TCNJ Lesson Plan

Guided Reading
Student Name: Danielle Hutchinson

School Name: Hopewell Elementary

Grade Level: Kindergarten

Host Teachers Name: Ms. Bradshaw

Guiding and/or Essential Questions:

How can we increase fluency by recognizing and recalling patterns in a text?
How can we use the pictures to decode unfamiliar vocabulary in a text?
Pre-lesson Assignments and/or Student Prior Knowledge
The students have participated in guided reading lessons for approximately one month.
The students are able to recognize high frequency sight words, such as I, a, in, and the.
The students have been introduced to CVC words and other word work strategies such as
reading with fluency. They are familiar with the term, fluency. This reading group has
previously studied B-level texts, but will be challenged with a C-level.
Standards:
CCSS.ELA-LITERACY.RF.K.1
Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-LITERACY.RI.K.7
With prompting and support, describe the relationship between illustrations and the text in which
they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
CCSS.ELA-LITERACY.RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.K.3.C
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do,
does).

Learning Objectives and Assessments:

Learning Objectives

Assessment

The students will determine and accurately

recall patterns in sentence structure while
reading a C-level text.

Students will read the text aloud twice. During

the second read, the teacher will assess for
recollection and recitation of repeating phrases
in the text.

The students will read a C-level text with

relative fluency upon rereading.

Students will read the text aloud twice. During

the second read, the teacher will assess for
minimal pauses and fluid pacing of the
students speech.

The students will analyze picture clues as a tool

to successfully determine the meaning of
unknown vocabulary while reading a C-level
text.

Students will read the text aloud. Teacher will

assess for correct student interpretation and
application of images corresponding to
challenging words.

The students will point to words in a crisp

manner as they read a C-level text.

Students will point to each word as it is read

aloud. Teacher will assess for smooth, prompt,
and precise pointing as the students speak.

Materials/Resources:
I Spy a Rain Forest by Lydia Carlin (C-Level Guided Science Readers text), one copy per
student.
Teacher guided reading chart, used to keep note of student progress
Plan for set-up/distribution/cleanup of materials:
One copy of I Spy a Rain Forest will be handed to each student once they are seated at the table.
Students will be instructed to keep the book closed until told to open it.
Lesson Procedure:
1. Lesson beginning:
PM, AJ, and CC will be told to join me at the table when it is time for guided reading. The lesson
will begin with a picture walk of I Spy a Rain Forest. The teacher will explain to the students
that good readers skim a book before reading it so that they can make predictions based on the
pictures. The students will be asked to make predictions based on the images on the front cover.
The teacher will hold up a copy of the text and model the inner voice as she goes through each
page and comments on the images displayed. As this is done, the teacher may pause to ask the

children questions, such as what do you notice about this picture?, what do you predict is
going to happen?, and what words do you recognize on this page?
2. The teacher will remind the students that we will be encountering a number of high frequency
words in the text, such as I, a, in, and the.
3. The teacher will introduce two new words to the students, rainforest and spy. The students
will be asked to decode each of these words on the first page of the text. After they decode the
word rainforest, the teacher will ask the students if they have ever heard the word before. They
will be asked to brainstorm a definition and questioned until they understand that a rainforest is a
forest with tall trees, warm weather, a lot of rain, and lots of animals. This process will be
repeated for the word spy, with emphasis on the idea of it having two meanings. Other than
understanding spy to refer to a type of career, the students will understand that it also means
to see. The students will be asked to point to the words on the first page, and told to take a
picture of it so that they can remember it.
4. The students will be told that this book has patterns in the sentences. The students will define
what a pattern is. The students will be told that we are going to read this book once to recognize
patterns, and then a second time to read it with fluency. The students will be told to keep an eye
out for the patterns, and told to take a picture of them so that they can remember it.
The sentence pattern found in I Spy a Rain Forest is I spy a ___ in the rain forest", followed by
three repeating verbs.
5. The teacher will remind the students to practice crisp pointing as they read. They will be
reminded to keep the book flat on the table.
6. The teacher will tell the students to read the book independently while keeping an eye out for
patterns. As the children read, the teacher will listen to each student and take note of their ability
to recall sentence patterns.
If a student gets stuck on a word, they will be told to look at the corresponding image on each
page. If the word is not represented in the picture, they will be asked to stretch it out. Students
will most likely struggle with the words, swing, flutter, snake, slither, jaguar, creep,
and crocodile.
7. Once the students read through the book once, they will be asked to read it a second time
individually while practicing fluency. If needed, the teacher will remind them to keep the book
flat on the table and to use crisp pointing.
8. Lesson ending:
Long closure:
i. A brief discussion will take place in which the students share what they learned from the text,
share opinions, and make connections.

ii. The students will be given a verbal exit ticket: How did the pattern in I Spy a Rain Forest help
us to read fluently? Students will be encouraged to share how they can apply this new
information to future texts.
iii. If there is a large amount of extra time, students may be asked to draw a picture about what they
learned about the rain forest by reading this text.
Short closure:
i. The students will be given a verbal exit ticket: How did the pattern in I Spy a Rain Forest help
us to read fluently? Students will be encouraged to share how they can apply this new
information to future texts.
Key Questions:

What do you notice about the front cover? Make a prediction about what the book will be about.
Why is it important for us to do a picture walk before reading the book?
Explain how the pictures helped to decode tricky words.
What is the purpose of crisp pointing? How does it help us?
Following the sentence pattern in this book, can you create your own page with an animal of
your choice?

Logistics:
Timing:
The lesson will last approximately fifteen minutes. Approximately 3 minutes will be
allotted for the picture walk, 3 minutes for the decoding and defining of new vocab, and 3
minutes for the explanation of the pattern strategy. The reminder of the time will be dedicated to
the children reading and rereading the text.
Transitions:
The children will be told to join me at the table when it is time for guided reading. After
the lesson is completed, they will be told to rejoin the rest of the class in their activities.
Classroom Management:
I will give the books to the students only when they are ready and showing respect. I
will remind them to continue showing respect to their peers, to the books, and to me for the
remainder of the lesson. If one student finishes reading before another, I will ask him or her to
reread. If there is extra time, I will ask students to draw a picture of what they learned about the
rain forest from reading this text.
Differentiation
PM is a fast reader, so he will be instructed to reread the text multiple times while
practicing fluency. AJ gets easily distracted, thus if she is unable to focus on the text, she will be
given a pipe telephone so that she can better hear herself read. CC will most likely have
difficulty decoding words, so additional guidance will be given when needed.