329 Lesson Plan Session 7

CC Guided Reading Plan Date 11/30/17 Session # 7 #/Tutor Ms.
Hegna
Assessment Data Student: Student: Student: Student:

Kali Spencer A Aiden S Ethan Purka
1. Interests
Animals, writing, bike Animals, Nature, Art / Animals, sports, nature, Animals, sports, acting and
riding, swimming, going to drawing, science, computers, video games, Star theatre, school, music,
water parks, playing wii. She mathematics, school, Wars, Pokémon, watching playing X-box, football, and
also likes going to the zoo swimming. He also likes TV / movies. He also like basketball. He also likes to
and visiting her family. reading and doing math watching YouTube videos. draw (he drew all of his
outside of school as well. favorite activities rather than
writing them)
2. Spelling Stage Early Within Word Pattern Middle Within Word Pattern Early Within Word Pattern Late Within Word Pattern
3. Fluency (wcpm) 171 wcpm (3rd grade 108 wcpm (4th grade passage) 89 wcpm (4th grade passage) 135 wcpm (4th grade passage)
passage)
4. Comprehension at gr 80% at 4th grade level 87.5% at 4th grade level *Aiden did not participate 80% at 4th grade level
level fully in the tutoring session
and did not read his passage
or answer comprehension
questions
5. Primary Need – Skill Identifying word features Using strategies when he Participation in activities, Phrasing (stopping at
and decoding skills when it comes across a new or volume and expression while punctuation) Pacing (during
comes to word sorts, unfamiliar word during cold reading, phrasing (stopping at choral reading he increases
expression while reading and readings punctuation) his speed) and expression.
complete sentences during
writing.
ELA Standard(s): One for each of the following: word sorts, fluency, reading, and writing.
Reading: Determine central ideas or themes of a text and analyze their development; summarize the key supporting ideas
and details.
Word Sorts: Know and apply grade-level phonics and word analysis skills in decoding words.
Writing: Write informative/explanatory texts to examine and convey complex ideas and information clearly accurately
through the effective selection, organization, and analysis of content.  
Common Core Guided Reading Plan, c. Rod Winters (2013). All rights reserved
Revised 9/27/2016 by Joan Sax-Bendix.
CC Guided Reading Plan Date 11/30/17 Session # 7 #/Tutor Ms. Hegna
Fluency: Read with sufficient accuracy and fluency to support comprehension.
Instructional Objective(s): One for each of the following: word sorts, fluency, reading, and writing
Objective: Language function + Content stem + support.
Reading: Comprehend informational text and answer comprehension questions independently.
Fluency: Read through a text, chorally, as a group to practice fluency.
Word Sorts: Categorize words into the correct groups when given word sorts.
Writing: Given a prompt, students will be able to write their three favorite facts from the penguin article and give a reason to which penguin was their favorite by using their
graphic organizers as a guide.
Expectations: Follow the 3 expectations for group norms.
Objective: Complete the word sorts and successfully read their passages individually and fill out their graphic organizer during reading.
Skill Goal:
Fully participating in activities (other)
Collaborating with other students (other)
Staying on task (other)
Sorting words correctly during word sorts based off of their spelling stage (word sorts)
Categorizing words based on similarities and patterns (word sorts)
Proper phrasing (fluency)
Varying rate (fluency)
Reading at their instructional level (fluency)
Using text to reference their answers (comprehension)
Summarize text by using specific vocabulary from the text (comprehension)
Ask and answer thick & thin questions (comprehension)
Write in complete sentences (writing)
Use proper punctuation (writing)
Language function:
Following group expectations

Reading fluently
Sorting words correctly
Reading fluency passages with accuracy
Identifying main ideas and details using the book as reference
Answering questions from the text using textual evidence
Following the writing prompt and writing in complete sentences
Spelling words correctly
Analyze Argue Categorize Compare/contrast Explain

Describe
Interpret Retell
Predict Question Summarize
Common language functions include:
- identifying main idea and details,
- analyzing characters and plot,
- comparing ideas between texts, and
- explaining steps in the writing process
Instructional Plan Record of Student Performance Data / Implications

