Spring 2016_Guided Reading

Name:
Nick Wallen
Monster Friends

Guided Reading Lesson

Reading Level:

12

Text: My

1. Objective(s): At the end of the lesson, students will be able to read My

Monster Friends fluently and be able to show comprehension by retelling the
story and including key details and characters.

2. Colorado Academic Standards: Content area: Reading, writing, and

communicating
Standard: 2. Reading for all purposes
Concept: 1. Comprehending and fluently reading a variety of literary texts that
are the beginning traits of readers.
Evidence Outcome: a. ii. Retell stories, including key details, and demonstrate
understanding of their central message or lesson. (CCSS: RL.1.2)
e. ii. Read grade-level text orally with accuracy, appropriate rate, and expression.
(CCSS: RF.1.4b)

3. Learning Target(s): I will be able to read My Monster Friends fluently and

be able to comprehend the story.

4. Assessment: While observing the students read, I will check for fluency by
observing. Then at the end of the story I will check for comprehension while we
discuss the book.

5. Materials: The book: My Monster Friends

White board and marker
6. Guided Reading Lesson- Be specific about all the steps you will use
in this Guided Reading lesson. SCRIPT exactly what you might say- this
will help you practice the lesson before you do it even if you dont say
these things.
A. Book introduction: Introduce the book in a way that entices them to read,
provides some background information/ sets students up to read words they
may not know, but also leaves some decoding and comprehension work for
them to do. Decide what words or phonics pattern you will teach (if any). I
will ask the students if they know what monsters are and what
kind of monsters there are. Then I will ask the students about
You need to delete the directions from this template!

Spring 2016_Guided Reading

friends and who their friends are. "This is about a child who has
friends- What is it that friends do? This story is about a child
whose friends are actually monsters! Flip through this story and
see the kinds of things that these monsters do. I will tell them that
they should not be reading yet. After looking at the pictures I will
ask them again if monsters can be nice and if they can help people.
Then we will start to read the story.
What words will you be sure to say? (These are words from the story
you want to be sure to mention) Monsters- it is on the title and
almost every single page. Ask them questions about
monsters. If they are scary or nice? What do monsters do?
Friends- Since this is in the title and on all of the pages I will
have the students define it and tell me what it means to be
a friend. Also who their friends are and why.
Like- This is a sight word but in this story it is used
differently. It is used to compare things.

What words or part of the plot will you NOT tell students about to let
them read for themselves? I am going to leave what the
monsters do and how they can be helpful friends. Also that
the monsters help him with everyday tasks and are very
nice to him. Just because it is a monster does not mean it is
bad and scary. Monsters can be good as well.

What phonics pattern and/or sight words will you explicitly teach/ talk
about in the book introduction? A sight word that I will bring up
and teach to the kids in the word like. It is used throughout
the book and is used to compare things (his eyes are like
flashlights). I am going to explain that like is used for
similes.

B. Reading: Describe how you will facilitate students reading. How will
students read the text? What prompts might you use when they run into
difficulty? (You may not use these but you want to script out some ideas of
places they may need support ahead of time).
Before they start I will tell them to look for the sight word like while
You need to delete the directions from this template!

Spring 2016_Guided Reading

reading. Tell them to use the picture if they get stuck on a word.
Then tell them to look for the things that the monsters do and
remember what they did for comprehension.
I will have the students start reading at different times so they dont
start reading with each other. When they get stumped on words I will
say check the picture or Does it look right? or How did you
know that was _____. This story has lots of compound words such as
flagpole, flashlight, homework, and etc. I will use the chunking
technique when the students get stumped on these words.

C. Closure: What will you do at the end of this lesson to reinforce word work/
sight word/ decoding strategies and/or comprehension? What do you want
students to do? Script this out exactly.
On the last page of the book it asks the question Could you use some
monster friends too? This will be the lead of our closure. I will have
the students answer this question and explain why. They will look back
in the book for examples.
I will then discus the story and what it taught. Monsters arent always
bad. Are there bad monsters? Are there good monsters? Then we will go
over the sight word, like, that they learned from the book. And how it is
used differently in this context.

7. Differentiation: How will you address different needs that students in your
group may show? Think about providing extra support and also what you will do
with students when they have finished reading or doing word work easily. If a
student finishes much faster than the other students I will have them
re-read the story.

Reflection
The guided reading lesson I taught in class went much better than I expected it to go. It
definitely was not perfect and I can tell this will take lots and lots of practice to perfect. I thought
You need to delete the directions from this template!

Spring 2016_Guided Reading

it was going to be a rough ride and just kind of winging it. I was wrong. Everything went pretty
well. I started with the book introduction. During this I introduced the words monster, friends,
and like. We briefly discussed monsters and what the students thought about monsters. Then we
discussed friends. I asked the students what it meant to be a friend and what friends do for each
other. After this short introduction I brought up the sight word like. We discussed what it meant
to them. The students only knew one meaning of the word, I like things. So I wrote it on the
white board and had them find the word in the book. Then I explained to them that this word can
have another meaning. It is used to compare things. Then I showed them some examples so they
understood. Then we started reading the book and the students started at different times. They
began reading and I would listen for errors and then use prompts when the students struggled.
The prompt I used the most was the chunking technique since there are a lot of compound words.
After the students were done we went into closure. I used to last page of the book to lead the
closure. It asked Could you use some monster friends too? This led to a discussion about the
book and I was able to check for comprehension. Then we reviewed the new meaning of the
word like.
Overall I think everything went well. Rachel and Megan were wonderful 1st graders and
made it go a lot smoother. I think the book introduction went very well and smooth. In one of my
reflections Megan said good job tying it to prior knowledge. I think it is important for the book
introduction to relate to the students so they are interested in reading. On both of my reflections,
Rachel and Megan liked that I taught another meaning of the word like.
The reading and prompting went well. I struggled to catch all of the mistakes. It was
difficult to listen to both readers at the same time. I cant imagine what it is like when there are
four to five students. When they ran into mistakes and I was able to catch them the prompting
You need to delete the directions from this template!

Spring 2016_Guided Reading

worked well. The best prompting technique that worked the best was the chunking technique.
The pictures in the book were a little bit abstract so when I told them to use the picture, that
didnt work as well. On both of my reflections, they said I did a good job on prompting.
The closure went very well too except I ran out of time. It was really nice that the last
page was a question about monsters. This led the closure very well and made for great discussion
about monsters and how monsters can be friends. We started to discuss what like meant but ran
out of time. Megan said I liked tying it back to the last page and how students now feel about
monsters. Overall, I thought the closure went the best out of the entire guided reading lesson.
This will definitely take lots of practice and lots of improvement is needed. I think I need the
most work in prompting and trying to notice the students errors.

You need to delete the directions from this template!