Guided Reading

LESSON PLAN

Name: Genevieve Banning Date: Lesson Start and End Time:

Academic Area: Reading Grade Level: Co-op initials with date:

Kindergarten
Pre-Instruction
Planning
Topic Guided Reading Groups
PA Anchor/Standard or CC.1.1.K.E Read emergent-reader text with purpose and
Eligible Content understanding.
CC.1.2.K.B With prompting and support, answer questions
about key details in a text.
CC.1.3.K.G Make connections between the illustrations and the
text in a story (read or read aloud).
CC.1.2.1.A Identify the main idea and retell key details of text.
Lesson Objectives 1. With prompting and support in small groups, students
will be able to discuss text they have read and make at
least one connection between themself and what they are
reading.
Materials Teacher:
• Line paper
• Sight word lists
• List of words for each group to make
• Whisper phones
• Play Dough
• Letter stamps.
Group 1 (Advanced):
• “All By Myself” Mercer Mayer
• Word and suffix Cards (-s,-ed, -ing, -er)
• Blank Elkonin boxes
Group 2 (Average):
• “My Mom” Andy Greer
• Magnet Letters
• Cookie Tray
• Blank Elkonin Boxes
Group 3 (Struggling):
• Magnet letters: can, pan, pat, pot, hot, hop, mop, map, lap,
lad, lip
• Sound boxes:
 Student:
Group 1 (Advanced):
• “All By Myself” Mercer Mayer
• Word and suffix Cards (-s,-ed, -ing, -er)
• Blank Elkonin boxes
Group 2 (Average):
• “My Mom” Andy Greer
• Magnet Letters
• Cookie Tray
• Blank Elkonin Boxes
Group 3 (Struggling):
• “I Like Bugs” Margaret Wise Brown
• Magnet Letters
• Cookie Tray
• Blank Elkonin Boxes
Planning for Learners Differentiation:
Modifications/Accommodations:
Lesson Presentation
Introduction We are going to be doing our reading groups today. While
another group is reading, you will all be assigned to activities.
You should not interrupt the reading groups while they are
going on. Pay attention so you won’t be confused while doing
activities.
There will be 5 stations. When the buzzer rings, switch stations.
If you are at 1, go to 2. If you are at 2, go to 3. If you are at 3, go
to 4. If you are at 4, go to 5. If you are at 5, go to 1.
Station 1: Rainbow Alphabet. Students write each letter of the
alphabet, using a different color for each letter, and writing each
letter 5 times.
Station 2: Fancy Fingers. Students make fancy sight words.
Station 3: Read to self. Go to the class library, pick up a book
and read it to yourself. (Students may use whisper phones)
Station 4: Readworks. Students listen/read article from
readworks and answer the questions and vocabulary.
Station 5: Play dough Sight word stamp. Students stamp sight
words into playdough.
Sequence of activities Group 1 (Advanced):
including assessments • Do word and suffix cards.
• Do Elkonin boxes.
• “Today we are going to be reading: All by Myself by Mercer
Mayer.” (My+self=myself, me)
• “What are some things you can do all by yourself, things you
do not need help to do?”
• Do a picture walk.
 • Review potentially difficult vocabulary.
• Have students read through the book.
• “What are some things the character can do by themself?”
• “Can you do those things by yourself too?”
Group 2 (Average):
• Have students make words with magnet letters.
• Do Elkonin boxes.
• “Today we are going to be reading: My Mom by Andy Greer
• “Who takes care of you at home?”
• “What are some things that you do to spend time with this
person?”
• Do a picture walk.
• Review potentially difficult vocabulary.
• Have students read through the book.
• “What are some things the character did with their mom?”
• “Do you do these things with your caretaker?”
Group 3 (Struggling):
• Have students make words with magnet letters.
• Do Elkonin boxes.
• “Today we will be reading: I Like Bugs by Margaret Wise
Brown”
• “What are some types of bugs you know about?”
• “What do bugs look like?”
• Go through a picture walk.
• Review potentially difficult vocabulary and goofy words.
• Have students read through the book.
• “What kind of ways did the author describe bugs?”
• “What kind of bugs were in the book?”
• “Do you like bugs?”
Assessment 1: Teacher will take note of students who are able to
effectively make at least one connection between themself and the
text.

Lesson Wrap-up • Have students from each group share what they read and
learned about with the class. Ask students:
o “What book did you read?”
o “What was the book about?”
o “Did you like the book? Why?”
• When we think about a book and how we feel about the
book, we are making connections. It is important to
make connections to books because it helps us to learn
and understand the book better.
Self-Evaluation