1. Greeting What will be your welcoming activity/greeting to help build relationships?
List materials needed for the greeting. Describe the greeting activity you will engage the students in to build relationships.
For my greeting this week, I am doing a beach ball greeting again. My students really responded well
-Beach ball with topics / categories written on it to it during the last tutoring session and asked to repeat it again this week. This is a student
engagement strategy that was introduced to us during a Teacher Toolobox meeting. Basically, you
have a blown up beach ball that has a bunch of different topics written on it. For each topic, you are
supposed to choose your favorite from that category. An example of some of the categories include:
favorite book, color, movie, season, school subject etc.
What the beach ball activity entails:

-The students will stand or sit in a circle
-The students will gently toss the beach ball to their classmates (make sure to talk about how to be
respectful of the ball and other students and how to properly toss the ball and not be forceful)
-When the student catches the ball, they will look at the topics / categories that their thumb landed on
-Because they have two thumbs they then can choose which category they want to answer
-For example, if their left thumb was on the category “books,” they would answer what their favorite
book is and so on
-This can continue on for as long as much greeting time is allotted for the day
-Make sure that every student has a chance to share their favorites and have turns tossing the ball to
their classmates
2. Assessment & Instruction underline focus Underline assessment tool or identify strategy to address primary need
4.3.0.4 Read with sufficient accuracy and fluency to support Assessment Tools:
comprehension. 1. Interest Inventory
a. Read grade-level text with purpose and understanding 2. Spelling: Qualitative Spelling Inventory
3. Fluency Probe and Running Record: Curriculum-based Measurement Fluency Probe
b. Read grade-level text orally with accuracy, appropriate
4. Comprehension @ gr level: QRI-5
rate, and expression on successive readings.
Planning for assessment (include all materials needed) Directions for assessing (protocol- what is said and done in detail so anyone would be able to follow):
Not this session!
Not this session!
3. Word Sorts What word sort will be used?

How will you introduce it?
How will you assess the student’s learning?
Planning for word study instruction (include all materials needed): Directions for completing the word sort exercise (protocol- what is said and done in detail so anyone
would be able to follow):
Kali: Early within word pattern word sort cards
I will be doing a student-centered open sort.
-Short –a and long -a with a-e and ai patterns
Spencer: middle within word pattern word sort cards I will introduce these word sorts by handing them out to the students and briefly giving them an
-R influenced u overview on how to complete word sorts so they have a refresher. Before I let them work on their own, I
will go to each kid to make sure they have the right idea when starting to sort their words. I will then
Aiden: Early within word pattern word sort cards have them work individually until I check back in with them to correct the sorts and hear their
-short and long -i with i-e explanations.
Ethan: Late within word patter word sort cards -Student will be given their own set of words (that I have made based off of their spelling stages as
-R-influenced o: or, ore and war listed in the left column) with no key words or headers
-Students work on their own to read through words and put aside any words they do not know
-They will read each word out loud and make sure they understand what the words are
-Students determine categories and sort their own words. They explain to me or each other why they
sorted them as they did when they are finished

