Fallon Parker

Language and Language Development

November 13, 2021
Final Project
Guided Reading Lesson Plan- First Grade
Book: Maddy’s Loose Tooth (Level d)

Common Core Standards Addressed:

RF. 1.1, RF. 1.2, RF.1.3, RF. 1.4, RL.1.1, RL.1.2, RL.1.3, RL.1.7, SL.1.1, SL.1.2, SL.1.3,
SL.1.4, SL.1.5, SL.1.6

ELD Standards Addressed:

Collaborative
 Exchanging information and ideas with others through oral collaborative conversations
on a range of social and academic topics
 Offering and supporting opinions and negotiating with others in communicative
exchanges

Interpretive
 Listening actively to spoken English in a range of social and academic contexts
 Reading closely literary and informational texts and viewing multimedia to determine
how meaning is conveyed explicitly and implicitly through language
Productive
 Expressing information and ideas in formal oral presentations on academic topics
 Supporting own opinions and evaluating others’ opinions in speaking and writing

Materials Needed
6 Copies of Maddy’s Loose Tooth
Whiteboards, markers and erasers
Chart Paper with Anchor Charts
Graphic Organizers (Characters, Sequencing)

Objectives
Students will make predictions based on knowledge and experience with texts.
Students will recognize characters that are typical of traditional literature.
Students will understand the meanings of words that are new but east to understand with
picture support.
Students will retell stories including key details in a text.

Day 1
Before Reading
Strategy: Vocabulary
Preview Sight words from the text.
Sight words: (A, he, into, an, out, too, she, did, not)
 Show sight word
 Tap sight word on arm
 Write sight word using whiteboards
Strategy: Activating Prior Knowledge
(Discussion of Cover of book) Introduction to book: Maddy’s Loose Tooth

Today you are going to read a book called Maddy’s Loose Tooth by Aria Nicoletta Mazza.
Have you ever lost a baby tooth? Thumbs up-yes, Thumbs down-no
Baby teeth come out when they are ready.
This story is about a girl named Maddy. One at a time, she watched her friends lose a tooth.
Maddy had a loose tooth, too.
Does anyone know what it means when you have a loose tooth? Think, Pair Share.
The tooth moves back and forth in her mouth.
She tried what her friends did, but her tooth wouldn’t come out all the way.

Supporting English Learners

 Be sure students understand the concept of a loose tooth.
 Make sure that students understand that to lose a tooth and for a tooth to come out
mean the same.
 Make sure that students understand that the phrase losing a tooth does not mean that
the tooth cannot be found.

Text Vocabulary:
Before we start reading I want to practice some new vocabulary words. Create anchor chart
with word, definition, and picture. wiggled, pushed, brushed

Reading Strategy: Characters

Today as we are reading we are going to be reading Maddy’s Loose Tooth and we are going to
find out who the characters are. Characters are the people, animals or things in a story that
can think, feel, and act. (write on anchor chart)
 During Reading
State Focus for Reading: Today as you are reading I want you to think about who are the
characters in the story. We will be filling out this chart after we read.

Who are the Characters in Maddy’s Loose Tooth

Maddy Mike Ani Sam

Check in with each student and listen to their reading.

What to look for
 One-to-one correspondence
 High-frequency words
 Vocabulary Words
 Picture clues
 Decoding words: Chunking words
 Rate, Accuracy

Take notes below:

Student 1 Student 2 Student 3

Student 4 Student 5 Student 6

After Reading
Comprehension Conversation: Complete Graphic Organizer with group.
 Who are the characters in the story?
 How did you know they are characters? (refer to anchor chart, characters think, feel,
act)
 What is one thing a character did in the story? Think, Pair Share. (have students use
text evidence)
Lesson Close Out (Stamp the learning):
Today we discussed Maddy’s Loose Tooth and we learned about what a character is. We
learned that characters think, feel, and act in our stories. As you are reading today in
independent reading I want you to think about all the characters in your book.

