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Guided Reading Lesson Plan

Title: What has these Feet?


Level: B

Standard: 2.BR-F.12. Read aloud grade-appropriate text


fluently, accurately, and with comprehension.

Objective: Students will be able to use picture clues to decode


unfamiliar words 3 out of 4 times. Success will be measured by
student performance during guided reading.

Teaching Point: Good readers figure out words they don’t know by using
picture clues.

Before Reading This story is about all the different kinds of


(Most important day feet that animals have.
1):
What are some animals that you can think
Title, setting, and characters
of?
Prior knowledge
(What do students need to know
in order to read this story?)
The book goes "What kind of animal has
Define problem or plot in the these feet?"
story
"A _____________ has these feet."
(A-J) Structure of the text
(The story goes like this…)

Tricky parts (vocabulary


definitions, literary devices, new
punctuation)
Mini Lesson: Share Teaching Point: Good readers figure out words they
don’t know by looking at picture clues.
Teaching point or strategy to
pursue while reading Model Teaching Point:
I will demonstrate this idea by using a text in the same
format: A giraffe has these feet.

We will also review visuals and names of all of the


animals featured in the book.

Quick Check For Understanding:


Can you figure out this word by looking at the
picture clue?
Today and everyday good readers:
Figure out words they don’t know by looking
at picture clues.

During Reading: “Tell me what you are working on?”


Monitor reading and
application of strategy. Check
to make sure they know the
skill they are working on.

If student struggles
significantly with new
strategy, return to INM/GP
After Reading: What kinds of animals did we see in this
Questions/discussion ideas for book? Let’s make a list.
after the reading that relates
back to the teaching point.
Ms. Machado

ESL

Inclusion Lesson Plan

Reading Intervention Program

Date: 2/2/10

DCPS Standard: 2.BR-P.5. Apply the most common letter-sound correspondences, including the sounds
represented by single letters, consonant blends, consonant digraphs, and vowel digraphs and dipthongs.

WIDA Standard: Use phonics clues to sound out words in context.

Objective: Students will be able to spell 2 words using the tapping method with an overall class average of
80% accuracy. Success will be measured by the dictation portion of the lesson.

1. Drill Sounds

a. We will drill all the alphabet sounds using the Large Alphabet cards

b. We will drill vowel extension sounds

2. Tapping to Read Words

a. I will tap a finger to my thumb while saying each sound card.

b. I will blend the sounds and say the word as I drag my thumb across my fingers beginning
with the index finger.

3. Practice Time

a. I will make the words using standard cards

b. Mat, cat, cut, cup

c. Mop, map, tap, tab

4. Trick Words

a. I will introduce trick words, or red words.

b. We will skywrite the words.

c. Students will write them in their trick word notebooks.

i. The, of, and


5. Echo/ find letters

a. I will say a letter sound. Students will find it on their boards.

i. “lip, fit, fig, nut.”

6. Dictations: Dry Erase

a. I will dictate the sounds “e,” “I” and “g.”

b. I will dictate the words “lug,” “lag,” and “lap.”

c. I will dictate the trick words “of, the, and and.”


Ms. Machado
ESL

Daily Standards-Based Lesson Plan


Pull Out

Date: 2/2/10
Time: 1:15-2:00 PM and 2:00-2:45 PM
ELP Level: 2.0-3.0

DCPS Standard: 2.LT-P.9. Identify the speaker of a poem.

WIDA Standard: L3: Compare/contrast visuals of characters, places, or objects from a series of oral
sentences from illustrated pattern or predictable books after numerous recitations.

Essential Question: What can we learn from poetry?

SMART Objective: Students will be able to explain how they found the speaker of a poem using at least 2
context clues. Success will be measured by an exit ticket.

Lesson Opening

1. Word of the day: let

Introduction to New Material

1. Review of speaker
a. Turn and talk: What is a speaker?
b. We will review the function of a poem’s speaker by gesturing physically.

2. Introduction of objectives
a. Today we will explain how we found a speaker: either in writing or in words.
b. When we explain how we found the speaker, we will list the clues in the poem that we
used.
Example:
My Baby Sister
My baby sister’s
really swell.
I love her smile,
but not her smell.
c. What clues could I use to figure out that this is a kid?
3. Check for Understanding
a. My little girl Sara likes to talk
b. And now she’s so big she likes to walk
c. I feed her dinner every day
d. And now I’m so happy that she can play!
Guided Practice
Students will guess who the speaker of this poem is and tell me how they figured it out.

1. In groups, students will read a poem and decide who the speaker is. They will circle the
“clue words” in the text that showed them that the speaker is a frog. They will draw a picture of it
and explain how they found it.
a. My legs are green and speckled
b. My eyes are bulging out
c. I have a big long tongue
d. That catches bugs without a shout
e. I sit upon a little pad
f. I float in the water
g. I could sit here all day long
h. But I’ll hop away when it gets hotter!
2. Students will share with the class how they found their answers.

Independent Practice

1. Students will complete an exit ticket.

Lesson Closing

1. What is a speaker of a poem, in your own words?


Ms. Machado
ESL

Daily Standards-Based Lesson Plan


Pull Out

Date: 2/2/10
Time: 2:45-3:15 PM
ELP Level: Kindergarten NES

DCPS Standard: K.LD-Q.3. Describe people, places, things, location, size, color, shape, and action.

WIDA Standard: Indicate color of objects in pictures using gestures and words.

Essential Question: Why is it important to learn about colors?

SMART Objective: Student will be able to define vocabulary words by showing pictures 3 out
of 4 times. Success will be measured by student performance during a read aloud.

Lesson Opening

Introduction of our “hello” game.

Introduction to New Material


Review of colors: purple, pink, red, blue, green, yellow, orange
Introduction to brown
I will show the student several brown items and explain that the color is “brown.’
The students will look for brown items in the room.

Introduction to Read Aloud.


I will explain to the student that “I See Colors” is our new story. I will preview the text and show
them that we will see many colors.
I will explain “I” and “see” with props. Students will receive their interactive read aloud props.
Guided Practice
1. During the read aloud, students will hold up objects when they hear me say the clue words.

Independent Practice

1. Students will draw a picture of the colors that they see in the classroom.
Lesson Closing

1. Where is something brown?