-Then I will “close” the sort and will establish the key words so I know the students sorted their words in
the correct way
-I will then check and talk once more about generalizations and then we will label the headers of their
sorts
I will assess the students learning by seeing if they are able to correctly sort all of their words
4. Fluency Work What fluency strategy will you be using with your student?
What passage will be used?
How will you introduce it?
How will you assess the student’s learning?
Planning for fluency instruction (include all materials needed): Directions for completing the fluency activity (protocol- what is said and done in detail so anyone
would be able to follow):
Materials needed for choral reading:
My chosen strategy for fluency with my students this week is choral reading. This will help my
-choral reading passages (level R)
students decode, develop effective and fluent read aloud skills, improve sight vocabulary and helps
(for students and teacher)
them learn to pronounce new words by hearing others (including me) read aloud at the same time.
Passage title: Prairie Dog Town
Reading level: R The protocol for my choral reading includes:
Source: -Pass out passages to each student (this will be a cold reading)
file:///Users/cl3142ho/Downloads/Fluency_PP_R_prairie_dog_town. -Go over the basic steps for choral reading (explain to students that we will all be reading at the same
pdf time at the same pace and tempo as a group)
-Read the passage out loud with students to practice fluency (ensure that all students are
participating)
5. Pre-reading: Preview, Predict, Purpose Preview text, introduce key vocabulary, predictions, purpose to confirm
4.10.6.6 Acquire and use accurately grade-appropriate general Teacher introduces next part of the information reading.
academic and domain-specific words and phrases, including those
Title of text: Penguins: Up Close and Personal
that signal
a. precise actions, emotions, or states of being (quizzed, (Source: Readworks.org)
whined, stammered) Author: No Author (Article is from Readworks.org)
b. and that are basic to a particular topic (wildlife,
conservation, endangered) Pages: 650 words (2 pages)
c. (*and words used to give directions or show what RAYGOR: 8
students know across subject areas)
Flesch-Kincaid: 8.3
a. Link to prior knowledge/background
Read the title of the informational article and ask them:
“Have any of you ever seen a penguin in real life before?”
“What do they look like?”
“Is there any facts about penguins that you already know?”
“Where do you think penguins live?”
“What do you want to know about penguins?”
b. Pre-introduce key vocabulary: words, definitions and strategy
Strategy: I will write the vocabulary words and definitions for these words on separate notecards. The
students will then have to read each word and each definition and match them correctly. I will
introduce the vocabulary words one at a time and ask the students if they think they know what the
word means. Then I will bring out the definition cards and have the students correctly match them.
Once the vocabulary words are corrected matched to the definitions, I will have the students draw a
picture to represent the word in their cumulative vocabulary journals that they use each week.
Then, as we read, I will have the students point out the vocabulary words in the text so they can see
how the word is used in context.
Tier 2: Gen Academic Words:

1. Climate- the usual weather conditions in a place
2. Camouflage- a way of hiding something by covering or coloring it so that it looks like its
surroundings
Tier 3: Technical Academic Words:

1. Hemisphere- either of two halves of the earth
2. Distinctive- serving to set apart or mark as distinct or unusual
3. Predator- an animal that hunts other animals for food

