Guided Reading Lesson Preparation Form

Identification InformatIon

Teacher: Ms. Montocchio

Student: Joey Noel
Date of Instruction: 12/2/22

Iowa Core Standards:

RI.5.2 - determine two or more main ideas of a text and explain how they are supported by key
details; summarize the text.

RI.IA.1 - employ the full range of research-based comprehension strategies, including making
connections, determining importance, questioning, visualizing, making inferences,
summarizing, and monitoring for comprehension.

Comprehension Focus:

Summarize using the main ideas and supporting details

Student Learning Outcomes aligned with the Core Standards and Comprehension Focus (I
can):

I can summarize a text by using the main ideas and supporting details.

Assessment (identify how the student learning outcomes will be assessed):

Can the student summarize a section using the main idea and supporting details?

Reader, Text, and Task Information

Reader Considerations: List all that you know about the reader regarding reading fluency,
vocabulary knowledge, general world knowledge, knowledge of specific decoding and
comprehension strategies, and motivation. Provide any data you have (e.g., DIBELS progress
monitoring, Varied Practice Reading data, your observations).
 Joey tries to read fast which causes her to make mistakes. When she uses her finger to follow
along, she has less insertions. She self corrects a lot when she reads out loud, going back and
rereading words or sentences. Her DIBELS progress monitoring has been improving. The first
time, she got 69 WCPM with 96% accuracy. Her most recent time, she got 139 WCPM with
98%. With repeated reading, her time decreased with each reading.

Text Title: Extinct and Endangered Animals

Section of the text to be read for instruction: Provide the page numbers and include the
headings/subheadings of the section; identify the main ideas and key details. Identify why you
selected the section(s) of the text.

Intro
● Page 2-3
● Defines extinct and endangered animals
Dinosaur - Extinction
● Page 8-9
● Main Idea: Why are dinosaurs extinct?
● Details:
○ Asteroid hit earth which blocked the sunlight
■ Dinosaurs froze to death
○ Volcanic eruption led to poisonous gas destroying the ozone layer
■ Too hot for dinosaurs
○ Climate change led to colder winter and hotter summers
■ Dinosaurs couldn’t adapt
Moa - Extinction
● Page 14-15
● Main Idea: Why are moas extinct?
● Details:
○ Unable to fly - easily hunted
○ Maori people used their shells for tools
○ Extinct before the first Europeans settled in NZ
Woolly Mammoth - Extinction
● Page 20-21
● Main Idea: Why are wooly mammoths extinct?
● Details:
○ Hunted until extinct
 ○ Climate change
○ Warmer weather
■ Plants they ate stopped growing

Text Level (quantitative dimension): Provide the numbered text level [inside cover], the guided
reading level, the Lexile range, and the equivalent grade level. Use the Reading Level
Correlation Chart for the guided reading level, Lexile range, and grade level equivalency.

Text Level: 27
Guided Reading Level: R
Lexile Range: 740-940
Grade Level: 4

Text Complexity (qualitative dimension): Identify the level of text complexity for the section
of text that will be used in the lesson. Use the Text Complexity: Qualitative Measures Rubric for
Informational Texts. Provide a rationale for the level of text complexity and provide examples
from the text.

Moderately-Very Complex.

There is some tier three vocabulary. The things that make it not very complex is the structure,
text features, and the purpose. The vocabulary and content specific knowledge make it
between the moderate and very complex (Maori people, ozone).

Text Structure (qualitative dimension): Identify the text structure(s) for the section(s) of the
text that will be used for instruction. Identify the signal words used in the text. Attach an
appropriate graphic organizer for the text structure.

Cause and effect. Each section talks about the reasons scientists think the animals are extinct.
There isn't any use of signal words because the sentences are quite simple. One example is,
“the weather became warmer, the plants stopped growing”. It’s clearly a cause and effect, but
 without signal words.

Task Information

Purpose: Identify the specific purpose(s) for reading the section(s) of the text identified above.
What is the reading task? Is the text to be read superficially or deeply? Is the purpose to gain
information? Is the reading relevant to the reader?

The purpose is to learn about why these animals are not extinct. It’s also to teach the student
how to pick out the main idea, and details to support it. It needs to be read deeply to find the
details.

Processes: Identify the processes for reading the section(s) of the text identified above. Include
how the text will be read/used before, during, and after reading. Will a warm-up strategy be used
(e.g., connecting to background knowledge, previewing the text)? Will the reader read large or
shorter coherent sections of the text? Will the reader’s attention be directed to the text features?
Will the reader explain or summarize what has been read (after reading larger or shorter coherent
sections of the text)? Will the reader record in writing a response to the text or information from
that selection of the text that has been read?

