Guided Reading Assessment and Instruction

Title or topic of the lesson and grade level:

1st grade GR week #1
Text and Genre:
Day 1: The Five Senses by Julie Haydon (nonfiction level C book)
Day 2: Boss Is Hungry by Debbie Croft (fiction level C book)
Day 3: What Is Hiding by Cheryl Jakab (nonfiction level C book)
Description of GR group:

This is a small group with 3 students. All three students are white females.

I have done one guided reading session with this group before. During that session, they
read a D level book. According to my running records, a C level may be more appropriate
for 2/3 students. When instructed to whisper read, the students read the book as a group
together for the last session (possibly because it was too hard to read on their own).

Students have also just been introduced to “hunks and chunks”. They have learned “ch”,
“sh”, and “th”.

d
Standards to be addressed:
Overall Goal: What is it that proficient readers Standards basically set the curriculum and determine
do? Strategy /Skill Focus what teachers teach and students learn.

Understanding how to use pictures and text to CCSS.ELA-LITERACY.RI.1.6

comprehend the main idea of a non-fiction Distinguish between information
text.
provided by pictures or other
Sequence a story from beginning middle and illustrations and information provided by
end using character and setting as details. the words in a text.
CCSS.ELA-LITERACY.RL.K.2
With prompting and support, retell
familiar stories, including key details.
Learning objectives (outcomes):
Write a sentence for each of your desired learning outcomes. These must be written in observable terms
and be assessable. They must correlate to the standards addressed above.

Day 1:
Students will point out new vocab words of the five senses on page 16. They will point to the word
and also point to the pictures of the body part that the word correlates to.

Day 2:
Students will sequence pictures of the story from beginning to end after reading the story.

Day 3:
Students will use the picture of the cover to make a prediction of what will happen in the story (What
is hiding?) and use the text to determine if their predictions were right or not.
Data Supporting Learning Objectives:

Here you will list the summarized data from you guided reading assessments and assessment from
future guided reading class observations.

Initial running record assessments (after reading comprehension questions included) indicate that
students should be working with level C books before moving onto level D books. Although 1 student
was able to read a complete level D book with 96.25% accuracy, she still needed to improve on her
comprehension levels. She could not retell the story to me, or the main message of the story after
reading. The other 2 students were able to comprehend the book better, but only read it with 85%
and 86.25% accuracy.

From my observations in the classroom, the amount of informational material that is used is very
limited. The students need improvement in understanding the basics of what a nonfiction book is and
how it presents information rather than a narrative story. Students can improve with non-fiction text
by understanding the basics of how information is presented both in text and through pictures.

Stage Two: Assessment Evidence

Assessments:
Describe the assessments you will use to measure student progress towards or success in attaining the
learning objectives. (These may be the same or different from your learning objectives)

Students will read a C level book at an independent reading level. (at least 95% accuracy on running
record)

Day 1:
Students will point out new vocab words of the five senses on page 16. They will point to the word
and also point to the pictures of the body part that the word correlates to.

Day 2:
Students will sequence pictures of the story from beginning to end after reading the story.

Day 3:
Students will use the picture of the cover to make a prediction of what will happen in the story (What
is hiding?) and use the text to determine if their predictions were right or not.

Stage Three: Learning Plan

Materials and Resources:
List materials and Resources (exclusive
of technology) that are needed by
the student or the teacher to execute the lesson.
TEXT AND LEVEL, PURPOSE FOR TEXT
Day 1: The Five Senses by Julie Haydon
(nonfiction level C book)
Day 2: Boss Is Hungry by Debbie Croft (fiction
level C book)
Day 3: What Is Hiding by Cheryl Jakab
(nonfiction level C book)
Easel whiteboard and dry erase marker
Book Introduction and/or Purpose of Today’s
Guided Reading
Lesson Introduction
 Day 1: Go to page 16 of The Five Senses
and students will go over what the five
senses are. Students will go over these new
vocab words (see, hear, taste, smell, feel)
and they will point to body part picture on
page that correlates to each sense with
prompting.
 Day 2: Students whisper reread previous
book. Then students will look at the cover
of Boss Is Hungry and will read to find out
who is Boss and what he is going to be
 doing in the story.
 Day 3: Students will whisper reread the
previous book. They will then go over the
title and cover of What Is Hiding? Students
will then make predictions using the
picture on the cover to decide what may be
hiding.

