Guided Reading Assessment and Instruction

Title or topic of the lesson and grade level:

1st grade GR week #2
Text and Genre:
Day 1: Little Cat and Big Cat (fiction)
Day 2: The Hungry Kitten (fiction)
Day 3: Little Cat and Big Cat AND The Hungry Kitten

This is a small group lesson with 4 students. 3 students are white females, the other is a black
female who just transferred to Sherman from Woodland Elementary about a month ago. This will
be the second time she has been with my group.

I have done 1 week of guided reading with this group prior. (15-20 min. for 3 days a week) Paris B. has
only been in our guided reading group starting this week.

Although students should be at a 95% to move onto the next level of reading materials, my
teacher and I decided it would be best to push these 2 students that are not meeting that because
they are very close and they both have very high comprehension levels.

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.

Students will understand the main idea of
certain pages and use the text to point out
what the supporting details are of that
main idea.
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and
demonstrate understanding of their
central message or lesson.
CCSS.ELA-LITERACY.RL.1.9
Compare and contrast the adventures
and experiences of characters in stories.

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 sequence pictures of the story from beginning to end after reading the story.

Day 2:
Students will sequence pictures of the story from beginning to end after reading the story. They will
then collaborate with teacher to write captions that correlate with each picture.

Day 3:
Students will compare and contrast details in the stories Little Cat and Big Cat and The Hungry
Kitten.
Data Supporting Learning Objectives:

After completing running records with the students again this past week, the accuracy
results for a C level book came back as:

Maleah: 99%
Jayda: 96%
Melanie: 91%
Paris: 89%

Although students should be at a 95% to move onto the next level of reading materials,
my teacher and I decided it would be best to push these 2 students that are not meeting
that requirement because they are very close and they both have very high
comprehension levels.

After last week’s observations, and when asking questions after the running record it
became clear that the students inferential skills and comprehension skills could use some
improving. Therefore, I picked two books that require lots of inferring so that I could
guide students to making those inferential connections.

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)

Day 1:
Students will sequence pictures of the story from beginning to end after reading the story.

Day 2:
Students will sequence pictures of the story from beginning to end after reading the story. They will
then collaborate with teacher to write captions that correlate with each picture.

Day 3:
Students will compare and contrast details in the stories Little Cat and Big Cat and The Hungry
Kitten.

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
Little Cat and Big Cat (level C book, fiction)
The Hungry Kitten (level D book, fiction)
Book Introduction and/or Purpose of Today’s
Guided Reading
Lesson Introduction
Day 1: Go over objectives for the week
with students (I can read a D level book. I
can sequence events in a story in order. I
can compare and contrast 2 stories.)
Easel whiteboard and dry erase marker Day 2: Reread Little Cat and Big Cat.
Students will retell main events in that
Picture cards of the stories to sequence. story.

Day 3: Reread The Hungry Kitten and

retell main events in the story.

Purpose of Today’s Guided Reading

 What you are working on today and why –
how are you introducing that to students.

 Day 1: Students will look at the cover of

Little Cat and Big Cat. Students will make
predictions as to which cat is the big cat
and which cat is the little cat on the cover.
Students will then be asked to read with
you to figure out if their predictions are
true and what these two cats will be doing
in the story.

 Day 2: Students will Look at the cover of

The Hungry Kitten. They will make
predictions as to how this story will be
similar to the book that they read the
previous day.

 Day 3: Students will put the picture

sequence cards in order from the two
books again. Students will then do a
picture walk through of the 2 books by
looking at the picture sequence cards that
they had put together.

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. Students will go over what the expected objectives are for the week are: read a D level book,
sequence events in a story in order, and compare and contrast 2 stories.
 2. Students will look at the cover of Little Cat and Big Cat. Students will make predictions as to
which cat is the big cat and which cat is the little cat on the cover.

DURING READING –
1. Students will then be asked to choral read with you to figure out if their predictions are true
and what these two cats will be doing in the story.
2. Pg. 2 teacher will ask, “Why is little cat hiding in the garden?”
3. Pg. 4 teacher will ask, “What does it say on the bowl of food? Who’s food is in the bowl
then?” (big cat’s food)
4. Pg. 8 teacher will ask, “How do you think big cat felt when he found little cat eating his
food?”
5. Pg 10 teacher will ask, “Why is big cat chasing little cat?”
6. Students will be instructed to whisper read the rest of the story to find out what happens to
little cat.

AFTER READING –
1. Ask students what happened to little cat. Why is he safe? (because big cat fell down the tree)
2. Each student will then be given a set of picture cards that correlate with pictures in the story.
3. Students will be asked to rearrange pictures to the correct order in which they happened in the
story.
4. If extra time is allowed, students will go over Fountas and Pinnell set of 50 sight word flashcards.

Day 2:

BEFORE READING –
1. Students will whisper read Little Cat and Big Cat. They will then retell the main events that
happened.
2. Teacher will pass out new book, The Hungry Kitten.
3. Students will Look at the cover of The Hungry Kitten. They will make predictions as to how
this story will be similar to the book that they read the previous day.

DURING READING –
1. Students will choral read with teacher.
2. Pg. 4 teacher will ask, “Why does big cat say go away to the little kitten?”
3. Pg. 6 teacher will tell students to observe the bowl of food that the kitten is eating. Ask, “Who
might the food belong to?” (it belongs to a dog because it has a picture of a dog on it)
4. Pg. 8 ask “Why is the dog upset?”
5. Students will whisper read to figure out what happens with the kitten.

AFTER READING –
1. Teacher will ask students what happened to the kitten at the end of the story.
2. Teacher will pass out picture cards and students will arrange them in the correct order.
3. Teacher will then go over each picture in order with students and ask for a “caption” that
corresponds to the picture and write it on the easel.

