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Description of Classroom This is a half-day kindergarten class of 23 students, ages five to six. They are mostly from middle income homes. !ac"#ro$n% This is Day 1 of a guided reading lesson for a below average reading grou . This is the !yellow" grou . Content O&'ecti(e)s* #tudents will learn how to identify the main idea of a book and list details that su ort the main idea. Lan#$a#e O&'ecti(e)s* #tudents will talk about the main idea of a book and the details that su ort it. Ne(a%a Stan%ar%s
$%.&.1 ' (ith rom ting and su ort, ask and answer )uestions about key details in a text. $%,&.1* ' +ctively engage in grou reading activities with ur ose and understanding. $,.&.- ' $ead emergent reader texts with ur ose and understanding

+e, Voca&$lar,
main idea key details fire mittens ice skates

!est Practices (put an X next to those that you address in your lesson)
Preparation +da tation of content %inks to background %inks to ast learning #trategies incor orated Inte#ration of Processes %istening # eaking $eading (riting Scaffol%in# .odeling 0uided ractice 1nde endent ractice 3erbal scaffolds 2rocedural scaffolds Application 4ands-on +uthentic 5.eaningful6 %inked to ob7ectives 2romotes engagement Gro$pin# Options (hole /lass #mall grou s 2artners 1nde endent Assessment 1ndividual 0rou (ritten 8ral

Teac-in# Strate#ies .odeling %istening .arm /p Acti(it, #tudents will be given a worksheet filled with 9 different sight words and will be told to circle the word !the". This will hel re are them for reading the book because it has the word !the" on every age. Lesson Se0$ence 16 1ntroduce the book, have students make redictions about book. Discuss things students use during winter. 26 Do a book walk, look at the ictures and oint out the difficult words. 36 /horale read the book. -6 :x lain that every book has a main idea that is basically what the book is mostly about. The title and ictures can be clues to identify the main idea. Discuss the main idea. +sk, !(hat is the main idea or what is this book mostly about;" 5Things that we see or use during winter6 96 4el the students identify details that su ort the main idea. Think aloud ' !8n age 3 1 see a icture of snow. 1 know that snow falls in many laces in the winter. 2eo le lay in the snow and make snowmen. This is a detail that tells about the main idea." (hat was the main idea of this book; <6 +sk students to find another detail to su ort the main idea. Accommo%ations 1 will have .iranda and .icki sit closest to me as they might have the most difficulty with reading and finding the details to su ort the main idea. S$pplementar, Materials dry erase markers !the" worksheet in age rotectors (inter from Re(ie12Assessment +ssessment will be done informally by asking )uestions and listening to students> res onses. Reflection 1 think this lesson went well, but one thing 1 could have done differently was to include a closing art to summari=e what was learned.
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/ritical ThinkingA$eflection? !.ain 1dea" %esson? #howing diversity 1 chose this lesson because 1 think it shows that 1 consider diversity in my teaching due to the fact that it is a reading lesson for a small number of students that has been grou ed together based on ability. (hile meeting with this grou , the other students were artici ating in center activities, again allowing for differentiated instruction. The lesson was effective because the book we read was a ro riate for their reading level. +nother reason it was effective was because it was sim le and straightforward, and 1 did not try to teach too many new ideas in one sitting. 1t was engaging because it was a book about winter, something they could all relate to and with which they all had ex erience. 1t held their interest because 1 allowed them to talk about their ersonal ex erience with winter. The thing 1 would change about this lesson would be to include a !closing" where 1, or the students, briefly summari=ed what was learned in the lesson. This lesson was standards based. 1t addressed the following standards? $%.&.1 5with rom ting and su ort, ask and answer )uestions about key details in a text6, $%.&.1*

5actively engage in grou reading activities with ur ose and understanding6, and $,.&.- 5read emergent reader texts with ur ose and understanding6. 1 assessed student learning informally by asking )uestions about the to ic.