Ms.

Clark’s Small Group Reading Plans

Dates: 3/26-3/29 Text Title: Our Beautiful Tree Level: 28
Guided Reading Days (may require 3 days depending upon text) Response to Text Day
Objective: Objective Students will write one
Strategy and/or Students will determine and clarify the meaning of Students will apply reading strategies to determine Comprehension paragraph about the problem in
Comprehension words and phrases as they are used in the text. what the text says and make logical inferences from the and Writing Focus the story, and the steps to the
Focus text. solution. They will tell me what
the family did in order to help
save the tree house.
Day 1 Before Reading (3-5 min) Day 2 Before Reading (3-5 min) Day 3 After Reading- Fluency (5 min)
Book Intro Last week, we read a story called “The Food Yesterday, we read a story called “Our Beautiful Optional Familiar Sample Fluency Prompts:
- Gist statement Crew”. In this story, we learned that Ben and Tree.” In this story, we learned that Jen and Alex were Reread portion of  Phrasing (Put the words
- Preview illustration Sonja put together a food drive to help families in going to have their tree house cut down because their text for fluency together so it sounds
to intro unfamiliar need for the holidays. They even went to their neighbor, Mr. Morris was tired of the leaving falling in - Listen to individual smooth.)
concepts students whisper-
- Not every page is
school and asked their classmates to donate his yard. Jen and Alex were very upset because the tree  Teacher frames 2-3 words
canned goods from home. At the end of the story, house provided so many great things for them. They read as others read at a time as student
discussed silently
Ben and Sonja helped raise several canned goods both had such great memories of the tree, so they
- Prompt and praise
reads.
to be used for needy families. Today, we’re going decided what they could do to prevent Mr. Morris from  Teacher slides his/her
for specific strategy
to read a story called “Our Beautiful Tree.” In cutting the tree down. use finger over the words to
this story, Jen and Alex had a tree house that they - Listen and note push the student’s eye
played in everyday in their backyard. However, Today, we will finish reading chapters 3 and 4, and we observations or forward.
their neighbor, Mr. Morris wanted them to cut it will learn what Jen and Alex did as a result of learning taking a running  Teacher reads with
down because the leaves were falling in his yard. that their tree house had to be cut down. record student to model
Today, we’re going to read Chapters 1 and 2 to - Ignore errors that
phrasing, intonation, and
find out Jen and Alex’s reaction when they found make sense
expression (especially
out that they had to cut their tree house down. helpful for ELLs).
 Attend to dialogue,
New Vocabulary . intonation, expression.
- Select 1-2 words As you are reading, if you come to a word that is As you are reading, if you come to a word that is new (Can you read it like the
that cannot be new to you, reread and look for clues in the text, to you, reread and look for clues in the text, check the character? Can you make
decoded or derived check the picture, use a known part, or try to make picture, use a known part, or try to make a connection
from context
it sound like talking?)
a connection to a word that you DO know. to a word that you DO know.  Attend to punctuation.
- Follow the 4-Steps:
1. Say the new  Attend to bold words.
word and a T Says: Find and locate:
simple 1. Stubborn (pg. 12) Say the word and a simple
definition Locate the word exclaimed: definition. Now, I will ask the students to give me
2. Connect the pg. 3 (to blurt out or speak out suddenly) this word in a sentence.
new word to 1. Say the word and a simple definition:
students’ Exclaimed means that you are speaking 2. Convince (pg. 13) Say the word and read the
background out about something very suddenly. sentence. T asks: What’s a synonym for the word
knowledge or
2. Connect the word to the students’ convinced?
experiences
3. Relate the new
background knowledge or experiences:
word to the text If you exclaimed to your mom that you 3. Provide (pg. 14) Say the word and read the
4. Ask students to want your phone back, you told her sentence. T asks: Who can give me a definition of
turn and talk to suddenly. that word? How is that word used in the story?
explain and 3. Relate the definition to the text: In this
discuss the story, we will discover that the main
meaning of the
character exclaimed that her tree house
word.
- Use visuals as was almost complete.
need for ELLs 4. Ask the students to turn and talk about Now, read pgs. 10 through 14 to find what Jen and
the meaning of the word “exclaimed”. Alex did to help save their tree house.