Day 3:
BEFORE READING –
1. Students will sequence both sets of picture cards from both stories again.

DURING READING –
1. Students will whisper read The Hungry Kitten and check to see if their sequencing was right.

AFTER READING –
1. Teacher draw a line and separate the easel into two columns labeled: same and different
2. Teacher will ask students to give examples as to how the two stories were the same and write
those examples on the board under the “same” column
 3. Teacher will then ask how the stories are different and write those examples on the board too.
Whole Group Assessment and reflection Assessment/Reflections for individuals?
This week was a good transition into D level
books. The D level book was not too hard for
either Melanie or Paris who are reading at
technically still a C level instructionally. They
were able read the text without becoming to
frustrated with the guidance of me helping them
sound out unfamiliar words.
The students were able to sequence the story very
well. When comparing and contrasting they were
able to give main points that were the same and
different, but I had to give lots of prompting to
help guide them to give more examples. For
example, they were able to point out that both
stories had kittens, and that one kitten found a
home at the end. However, in hopes to challenge
them I asked them questions such as, “What
characters does the story The Hungry Kitten have
in it that the other book does not?” Overall, I was
very pleased with the students and how they
responded to the lesson. They reacted very well to
Paris as a new addition to the group.
Melanie – I ended up not having time to do much
sight word work with the students this week as I
planned. However, when tested for the 50 F&P high
frequency words, Melanie scored 44/50 words
correctly.
Melanie was very much engaged during the lessons
this week. When reading words, in the book she
missed mostly high frequency words like of, he, and
girl. Her phonemic awareness is great, she just needs
to work on really paying attention to those short words
and practicing her high frequency words so that she
does not miss them.
Jayda – Jayda’s behavior has gotten consistently
worse this week. She has become much more defiant
in the classroom as a whole, not just my guided
reading lessons. I am hoping that after not receiving
her “end of the week prize” because of her lack of
points will redirect her behavior this upcoming week.
Her behavior seems to be coming from a place of
wanting attention. My teacher typically sends students
that misbehave to another room. I believe that Jayda
recognizes this and wants the same attention.
However, academically she is great! The trouble is
getting her to participate, but when she does, she
answers my questions correctly. My goal is to try to
ask her more challenging questions so that she is
forced to sit and think rather than slide by the lessons.
Maleah - I have seen lots of improvement with
Maleah this week. Before, when I asked her questions
she would answer with something completely
unrelated to the book. However, when asked different
inferential questions during reading, she really was
able to make connections and answer them correctly. I
think that asking more during reading questions this
week has improved her thinking tremendously. She is
learning how to think not only as an after-thought and
try to think about what the main idea of a story is, but
I am challenging her to think about the text while
reading as well.
Paris – Paris has great retelling and comprehension
skills! Last week when doing an interactive read
aloud, she was telling students what would happen
later in the story because she had remembered what
happened when it was read to her a year ago in a
previous class! As you can guess, she did great
sequencing these stories in order.
However, Paris will need improvement making
inferential connections. She also could use some
 work. The words missed in her running record were
day (she said baby) food, liked the (she said looked
for) eating, after (fast), a (she said the) and of (she
said for). A lot of these errors occurred because the
word may have been too hard to sound out
phonetically for her and because she said a different
word that may have made sense in the sentence. (ex.
Saying the instead of a) I think that given some
direction to slow down and really look at the words on
the page will help guide her. She has great phonemic
awareness, she just needs to attempt to use it in bigger
words.

Also, Paris really did great working with me! She is a

great addition to the group. She is a new student so
she missed the first week of guided reading because
we were still trying to figure out what reading group
would work best with her. I think she is doing fine
with me, and I can tell she loves to learn and being in
my group really motivates her!
WHERE TO NEXT?
(Based on your assessments and reflections)

Since this week was spent going over narrative

texts, next week I will be going over all
nonfiction texts. Students will dig deep into the
properties of a nonfiction text and how they
function. I plan on doing lots of work around
inferring what the main idea of the text is and
finding text to support those main ideas.

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.

With my CT being out of the classroom often these past couple weeks because of Doctors
appointments and having to administrate the state testing for the school, the classroom has felt
very inconsistent. My teacher very rarely teaches guided reading, so I do not have much of an
example to go off of. I am trying to find my rhythm of what guided reading is, and what guided
reading is for me as a teacher and how it fits with this specific group. There are so many different
techniques and books to read that I find this process difficult. I think after this week I am finally
getting a grip on what to do.
After performing running records and the F&P high frequency test with the students I
have been validated that the students are actually learning! (That was a cool moment for me) I
think that the students really want to learn and become better readers. For the next week, I am
going to try to make the guided reading as hands on as I can. I like doing fun crafts and different
techniques to get the students to become active and engaged in the learning process. I find this
task difficult during a 15-minute GR session, but I want to challenge myself to do that. I am
making progress by having students move picture cards, but I want to really dive into that aspect.
I also think that by making this time more “fun” and engaging will encourage the students, Jayda
specifically, to want to participate and understand that being in my group is a privilege and a
better alternative than going to another classroom or ISS like some of my other students in the
room go to.
I think that the book selection that I chose this week was great. I was able to find two
books that had relatively the same plot, but they had some different aspects to them. I also liked
that one book was a level C and one book was a level D, so it was a good transition to D level
books. The books were challenging because they required lots of inferring and reading between
the lines. This was great, because it allowed me as the teacher to ask lots of questions during
reading to check the students’ inferential knowledge. The downfall of this week’s book selection
is that they were only fiction books. Next week I will only be doing nonfiction in order to
maintain the 1:1 ratio of fiction to nonfiction books in the classroom. I think it will be great to
dedicate next week to nonfiction only, because the students rarely read nonfiction books in class,
so it will be great exposure.