Purpose of Today’s Guided Reading

 What you are working on today and why –
how are you introducing that to students.
 Day 1: Having students look at the
pictures and text will before reading will
give students an understanding as to how
the pictures and text give us different types
of information, but they are related. (the
word smell connects to the picture of the
nose because we smell out of our nose)
 Day 2: Giving students the purpose to find
out who Boss is and what he does, will
make students try to pay attention and
comprehend what is happening in the
story so that they can then retell it in order
form beginning to end.
 Day 3: Students will continue to work on
the standard from day 1 about
understanding the difference between
information provided by pictures versus
text. They will be doing this by taking
information from the picture on the cover
and making a prediction about what will
be hiding in the text. They will then use the
text and read if their predictions were
right.

Instructional plan: (Expand this section as needed. Clarify Days 1, 2, 3)

Describe your step-by-step procedure for how students will learn/explore a topic and/or skill in each part of
the lesson. Consider how you will engage students in the learning activities. Procedures may include
cooperative learning, inquiry-based instruction, technology integration, and more, with combinations of
strategies that include reading and writing and contribute to project-and problem-based learning. Class
discussion, questioning, note taking, demonstration, also and some traditional teaching genres that may be
part of the lesson procedures.

Day 1:
BEFORE READING –
1. Hand out the book The Five Senses. Go over the title, author, and the cover. Ask if anyone knows
what the 5 senses are.
2. Flip to page 16 of the book and introduce new vocab (smell, taste, see, hear, feel). Ask students to
point to those words on page and then point to the correlating body part picture on the page. (ex.
“point to the word ‘see’. What body part do we use to see? Point to it on the page.)

DURING READING –
1. Choral read with students until page 9.
2. On page 6 ask “Why is she pointing to her ears in the picture?” (she is using her ears to hear)
 3. On page 9 ask “Where is the girl at?”
4. Instruct students to whisper read the rest of the book to find out what other sense she uses in the
park by the river.

AFTER READING –
1. Write down all the senses on the easel.
2. Write down objects on pieces of paper and put them in a hat.
3. Have students pick a piece of paper and describe that object using the senses that are listed on the
easel.

Day 2:
BEFORE READING –
1. Students will whisper read The Five Senses once.
2. Pass out new book, Boss Is Hungry and have students observe the cover and introduce the title to
them and author.
3. Using the picture and the text in the title, the students will predict who Boss is and what he may be
doing in the story.
4. Students will be instructed to whisper read until page 11 to find out who Boss is and what he will
be doing in the story.

DURING READING –
1. Students will whisper read until page 11.
2. Teacher will ask “Who is Boss? Who is the boy in the story? What are the characters doing?
3. Choral read to page 15. The text says “Boss is not hungry. Boss is playing.” On page 15. Ask
students why Boss is not hungry anymore?
4. Choral read page 16 (last page)

AFTER READING –
1. Students will sequence pictures in the story from 1-4 on a worksheet in order from when they
happened in the story.
2. Students will describe what is happening in each picture and teacher will write a sentence to
‘caption’ each photo on the easel based on student responses.

Day 3:
BEFORE READING –
1. Students will whisper read the previous book, Boss Is Hungry.
2. Pass out new book, What Is Hiding? And have students observe the cover and introduce the title
and author.
3. Have students predict what they think is hiding based on the picture on the cover. (The cover has
different insects and animals on it like a spider, lizard, caterpillar, etc.)
4. Instruct students to read with you to find out if their predictions are true.

DURING READING –
1. Choral read until page 4 of the text.
2. Ask students if some of their predictions have come true. (Did they predict a spider would be
hiding like it mentions on page 4?)
3. Ask students why a spider and other animals may hide.
4. Students will whisper read the rest of the book raising their hand if they get to a word they cannot
sound out on their own.

