Guided Reading Lesson Preparation Form

Identification InformatIon

Teacher: Becca Conlisk

Student: Sawyer
Date of Instruction: 11/29/2023

Iowa Core Standards:

Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.
(RI.5.3) (DOK 1,2,3)

1. Write informative/explanatory texts to examine a topic and convey ideas and

information clearly.
1. Introduce a topic clearly, provide a general observation and focus, and group
related information logically; include formatting (e.g., headings), illustrations,
and multimedia when useful to aiding comprehension.
2. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
3. Link ideas within and across categories of information using words, phrases,
and clauses (e.g., in contrast, especially).
4. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
5. Provide a concluding statement or section related to the information or
explanation presented. (W.5.2) (DOK 3,4)

Comprehension Focus:

Using context clues to understand larger/unknown vocabulary words

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

I can use familiar words to help me figure out the meaning or idea of unknown words. I can
also use a timeline to record the information I read in sequential order and then transfer this
 information into paragraph form.

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

The assessment will be a completed timeline in the correct order and a paragraph consisting of
6 or more sentences that uses evidence from the text.

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., iReady, performance
observations, etc.).

Sawyer is at a 4th grade level for reading fluency. She has a large range of vocabulary
knowledge and is able to use context clues very well if she doesn't understand right away.
When she sees a word she is unable to pronounce she often uses decoding strategies. She either
breaks the word into syllable parts or breaks the word into smaller word parts that she already
knows. For example if the word was happiness she would split it by happi and then ness. She
comes ready to learn and motivated to do new things almost every day.

Text Title:

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.

Page Numbers: 12-15

Heading: Baseball's most daring player: Jackie Robinson
Main ideas: recounts the importance of Jackie Robinson's impact on major league baseball,
goes through the stages Jackie needed to get to the pros and talks about the success of his
career
Key details: Breaking the color barrier
Why: Jackie Robinson is an important part of our history, I wanted Sawyer to be able to see
 how things were and how hard it was for colored people back then

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.

According to the reading level correlation chart the guided reading level is a z, Lexile Level is
970-1120 and grade level 5-6th.

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.

I think the text is in between two levels of text complexity. I believe it is in between the very
complex level and the moderately complex level. This is because I think the organization, text
features and pictures are easily understood. While most of the vocab is at a moderate level
there are a few more complex words that are very important to understanding the overall idea
of the text. I also think that the purpose of the text is more complex. It is an idea that she may
be more unfamiliar with because we do not live in a time that had as much discrimination as it
did in the text. So I think it may be harder for her to relate and I am not sure she has had much
knowledge or been taught a lot about that idea.

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. Refer to the Teaching Reading Sourcebook.

The text structure is organized by descriptive language.

Descriptive text structure
Signal words
In 1947,
During this time
After a year
 Then he
In 1949
By 1950s
Today,

Timeline Graphic Organizer:

1919: when he was born
1946: Jackie played in the minor leagues
April 15, 1947: Jackie’s first official day in the mlb and he won Rookie of the year
1949: won mvp
1950: highest paid dodgers player and the team leader
1972: when he died

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 of reading the text is to gain information and an understanding of how things were
back then and how Jackie made a large impact that drastically helped change our future.

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?

Before starting to read I plan on asking Sawyer what she knows about major league baseball,
what team she likes and what she notices about the players. Based on her response I will
continue to ask more questions. Such as what do you know about how African American
people were treated in the early 1900s? How is it different today? From there I would tell her
that today we are reading a passage about Jackie Robinson. The purpose of reading this
passage is to look at how much he impacted the world. When it comes to reading the text, we
will switch off reading a paragraph at a time. After each page I will stop and ask her to
 summarize what we just read. Then I will ask if on that page there were any important dates
that she thinks should be recorded on the timeline.

Outcomes: Identify the outcomes for reading the section(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.

I want her to understand how times have changed and how the United States has grown. I want
her to understand that no matter what people tell you, always pursue your goals and if you
work hard enough you can complete it.

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.

Omissions:
Discriminated:
Dignity:
I will ask Sawyer if she knows what the words mean before reading the text. We will then go
through and read the section surrounding that specific vocabulary word. If she is still unable to
give me a basic definition, we will use online resources such as a dictionary to help us better
understand.
 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.

Week two of the fifth grade scope and sequence focused their comprehension and vocabulary
This lesson will be taught through referring back to the text to find the
answer. I will teach Sawyer by having her highlight unknown words and going back to read
the surrounding text to look at context clues. In this lesson I will follow the I do, we do, you do
strategy.

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).

Before reading:
Background knowledge: Ask Sawyer what she knows about baseball and how the major
leagues are now. Ask her what her favorite team is.
Key concepts: discrimination, effect on african americans and jackie robinson
Walk through:
● Read the title
● Ask if they know anything about Jackie
● Ask if they can figure out the genre and type of text
● Ask what do you think we will be reading about

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.

Use a timeline to record the sequential order of events of Jackie’s life.

Sequence frame for paragraph

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.

I will prompt Sawyer to write a paragraph reflecting what she learned.

I will asked her questions such as what did you learn? How is baseball and the world different
today then during that time?
She will complete a 5-7 sentence paragraph in her own words. She will show her
understanding of the topic and recall important information about Jackie Robinson.