Guided Reading Lesson Plan

Date: April 13th, 2021

Group:

Text: A Monster Fish Tale

Level: H

Iowa Core/High Priority Milestones and Learning Targets

Iowa Core Standards:

RF.1.4 Reading with sufficient accuracy and fluency to support comprehension

a. Read grade-level text with purpose and understanding
b. Read grade level text with accuracy, appropriate rate, and expression
c. Use content to confirm or self-correct word recognition and understanding, rereading as necessary

RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

High Priority Milestones:

HPM Connect prior knowledge to information in the text (NA)

● Use prior knowledge of a topic to clarify understanding

HPM Monitor comprehension while reading

● Reread when the text does not make sense

Learning Targets (Performance Skills):

● Read with fluency, accuracy, and comprehension
● Use prior knowledge about the topic before and during reading
● Use illustrations and key details to describe characters, settings, and events
● Monitor comprehension and reread when the text does not make sense.

I Can Learning Targets:

● I can say the word slowly like when I write it. (Phonics)
● I can ask if my reading makes sense, sounds right, and looks right. (Monitor reading and
comprehension).
● I can read more words together. (Fluency)
● I can talk about the characters, the setting, and what happens in the story. (Prior knowledge and story
elements)
 Assessment

Text reading: Running records; observation and anecdotal notes; evidence of strategy use (word solving,
monitoring, fluency)

Before Reading

Before distributing the text, display one text with the title facing the students. I have a book we are going to read
and it’s called The Monster Fish Tale

Relate the topic to the reader: Do you like fishing? These monsters like fishing.

Summary statement: In this book we are going to read about Monsters who decide to go on a fishing trip. After
catching a few random items, they’re just about to give up. But then, Bonk catches a fish! The other Monsters
watch as the fish flops in the grass. The Monsters begin to feel sorry for the fish and decide to let it go. But now
what will they eat?

Picture walk/preview: Before we start reading we are going to take a picture walk together to learn more about
the story. Project the text. The title says, The Monster Fish Tale. The story is by Mary Boelts and it is illustrated
by Nora Voutas.

Let’s turn to page . . .

Pp. 3: Who is in the picture? What are they doing? (character and setting: the monsters; going fishing)

What letter do you expect to see at the beginning of the word fishing? Find the word fishing and point to it so I
can see that you found it. Cover up the ing at the end of the word fishing and what word do you see now?

Pp, 4: Where are they? What are the Monsters doing? (character and events)

Pp. 5: What did Lurk catch? (character and events)

Pp. 6: Look at what the Monsters caught, do you think they are going to catch a fish at all? (making inferences)

Pp. 7: Where did the Monsters find the fish? (character and event: at the pond)

Pp. 8: What are the Monsters thinking about the fish that Bonk caught? (making inferences)

Pp. 9: What are the Monsters doing with the fish? What are they going to eat now that they put the fish back?
(character and events)

Pp. 10: The Monsters are done fishing, but are leaving without the fish they caught, will they have anything to
eat? (making inferences)

Pp. 11: What are the Monsters finding on their hike? (events)

Pp. 12: Now that the Monsters ate, how do you think they are feeling? (events; making inferences)

Predict: Before we read the whole story we are going to make a prediction or a smart guess about what will
happen next in the story. We make predictions to help us think about what we are reading. First, it’s my turn. I
am going to make a prediction about what I think will happen next in the story. We can say: “I think that . . .
because . . .” to help us. I think that the Monsters will not catch a fish because on page 5 and 6 it shows the
Monsters catching random items from the pond and not any fish. Now it’s our turn to make a prediction
together. Remember, we can say: “We think that . . . because . . .”. Possible prediction: “We think that

Repeat unusual language: p. 3 Let’s go fishing!; “I can’t wait to eat the fish we catch,” he says p. 8 “What did
you catch?” asks Uzzle.; p. 11 They even find tasty ladybugs! p. 12 There are no dishes to wash! Note: Bold
words, quotation marks, exclamation point (meaning of text features and punctuation)

Locate key vocabulary: grumbles (p. 3), hungry (p. 6), ladybugs (p. 8), pond (p. 5), raspberries (p. 8), tasty (p.
11)

Set the purpose: You are going to read to find out what the Monsters will eat.

State the strategy focus: Before you start reading we need to think: What do you do when you come to a tricky
word? It has to make sense and look right. You can say the word slowly just like when you write it. I am going to
pretend that fish is a tricky word for me. Watch and listen to what I do: I will look at the word and say it slowly
like when I write it: f-ish → fish.

When you read, put your words together just like we did when we read: “I think I have a fish.”

During Reading

Fountas and Pinnell Prompts:

Teach: You can say it slowly like when you write it. Prompt: Say it slowly like when you write it. Look through
the whole word. Reinforce: You said it slowly like when you wrote it.

Teach: That didn’t make sense (sound or look right). You need to stop when it doesn’t make sense (sound or
look right). Prompt: Why did you stop? What did you notice? What is wrong? Were you right? What could you
check? Reinforce: You found out what was wrong all by yourself. You found the tricky part all by yourself.

Teach: I am going to read this faster. Prompt: Listen to me read fast. Can you read it like that? Reinforce: You
read it faster that time. You read more words together.

Second reading (reread until others are finished)

After Reading

Respond to text: What did you think about the Monsters? Do you remember where the story took place
(setting)? Why did it take place there? Who was in the story (characters: Lurk, Bonk, Jupe, Snag, Uzzle)? What
did you think when the Monsters couldn’t catch a fish (events)?

Check predictions: We made a prediction about what the Monsters would eat. Were we right? Were we close?
Let’s find that in the book.

Return to text/review reading strategies used: One praise and one teaching point. (record strategies noticed)