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There Was an Old Lady Who Swallowed a Shell 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 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

The students will be prompted think about the setting and discuss their experiencing in this
setting. There Was an Old Lady Who Swallowed a Shell took place at the beach. The students will
be prompted think about the setting and discuss their experiencing in this setting. Develop
discussion relating to the beach and encourage students to share their experiences at the beach. The
students can be thinking about what they do at the beach, how they feel about the beach, what time
of year they go to the beach, etc. The discussion will be furthered developed into what the students
know about the animals that live at the beach. The conversation about what different animals eat
can be introduced to make sense of the story’s sequencing (i.e. Seagulls eat fish).

B. Preview Text and Make Predictions

Students will examine front cover. They will develop discussion by making predictions about
the book. Help the students provide detail about their predictions by asking “Why do they think
_____ will happen in the story?”. Make the students think about why the old lady would swallow a
shell and what they think will happen to her. The students will be directed to flip to the back cover
and read the author’s short summary. Discussion will develop about how their predictions and how
they match with the author’s short summary. Ask students about what they think the genre of the
book is going to be based off of the title and illustrations.

C. Develop Vocabulary Knowledge

Students’ attention will be directed to an index card with a word on each; dull, wail, bland,
and hassle. Each index card will have the definition to the word on the back (i.e. WAIL- to cry
loudly). A pair of students will receive a card and they will discuss how they can include this
word in a sentence. Each pair will share with the rest of the group their word, the definition, and
their sentence. Students will be asked to search for these words in the story. Students will be more
successful while reading if they have prior knowledge on these vocabulary words before
beginning to read There Was an Old Lady Who Swallowed a Shell.
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D. Set a Purpose for Reading

Encourage student to begin reading the story. Remind them that they will discover why
the old lady swallowed the shell and what will happen to her.

II. Read Silently

Instruct the students to silently read. Tap each individual reader when they should begin to
read quietly. Record how the student uses strategies to comprehend text, where they experience
difficultly and self-correct, or where they seek assistance. Monitor their progress over time. Once
the student has read a page or two, tap the next reader.

III. Respond to Reading to Develop Comprehension

A. Revisit Purpose Setting Question

Develop discussion relating to what students have discovered about the sequencing of
animals the old lady is swallowing. Ask them to close the book when they figure out what she
swallowed to catch the fish. Why does it make sense that she swallowed a gull to get the fish?
Revisit the discussion about what certain animals eat. Discuss each thing she swallowed and
monitor their comprehension accuracy.

B. Clarify Additional Concepts/Vocabulary

Further discussion with the students about the events of the story and promote them to ask
questions, share interests, and explain their prior knowledge. Encourage readers to make
predictions while they read about what they think would make sense for the old lady to swallow
next. Focus in on the new vocabulary words and ask them if they remember what the word meant.
Review the word and definition again for reinforcement.

C. Supporting Comprehension of Structure

Help the students understand the structure of the story. Review the events of the in
chronological order. Guide the students as they work on the sequencing map to ensure appropriate
comprehension of the story. Encourage the use of transition words like first, second, third, next,
and finally. Let the students be creative and draw pictures within their graphic organizer.
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D. Seeking Additional Sources for Information

Spark interest in the students to seek additional information about the story. Provide them
with appropriate resources that could be used to further their knowledge. Books about different
types of sea animals can be presented to the students. A science lesson can stem from the
introduction of this book when including the study of beaches and the ocean. Use this opportunity
to model inquisitive behaviors to inspire students to seek information and further their investigation
of the topic.

E. Additional Purpose Setting Questions:

The students will continue to read the story and will continue to discover what the old lady
swallows next. Prompt them to make predictions about what she might swallow next to keep them
engaged and have purpose to continue to read. Ask the readers what they discovered about what
the old lady swallowed next and what happens to her.

IV. Review/Reread and Explore Strategies

A teaching point during this book is sequencing. After reading the book, the students will
color an image of an old lady, cut, and glue her to a plastic baggy. Pictures of the elements of the
story will provided. The students will then use the books to retell the story in sequence while
putting each picture into the bag as it represents the old lady’s stomach. This will encourage the
students to reread the text to create a timeline of events.
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V. Applying the Literature/Extending Reading Across the Curriculum

Engage the students in the different types of ocean animals within the story. Present them with
articles/books about each animal’s habitat, function, ability to survive, etc. Prompt the students to
write about the animal they selected and the new information they learned. Have the students
examine the web diagram and fill in the missing information based on what they now know.
Students can create their own ocean food web diagram when finished the task.
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