AFTER READING –
1. Have students name some animals that were listed in the story. Were these animals the same
animals as your predictions?
2. Students will review the ending “-ing” that they have learned in class. Ask students to point to a
word in the book that ends in “-ing”. (ex. hiding)
 3. Explain what a root word is and how hide is the root word for “hiding”.
4. Ask students to think of another “-ing” word and write in on the board. Then point out the root
word. List multiple words ending in -ing and have students find the root word in each.
Whole Group Assessment and reflection
This text was at the appropriate reading level for
this group. When asked to independently read
they were able to do so and only stopping a few
times to ask for help on sounding out a word.
Students were able to use the pictures and text
and put them together in order to understand the
information that the author was giving them.
The students do need more work on thinking
inferentially and comprehending text, however
they have improved with this skill by now having
techniques shown to them. (i.e. looking at
pictures, reading with a purpose, figuring out the
setting in the text)
Assessment/Reflections for individuals?
Melanie – Melanie probably has the strongest
comprehension skills in the group. She can easily
think about a text and how it relates to her life. Most
of the work that we have done this week almost
seemed like review to her. She was able to sequence
the events in the story with 100% accuracy. She also
effortlessly used pictures to help guide her as to the
information that is given in the text by using pictures
to make predictions. However, at times when asked
inferential questions (Why is Boss not hungry
anymore?) she was not able to answer the question up
front. Her and all the students needed guidance in
making the connection. I believe that by continuing to
read and guiding her through making these types of
connections she will improve as well as doing word
work with her. She still needs work on distinguishing
between short a and shot e sounds. Word work
involving sight words could also be beneficial for her
in order to increase her accuracy rate when reading.
(she often confuses who, what, where, etc.)
Jayda – Jayda has been having behavioral problems
for the past 2 GR lessons. Before, I only had to
redirect her and she would get back on track and do
what she is meant to be doing. However, when asked
to whisper read she became defiant, not wanting to
read. She also is easily distracted and had a hard time
listening to my questions. However, when she does
read she reads correctly and she also tends to answer
my questions correctly (this is most likely not defiance
out of frustration because she understands the material
for the most part).
Jayda is very similar to Melanie in the sense that she
reads at the same accuracy level and is able to
comprehend almost as well as her. Jayda also
sequenced the events in the story with 100% accuracy
and was able to make correct predictions using
pictures in the text. She also struggles making certain
inferential connections, but she is improving the more
that we read.
Maleah - Maleah has the hardest time with
comprehension in the group despite the fact that she
can read with 10% more accuracy than the other two
girls in the group. When asking her the main idea of
the story, she often times cannot answer. (Ex. What
are the 5 senses? Her answer is 5) When sequencing
 the pictures of the story, she was unsure where to even
start. She needed lots of scaffolding to help her get to
the correct answers.
Asking Maleah many questions during her reading is
critical to her learning. She needs to be thinking about
important questions and be reading with a purpose in
order for her comprehension skills to increase. Since
she cannot answer what the main idea or message is in
the story after reading, guiding her during reading will
help her so she is prepared with reading strategies that
will help answer those after reading questions.
WHERE TO NEXT?
(Based on your assessments and reflections)

Next week I will be performing another running

record that will determine whether or not this
group is ready to move onto level D books. Using
these D level books the students will continue to
build on inferential skills. The inferential
connections that will have to be made will be
harder.

I would like to do some word work building the

amount of sight words they know. I would also
like to move from retelling and sequencing
pictures to retelling and sequencing using
complete sentences that are written. (Maleah
could use the book and pictures in the book to
guide her since she is still struggling meeting this
goal)

Teacher Reflection:
Here, you need two to three solid paragraphs about what went well and WHY, what you would
change and WHY. Include how students responded to your teaching moves, how you scaffolded, how
effective that was. What you’ve learned about this group and about teaching reading in general.

On day one I was surprised at how the students did not have as much background

knowledge on the topic as much as I thought they would had. I thought the students would have

known about their senses. I thought that I would be trying to go into more detail about the senses

and having the students remember what all 5 were. However, the students did not even know

what a “sense” was. However, by the end of the lesson, the students were able to identify what

the senses were and using them in relation to describing objects. This skill will hopefully be

applied to the skill of knowing new vocabulary and being able to read grade level books. The

amount of background knowledge that these students have (or lack there of) is something that I
will struggle with for the rest of this semester. Since I am at an urban school there are many

things that I have learned I needed to adjust so that I can be more in line with the culture of the

school. One of these things is having to adjust expecting that they may not have as much

background knowledge as many students their age because many of my students lack certain

experiences due to their home situations.

On day one before school started, my cooperating teacher suggested that I teach my

guided reading outside at one of the tables in the hallway. I thought this environment was very

good to teach in because it was a lot less distracting compared to if I would have taught it in the

classroom while other centers are going on. The students were very engaged during the lesson.

There were a few times people were walking in the hallway, or students were losing interest so I

had to redirect them. However, I just had to pull them back in by asking them to give me their

eyes, and they were able to do so. As the week went on I was having more issues keeping their

attention, but I think this could have been because of the factor that Halloween was happening

and AIR testing was happening in the building so a lot of structure was lost this week. Next week

I plan on using more behavior management if need be (giving and taking Dojo points).

Lastly, I would like to improve on making my learning outcomes and after reading

activities/word work that I do with my students a bit more hands on. I would love to start making

manipulatives with colored pictures that students can work with and sort in different games so

that students can have visual and physical cues embedded in their learning to increase their

retention of certain concepts. I could also possibly even use different tactile sensory methods as

well to help retention. (EX. making them write in sand) I think these types of activities could be

very beneficial for my students, especially Maleah who may need a different strategy to reading

comprehension other than just reading and answering questions about what she read.