We will look through the book together and preview the text. We’ll look at the table of
contents, pictures, and I’ll ask if she knows anything about extinct animals. I’ll read the first
paragraph at the start of each section, in case she doesn’t know what the animals are. I’ll
explain to her that we’re going to read a few sections in the text with our goal of summarizing
using main ideas and key details. I’ll model this using the introduction section. We’ll read each
section, taking turns with each paragraph. I’ll ask questions while reading about the main
ideas, supporting details, and retelling what she read. If she thinks she knows the main idea,
she’ll write it on a post-it note. After we finish reading, we’ll look at the post-it notes and
choose a section to look at more closely. (Dinosaur section) We’ll go back and find details that
support the main idea. I will model the first detail. After we find details, she will summarize
the section using the main idea and details.
Outcomes: Identify the outcomes of reading the sections(s) of the text (this is different from the
student learning outcomes and the assessment). What do you want the reader to know and be
able to do as a result of reading the text? If the reader is reading for information, what
information do you want the reader to know and understand? The outcomes should be related to
the purpose and processes.

The outcome is knowing why the animals are extinct and using her comprehension skills to
give details about it. Each animal is a main idea, so picking those out and finding supporting
details will show she knows how to do it. And she’ll learn about extinct animals.

Vocabulary Information

Vocabulary: Identify the vocabulary words that you will teach the reader before reading (refer to
the process used in the Tier-Two Vocabulary Instruction Project). Explain how you will present
and process the vocabulary words with the reader. Review the Fifth Grade Scope and Sequence
of Skill Instruction for vocabulary previously taught.

KPS: Know and apply in practice considerations for the role of vocabulary development and
vocabulary knowledge in oral and written language comprehension. Know and apply in practice
considerations for the role and characteristics of direct, explicit methods of vocabulary
instruction.

For both of these words, I’ll show her them in the text. I’ll ask if she knows what they mean. If
not, I will tell her a kid friendly definition and a connection to the word.
Ozone: layer of gas in the atmosphere that protects us from the sun (we would get very
sunburnt without it)
Maori: native people in New Zealand (like native Americans)

Strategy Information

Comprehension Strategy: Explain the comprehension strategy that will be taught and how it
will be taught in the lesson. You should be able to locate the comprehension strategy in the Fifth
Grade Scope and Sequence of Skill Instruction.
KPS: Know and apply in practice considerations for the use of explicit comprehension strategy
instruction, as supported by research. Know and apply in practice considerations for the
teacher’s role as an active mediator of text- comprehension processes.

Central Idea: I want the student to be able to determine the main idea of a section of text.
Ideas and Support: I want the student to be able to support their central idea with information
from the text.
Picking out the main idea: Look at the first sentence, look for repeated information,
information that goes with that.

Question Information

Teacher Questions: Create several questions (literal and inferential) related to the section(s) of
the text that will be read. Review the question types and QAR from the Teaching Reading
Sourcebook (pp. 620 – 621; pp. 691 and 703) before constructing your questions.

KPS: Before teaching a text, plan questions that are designed to facilitate inference-making and
higher-order reasoning; during reading, use questions strategically to help students clarify,
interpret, and build meanings as they read. After reading, ensure that students have understood
and can communicate the big ideas or enduring meanings of the text, using a variety of response
modes (oral, written, artistic).

What is a moa?
What does extinction mean?
Why do you think an asteroid could have killed the dinosaurs?
Why do scientists not know what actually killed them?

Graphic Organizers Information

Graphic Organizers: Identify how you will use a specific graphic organizer matched to a
specific informational text structure during or after reading, and while planning written
responses. Provide examples of the graphic organizers.

KPS: Teach and support students in using graphic organizers matched to specific informational
text structures during reading and while planning written responses.
 After using the main idea graphic organizer, we can use the cause and effect graphic organizer
to show why each animal went extinct.

Writing Information

Writing: Identify how you will prompt and connect writing to the comprehension focus and to
the text structure. This should be a short response that is text/evidence-based. Support the writing
with a graphic organizer and scaffolding. The purpose of the writing is to help with reading
comprehension.

KPS: Devote sufficient instructional time to planning, including definition of the goal and
expectations, brainstorming of ideas, and anticipation of text format, length,and style. Support
transcription with written notes, word banks, graphic organizers, and talking. Teach that writing
in response to reading helps both reading comprehension and quality of writing.

Joey will fill out the graphic organizer for one of the sections. After completing the main idea
and details, I’ll ask her to summarize the section to me verbally. If we have time, she could
write a couple sentences to summarize.
 Multiple Main Ideas Graphic Organizer

Main idea:

Key details:

Main idea:

Key details:

Main idea:

Key details: