Splat the Cat and the Pumpkin-Picking Plan Guided Reading Plan

Standard(s):
NJSLSA.R10. Read and comprehend complex literary and informational texts independently and
proficiently with scaffolding as needed.
L.3.6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-
specific words and phrases, including those that signal spatial and temporal relationships (e.g.,
After dinner that night we went looking for them).

Objective: Students will read and discuss narrative text and engage in discussion of key concepts
and vocabulary through the development of graphic organizers and journal entries to demonstrate
comprehension at a level of (3) proficiency based on a 4 point rubric scale.

I. Preparation for Reading

A. Activate/Build Prior Knowledge

Begin a discussion with students about pumpkin picking and prompt them to share their own
experiences. Have a conversation with students about the autumn season and common fall
activities. Have students share what their favorite fall activity is. Show the front and back covers
of the book, show a couple of illustrations in the book. Discuss the characters of the book. What
are their names? What do they look like? How are they important to the story?

B. Preview Text and Make Predictions

Using illustrations from the book, ask to students to make predictions about the story. Ask
students what they see in the pictures and what they think is happening and what will happen
next. Do not reveal the last page of the book so that students have a chance to discover the ending
for themselves.

C. Develop Vocabulary Knowledge

While walking students through the illustrations point to vocabulary words in the book (autumn,
Farmer, round, spotted). Discuss the meanings of these words and relate them to real-life
examples. Lead students in making further predictions based on the vocabulary used in the story.

Academic Language Demands:

The job/function students will need to be able to perform, in terms of language, is to sequence the
events of the story to gain a better understanding of those events. Key words such as first, next,
then, finally will be good supports that will help students understand the order of the events. The
use of a timeline will support students’ ability to effectively structure the key events of the story.
 Function: Vocabulary: Discourse/Syntax:

What is the function we are Consider the following – What are the considerations
performing with language? regarding the structure of
What “job” are we doing with • Tier 2 words language and/or students
the use of the language to • Phrases and/or key words ability to use language to
support comprehension? How • Figurative language discuss or write in support
is language helping us in the of comprehension?
process of comprehension?

Tier 2 words: huge, problem Use a discussion to support

students with
Sequence – by sequencing the Terms/phrases: went, go, comprehending the events
events we are enhancing our spotted, soon that lead to Splat bringing
understanding of the story home his perfect pumpkin
events.

D. Set a Purpose for Reading

Encourage students to begin reading the story and remind them that Splat is looking for the
perfect pumpkin to bring home to his mother. Ask students to find the answers to the following
questions: Did Splat find the perfect pumpkin? Where did he go to find his pumpkin? How did he
get the pumpkin home?

II. Read Silently

Instruct students to read silently until they discover the answers to their questions. As students are
reading monitor their progress. Watch for their ability to comprehend the text. Provide help as
needed. Once students are done reading, have them write one sentence about an event from story
using at least one of the vocabulary words from the story. Have students write their sentences on
sentence strips.

Respond to Reading to Develop Comprehension

A. Revisit Purpose Setting Question

Begin a discussion by revisiting the original purpose of the story. Start off the discussion by
asking students the following questions: Did Splat find the perfect pumpkin? Where did he go to
find his pumpkin? How did he get the pumpkin home? Students must show their knowledge of
the sequence of events from the story. Students should immediately realize that Splat is in search
of a perfect pumpkin to bring home to his mother. Students should be able to identify where he
got his pumpkin and some of the activities he participated in while he was searching. Students
should also be able to describe how Splat got his pumpkin home.
 As the discussion continues, observe students’ replies to determine their accuracy and how well
they know the text.

B. Clarify Additional Concepts/Vocabulary

Continue developing discussion with students about the events of the story. Encourage students
to use higher level thinking. A topic of discussion could be other possible ways that Splat could
have taken his pumpkin home. Ask students to “brain storm” and come up with some efficient
ways to get the pumpkin home.

C. Supporting Comprehension of Structure

Support students understanding of the structure of the story by discussing the sentences the
students wrote about the story. Encourage them to share their writings relating to the events from
the reading. Guide students in arranging their sentence strips in sequential order.

D. Seeking Additional Sources for Information

Encourage students to find additional information relating to concepts in the story. For example,
a pumpkin is a plant, so use this story as an opportunity to introduce the concept of a plant’s life
cycle. Provide students with appropriate resources to explore the life cycle of a plant. Inspire
students seek out new information about their topic.

E. Additional Purpose Setting Questions:

Encourage student to continue reading the story and remind them that Splat is bringing the
pumpkin home to his mother. Ask them to continue reading to see if Splat’s pumpkin ever made
it home. Pause after each purpose setting question is addressed to discuss.

(Did Splat’s pumpkin make it home? Did his mother like the pumpkin? What could have
happened to prevent Splat from bringing the pumpkin home?)

III. Review/Reread and Explore Strategies

Have the students reread the story in pairs and ask them to create a timeline by drawing out the
events of the story in pictures.

IV. Applying the Literature/Extending Reading Across the Curriculum

Lead students in an open discussion about different types of plants including flowers, trees,
mosses, food crops, etc. Lead students in an open discussion about where plants grow and how to
care for them. Have students write down a list of at least three things that plants need to grow and
survive.
Engage students in the task of exploring the life cycle of a plant. Direct students to plant their own
flower seeds and take care of their individual flowers. Permit students to decorate and personalize
their flower pots. Guide students in observing their flowers and recognizing certain
characteristics, ask children to describe what their flowers look like at each stage. Have students
draw out their descriptions and write down a sentence explaining what they’ve illustrated for
each. Have students show their understanding of a plant’s lifecycle by arranging their pictures in
the correct order of the plant life stages.