Curious pg. 5 (to want more information about

something)
1. Say the word and a simple definition.
Curious means that you want to know
more about something.
2. the word to the students’ background
knowledge or experiences: If you are
curious that you saw footprints in the
sand, you want to know more about it.
3. Relate the new word to the text: In this
story, we see that the main character was
curious because they wanted to know
what her father was going to tell her.
4. Ask the students to turn and talk about
the meaning of the word “curious.”

Now, read pages 1 through 8 to find out what was

going to happen to the tree house.

Set Purpose “Why do you think that Alex and Jen were upset “What do you think Jen and Alex are going to do in order
- Strategy and/or about loosing their tree house?” to help save their tree house?”
Comprehension
Focus T says: Today, we’re going to discuss why Alex and T says: Today, we’re going to discuss what Jen and Alex
Jen were upset when they realized that they might did to help save their tree house.”
loose their tree house.”
Day 1 During Reading (10 min) Day 2 During Reading (10 min)
Students read I will ask the students to read the text independently by I will ask the students to read the text independently by
softly or silently themselves. They will be whisper reading the text, and themselves. They will be whisper reading the text, and then
while teacher then they will be looking for vocabulary words in the they will be looking for vocabulary words in the text. They will
confers. text. They will give me a thumbs up when they see a give me a thumbs up when they see a vocabulary word.
- Prompt and praise vocabulary word.
for specific strategy
use Possible Prompts: Possible Prompts:
- Use
comprehension What did Jen and Alex have left to do to complete their Why was the family sitting at the dining room table?
prompts to discuss tree house?
text.
- Listen and note
What was Dad’s plan to the solution?
observations or Why were Alex and Jen curious when they heard that
taking a running Dad wanted to talk to them?
record

Day 1 After Reading (5-7 min) Day 2 After Reading (5-7 min) Day 3 Guided Writing (15-20 minutes)
Teaching Point, Possible Praise: Possible Praise: Writing (15-20 Present a writing task (ideally
Discussion, I like the way ______ stopped at that tricky word I like the way ______ stopped at that tricky word and min) related to previous
AND/OR and looked carefully for a part he/she knew. looked carefully for a part he/she knew. - Assisted writing, not discussions/teaching points):
Word Study assigned writing  Beginning-Middle-End
- Use anecdotal - Task should require  Problem-Solution
notes to select and Discussion Topics: Discussion Topics: a one or two  5-finger retell
model a teaching paragraph response
 Compare/ Contrast
point to be completed
What did Dad have to tell Jen and Alex? How did the family decide to resolve this issue? during one lesson  Somebody Wanted But
- Prepare and
- Text is used as a So
present 1-2
questions that What was Jen and Alex’s response to what What was Mr. Morris’s reaction to the family’s resource  Character Analysis
require students to - If it takes 3 days to  Event – detail
dad said? How can I use details from the text plan? read the book, writing  Key word summary
make inferences or
draw conclusions to support my answer? may move to day 4  Other text-dependent
- If students struggle task:
with blends, vowel Note:
patterns, multiple While students write, Help students plan response
syllables select a teacher has mini-
by briefly discussing the text
word study activity conferences and
prompts for spelling, and listing key words.
organization,
sentence structure,
mechanics, and/or
sentence variety. The
goal is teaching
Teaching Options Appropriate for Transitional Readers whatever each
Word Study Activities Decoding Strategies Comprehension (Fiction) student is ready to
 Sound boxes  Reread and think what would make sense.  Begin-Middle-End learn next, one thing
 Analogy  Cover (or attend to) the ending.  Somebody Wanted But So at a time, so the
 Make a big word  Use analogies  5-Finger Retell teacher will attend to
 Chunk big words  Describe a character’s feelings some errors and let
Monitor for Meaning  Very Important Part (VIP) others go.
 Reread and think what would make sense.  Stop-Think-Paraphrase
 Reread and try to fix it. Vocabulary Strategies Comprehension (Nonfiction)
 Reread and look for clues  Recall information
Fluency & Phrasing  Check the illustration or visual  Write key words
 Phrasing  Use a known part  Compare/contrast
 Frame 2-3 words at a time  Make a connection to other words  Ask questions
 Attend to dialogue, intonation, expression
 Attend to punctuation  Use the glossary  Summarize
 Main ideas/details