c. Preview Text Features
- illus, charts, diagrams, headings: (note Pg numbers)
There are not text features in this article
d. d. Predict- elicit prediction of what author will choose to write about in this section
Prediction questions to ask during reading:
“What do you think we will learn about penguins in this passage?”
“What information about penguins do you think it is important for us to know?”
6. During-reading: Teacher supports student reading of a new section of informational text. What is the decoding
strategy that you are planning to use for each student?
4.3.0.3 Know and apply grade-level phonics and word analysis Decodin Std Std Std Std Std Std Comp Std Std Std Std Stdt Stdt
skills in decoding words. Use combined knowledge of all g tA tB tC tD tE tF Fix-Up tA tB tC tD E F
a. letter-sound correspondences, A
b. syllabication patterns, and 1 Tap x
Reread
c. morphology (e.g., roots and affixes) B Stop
to read accurately unfamiliar multisyllabic words in 2 Sound
x and
context and out of context. Out
think x x
3 Does it C
- (*Monitor comprehension and utilize make x x Questio x
comprehension repair as needed.) sense? n
4 D. Link
Chunking key term
5 Skip,
x
return
6. Re-
read
What questions will you be asking during the reading (include page Write the answers:
#s): (Include page #’s)
Why do you think that the black and white appearance of a penguin Camouflage is one of our vocabulary words which means that the appearance of the penguin helps
camouflages them and keeps them safe in winter? the penguin blend into its surroundings so no predators see the penguins. That is how their black and
white appearance keeps them safe. (page 1)
Where are wild penguins found? In which hemisphere? Wild penguins are only found in the southern hemisphere. Most live within the polar region in cold
climates around Antarctica. (page 1)
Does it surprise you that some penguins live in warmer climates? The first part of this question is an opinion based portion. Students can express if they were surprised
Where are some of the warmer places where penguins live? or not. The warmer climates that some penguins can be found in are South Africa, New Zealand, and
some countries in South America. (page 1)
How many types of penguins are there? 17 types of penguins (page 1)
What three penguins does this passage focus on? Emperor penguin, the king penguin and the little blue penguins. (page 1)
Which kind of penguin is the largest penguin? How big is it? The emperor penguin is the largest penguin. It is almost three and a half feet tall. (page 1)
Who protects the eggs and keeps them warm for two months? The male penguins (page 1)
Does it surprise you that the male penguin goes 2 moths without This is an open-ended opinion based questions so the responses from the students will vary. They
eating food? How do you think they survive that long without can express if that information surprises them and guess how the male penguins stay alive that long
eating? without food (page 1)
How deep can emperor penguins dive? 1, 850 feet (page 1)
What is the second largest penguin? How much can they weigh up The second largest penguin is called the King Penguin and they can weigh up to 30 pounds (page 1)
to?
What is one difference between the emperor penguin and the king
The king penguins live in warmer climates and they have a distinctive coloring with orange highlights
penguin?
on its head, beak, neck and upper chest. (page 1)
What are little blue penguins also known as? Fairy penguins (page 2)
Why are they known as fairy penguins? Because they are small in size and have light blue feathers (page 2)
Can penguins fly? Why or why not? Penguins cannot fly but they do have small wings called flippers that help them swim underwater.
(page 2)
How long can penguins remain underwater while holding their 20 minutes (page 2)
breath?
What is the main thing that penguins eat? Small fish and squid (page 2)
7. After Reading: Reciprocal Teaching, QAR, GIST strategies Teacher supports student clarifying & extends thinking (Choose a discussion strategy below,
and write questions for each component, with a pg. # from the text that would verify possible
answer to questions.)
4.1.1.1 Refer to details and examples in a text when explaining A. Prediction What strategy will you use for your After Reading activity/discussion?
what the text says explicitly and when drawing verified? During reading, I am going to have the students fill out a “Five Amazing Facts About”
inferences from the text. graphic organizer. When we have finished reading I will have them go over their
4.10.4.4 Determine or clarify the meaning of unknown and
B. QAR
graphic organizers with their classmates and compare and contrast the facts
multiple-meaning words and phrases based on grade 4 1 Rt There: that they chose about penguins for this informational text.
reading and content, choosing flexibly from a range of 2 Think & Srch:
strategies. 3 Author & Me:
What questions will you be asking after the reading (include page #s):
a. Use context (as a clue to the meaning of a word or
C. RecipTching: What are the main differences between the emperor penguin, the king
phrase.
b. Use grade-appropriate Greek & Latin affixes and 1 Predict penguin and the little blue penguin? (pages 1 & 2)
roots 2 Clarify
3 Summary What process will you use to transition to this exercise?
4 Question After my after reading activity and discussion I will transition from this to the writing prompt by
having each student turn to an elbow partner and share their favorite fact from the article. This will
get them prepared for part of their writing prompt. They will be able to use their graphic organizer
that has their facts listed on them to help them.
8. Written Response & Guided Editing Guided Writing & Sentence Editing:
Include the sentence frame/stem and the editing goal for each student.
1. I learned that…
2. GIST: a) Who / What was this section about?
b) What’s important about it? Writing Prompt: Write down your favorite three facts that you learned about penguins. Make sure to write in
3. Other: completely sentences and not bullet points. Then choose which penguin that you learned about was your favorite
and give a reason why.
Writing standard you will be addressing:
Write informative/explanatory texts to *Students may use their graphic organizers or use the text to help them with writing their prompts.
examine and convey complex ideas Goal for each student: Students will brainstorm for 1-2 minutes and then write their response to the prompt above.
and information clearly and They will use capitalization and punctuation and write complete sentences.
accurately through the effective
selection, organization, and analysis of
content.  

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CC Guided Reading Plan Date 11/30/17 Session # 7 #/Tutor Ms.

Assessment Data Student: Student: Student: Student:

Fluency: Read with sufficient accuracy and fluency to support comprehension.

Reading: Comprehend informational text and answer comprehension questions independently.

Fluency: Read through a text, chorally, as a group to practice fluency.

Expectations: Follow the 3 expectations for group norms.

Following group expectations

Analyze Argue Categorize Compare/contrast Explain

Instructional Plan Record of Student Performance Data / Implications

What the beach ball activity entails:

3. Word Sorts What word sort will be used?

sorted them as they did when they are finished

Tier 2: Gen Academic Words:

Tier 3: Technical Academic Words:

3. Predator- an animal that hunts other animals for food

white appearance keeps them safe. (page 1)

How many types of penguins are there? 17 types of penguins (page 1)

How deep can emperor penguins dive? 1, 850 feet (page 1)

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