. Not all Right There
questions may be used. Students should provide evidence from the text
when answering questions.
Right There What does Martys dad deliver? What kind of car is
Martys dad driving?
Think & Search Where did Shiloh get his name? What is the
meaning of his name?
Author & You Why does the author talk about the names Judd
gives the dog? What is the author showing us?
On My Own What would you have done in Martys position?
Would you be able to keep your mouth shut when Judd was kicking
Shiloh?
Now are going to read pages 37-40 together. The author is going to tell
us what happens on the rest of the mail route. While we are reading I
want you to think carefully about the events taking place. We are going
to read chorally. Keep your voice with me, and think about the things I
just asked you to notice.
Questions will be presented for discussion. Not all Right There
questions may be used. Students should provide evidence from the text
when answering questions.
Right There What did Mrs. Ellison leave Martys dad?
Think & Search Compare and contrast the new and old game
warden. Why is Marty collecting cans? Why does Ma use the
leftovers in soups?
Author & You Why do you think the author included information
about the game warden?
On My Own What would you have done if you saw a dead dog?
How would you raise money?
Now we are going to read pages 41- 45 together. The author is going to
tell us about how volcanoes also build the earth. While we are reading I
want you to think carefully about what Marty does for the dog, and why
he does it. This time you are going to read with a partner. Keep your
voices together, and think about the things I just asked you to notice. I
am going to listen to each group reading for some of the section.
Questions will be presented for discussion. Not all Right There

Discussion

Wrap-Up
.

First
Next
Then
Last

5 min

questions may be used. Students should provide evidence from the text
when answering questions.
Right There What does Marty feed the dog? What is Ma doing
outside? Does Shiloh make noises when Martys sisters go outside to
play?
Think & Search What do you think will happen if Martys mom
and dad find out that he is hiding Shiloh?
Author & You What does the author imply when she talks about
Marty feeding the dog? What are Martys feelings for the dog?
On My Own If you were in Martys positionfinding Shiloh in
the woods again, what would you do? Why?
Remember, at the beginning of this lesson I said that this text we were
going to read a chapter then fill in the sequence of events. Look at the
graphic organizer I showed you.

Now:
Think about all that we read and discussed. (30 seconds for silent
thought/reflection)
Talk to your partner about what you think the first event is, and what
some of the events after are (1 min).
If there is time, students will share their responses.

Assessment
Data

You all did a great job during small group today! I cant wait to read
another chapter of Shiloh with you tomorrow. Now, I need for you to go
to your writing center.
For each student, I will collect assessment data related to the CCSS
selected for this lesson. I will collect observational data in the form of
notes related to the discussion of each section (G5.R.I.5); the wrap up
summary (G5.R.I.1); and the choral/partner readings (G5.R.FS.4a). A
table to collect the assessment data is attached. In order for students to
be proficient, they must have meaningful discourse about the book,
students must provide at least two main idea, and their fluency will be
checked by seeing if they are self-correcting mistakes and reading with
expression. If a student does not show understanding, more intensive
one on one work may be needed after the group is dismissed. For

fluency, the student will need to continue to work with the fluency tutor
on Chromebooks. For comprehension, students will need to be retaught
strategies to comprehend, summarize, and find main idea in passages.

Sequence of Events Graphic Organizer

Last

Then

Next

First

Standard

When to
Observe
Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

G5.R.I.5
Use text structure, in and among
texts, to interpret information (e.g.,
chronology, comparison,
cause/effect, problem/solution).

Discussion of text sections

G5.R.I.1
Determine two or more main ideas
in a text, provide details from the
test and explain how they are
supported by key details; summarize
the text.
Wrap up summary of text

G5.R.FS.4a
Read and comprehend literary
fiction on grade level, reading
independently and proficiently.

Fluency/Reading