Day 2
Before Reading
Strategy: Activating Prior Knowledge
Yesterday we read the story Maddy’s Loose Tooth and we learned about how Maddy and her
friends lost their teeth.
 Share with your partner one thing you remember from the reading the book yesterday.
Think, Pair Share.
 Share with your partner a connection you made to the characters? Think, Pair Share

Strategy: Vocabulary
Today we are going to focus on transition words. These words will help us with putting a story
together.
 First
 Next
 Then
 Last

Reading Strategy: Sequencing of Events

Previously we learned about beginning, middle, and end in a story. Today we are going to
focus on the new vocabulary words that we learned First, second, next, and last. These words
help us sequence the events in a story. (Create Anchor Chart) Sequencing of events is when
you put the story in order. We have to think about all the things that happened in a story and
put them in order. Let’s think about a book we’ve already read before. “The Three Little Pigs”

Last

Build on to anchor chart with example. Ask students questions and dictate answers.
What did the pigs do first? Think, Pair Share. Turn to your neighbor and discuss. Ask one
student to share.
What did the pigs do Next? Think, Pair Share. Turn to your neighbor and discuss. Ask one
student to share.
Then what did the pigs do? Think, Pair Share. Turn to your neighbor and discuss. Ask one
student to share.
What did the pigs do last? Think, Pair Share. Turn to your neighbor and discuss. Ask one
student to share.

During Reading
State Focus for Reading: Today as you are reading I want you to think about the events in the
story. We will retell the events in order to our buddy after we read.

If students finish reading encourage them to go back.

Strategic Pairings
Now that we have all practiced reading independently we are going to buddy read with the
person next to you. Partner one will read first and then partner two will read after. Make sure
you are following along with your fingers and pointing to each word while your partner is
reading.

Listen to the students read to each other.

What to look for
 One-to-one correspondence
 High-frequency words
 Vocabulary Words
 Picture clues
 Decoding words: Chunking words
 Rate, Accuracy

Take notes below:

Student 1 Student 2 Student 3

Student 4 Student 5 Student 6

After Reading
Comprehension Questions (Write student responses on anchor chart) Focus on First and
Next.

Sequence of events in Maddy’s Loose Tooth

First Next Then Last

 Turn to pages 2 and 3. Here are Mike and Maddy on the school bus. Mike had a loose
tooth. What did Mike do to make his tooth come out?
 Turn to pages 4 and 5. Maddy bit into an apple just like Mike. Did her tooth come out?
 Turn to pages 6 and 7. Maddy’s friend Ani wiggled and wiggled her loose tooth. Say
Wiggled. Wiggled means “made small movements side to side or up and down.”
Wiggle our finger. Did Ani’s toot come out? What do you think Maddy did next?

Strategy Graphic Organizer: Sequencing of Events (focus on First and Next)

Lesson Close Out (Stamp the learning):

Today we discussed Maddy’s Loose Tooth and we learned about the events in our story and
how to put them in order using our transition words. We learned about transition words (first,
next, then, finally). Tomorrow we will focus on the last two parts of our story together.

Day 3
 Before Reading
Strategy: Vocabulary
Today we are going review our transition words. These words will help us with putting a story
together.
 First
 Next
 Then
 Last

Reading Strategy: Sequencing of Events

Remember we’ve focusing on sequencing the events in a story. (review Anchor Chart)
Sequencing of events is when you put the story in order. We have to think about all the things
that happened in a story and put them in order.

Last

During Reading
State Focus for Reading: Today as you are reading I want you to think about the events in the
story.

Listen to the students read and pick a scholar to complete a running record on.
What to look for
 One-to-one correspondence
 High-frequency words
 Vocabulary Words
 Picture clues
 Decoding words: Chunking words
 Rate, Accuracy

Take notes below:

Student 1 Student 2 Student 3

Student 4 Student 5 Student 6

 After Reading
Comprehension Questions (Write student responses on anchor chart) finish Anchor Chart
Focus on Then and Last

Sequence of events in Maddy’s Loose Tooth

First Next Then Last

Sam bit into an apple his Ani wiggled her tooth Sam wiggled and pushed Maddy brushed her
tooth came out. Maddy and it came out. . Maddy her tooth with her teeth teeth and her tooth
tried but her tooth tried but her tooth and it came out. . Maddy came out.
didn’t come out. didn’t come out. tried but her tooth didn’t
come out.

Turn to page 10 and 11, you see Sam. Look at Sam’s tongue. She wiggled and pushed her
tooth with her tongue. Did it work?
Maddy did everything her friends did. Tell your partner all the ways to that she tried. Use the
book for examples.
Turn to pages 14 and 15. How did Maddy get her tooth out? How do you think Maddy felt
when her tooth came out?

Strategy Graphic Organizer- Sequencing of Events (focus on then and last)

Lesson Close Out (Stamp the learning):

Today we discussed Maddy’s Loose Tooth and we learned about the events in our story and
how to put them in order using our transition words. We learned about transition words (first,
next, then, finally). As you are reading your independent book I want you to think about the
events in your story. Fill out the sequencing graphic organizer and bring it to our next guided
reading group to share with a partner.