Meghann Cooper

Guided Reading Lesson
Plant Power
Materials:
Book: Jerome, K. (2002) Life Science: Plant Power. Washington, D.C.: National
Geographic
Sticky notes, pencils, whiteboard/ELMO, marker, extra books
Standards & Goals:
CLL (Guided Reading):
 Summarize a text at intervals during reading of longer text
 Solve content-specific words, using graphics and definitions embedded
in the text
Common Core:
 RI.4.1
Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
 RI.4.2
Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
 RI.4.IA.1
Employ the full range of research-based comprehension strategies,
including making connections, determining importance, questioning,
visualizing, making inferences, summarizing, and monitoring for
comprehension.
Introduction:
So continuing our unit of ecosystems and biomes, we’re going to
segway now into talking about plants. Plants are a huge part of what
makes an ecosystem different from another, so today we’re going to
read a book called, Plant Power, that will help us to gain a little more
knowledge about certain plants and how they grow. You all have the
book in front of you; so now I want you to just flip through it, don’t
read any sections yet! Also, look at the text features in the book that
will help us comprehend what the book is about. Remember those text
features can be pictures or graphs, or even word boxes with
definitions.
Briefly text-walk the entire book and allow students time to flip through
it. Also give them time to make connections or comments about the
book.
o What did you notice while flipping through the book? Did you
recognize anything?
o If you did recognize anything, where did you see them before?
o What did you notice about the way the text is organized?
Students will look at the bolded words and captions. (p. 8-10)

(Read words: taproot, fibrous root system, woody stems,
chlorophyll, and photosynthesis)
o Why does the author put those words in bold print? What does
that mean? How does it help you as the reader to see those
bolded words?
 Turn to your partner and discuss and then we’ll share out
as a class
Have students turn to p. 13-14
o Read aloud
 On a sticky note, I will write down vocabulary words
(spores, conifers, evergreens, flowering plants, sepals,
petals, pistil, pollen, stamen) and show the class that I’m
noticing the bolded words and writing them down because
they’re “probably important”.
 Think Aloud- I wrote down all the vocabulary words that
were in the text. These words will help to summarize the
part passage that we read together. By looking at these
words, I can see that the author is explaining the parts of
a flower, so that we as a reader can better understand
how flowers reproduce and grow. So to summarize the
section of the passage by saying, “Most plants grow
from tiny seeds, but not all plants have the same
kind of seeds. Some plants, like flowering plants,
need flowers to make seeds. Flowers have four
main parts that contribute to the production of
seeds.” Summarizing helps readers to focus on the main
ideas of a section using fewer words or sentences. Good
readers use this strategy while reading long text to
explain why and what was happening.
o

Reading Plan:
Students will read (independently) p. 15-19 (finishing the passage
“Ready, Set, Grow”)
“While you read, write down on the sticky notes the bolded vocabulary
words or unknown vocabulary words from the rest of the section. Also
include the definition of the word or a picture to define it if that will
help you to remember what the word means”
As they are reading independently, I will be checking in by looking at
the words they are writing down and checking for comprehension. I will
also answer any questions they might have about the text.
Discussion:
What was the rest of this section about? Can anyone give me a brief
description about what this section was about?
o Pollination
o Fertilization
o Fighting off predators
Processing Strategy (Summarizing text):

Turn to p. 15 (for summarizing)
o Read section: Pollen Pickup
o On a sticky note, write one sentence that will summarize the
section
o Turn to a partner and compare summarizing sentences
As a class
o On whiteboard/ELMO
 Write down all the 1-sentence summaries and with the
whole class, come up with a summary, of our own, of the
section using 2-3 sentences. Include the vocabulary words
from the text if they will help to summarize the passage.
Extension:
With a group of 3-4, pick a plant/flower and research what the it looks
like, kinds of seeds it has, how it pollinates, and how it protects itself
from predators. Once the research is complete, draw the plant or
flower on a poster-board, and list the research you found of that plant
or flower. Make sure to include vocabulary words learned from this
passage or other key vocabulary words that are associated with the
plant/flower.
Word Work:
We will take apart more difficult vocabulary words and discuss their
meaning
 Vocabulary words from the passage, as well as new vocabulary words
learned from the extension projects, will be hung on The Word Wall.
Words will be added to the wall that fit within the unit.