Formal Guided Reading-Terry Dec2013

Revised 09/17/2013
Unit Title: Guided Reading Lesson

Lesson Title: Duration of Lesson (Days): Date:
Izzys Move-
Level D-HM
Fantasy

1 day 12/12/13
Essential Question:

How can I identify and explain differences between story books and informational books?

Design Question Focus of the Lesson (elements from other DQs may be used as
support)
Introduce New Knowledge
(DQ 2)
Deepening or Practicing
(DQ 3)
Generating and Testing
Hypothesis (DQ 4)
Standard(s):
LACC.1.RL.1.1 Ask and answer questions about key details.
LACC.1.RL.2.5 Explain major differences between story books and informational book.
LACC.1.RF.2.2.a Distinguish long from short vowel sounds in spoken single-syllable words.
LACC.1.SL.1.1.a Follow rules for discussion.
LACC.1.SL.1.2 Ask and answer questions about details in a text read aloud, information
presented orally, or through other media.
Assessment and Monitoring:
Formative Anecdotal Notes
Teacher Observations

Summative Student book sort will be completed.
Chart created to help them distinguish between story books and
informational books.

Learning Goal: (based on Standards)
I will be able to identify and explain differences between story books and informational books.

Learning Targets: (write in the scale below)
2.0 Simpler Content:
I am able to identify one
difference between story
books and informational
books.
3.0 Target
(Objective/Learning Goal):
I am able to identify and
explain three differences
between story books and
informational books.

4.0 More Complex:
Im a 3! AND I am able to
write about three or more
differences between story
books.
Depth of Knowledge (DOK) required
from Standard:
Level 1: 2: 3: 4:
Question Stems: (as determined by learning targets)

How can I identify story
books? How can I identify

Revised 09/17/2013
informational books?
How can I explain the
book?

Vocabulary
Words to Know: starts, three, two, watch, five, four, into, over

Labels identify sun, sand, sun hat, Reba, snow hat, Ron, snow shovel, and sand shovel.

Lesson Sequence
Monday: Guided reading
Look at informational text

Tuesday: Guided reading
Focus on story book text

Wednesday: Guided reading
Read informational text
Make a chart to help us decide between informational text and story book text

I do:
The students will read the books that we have read together from earlier in the week to get their
brains warmed up.
We will review the differences between story books and informational books (see previous list
that was created)
Introduce the vocabulary for story books and informational books: fiction and nonfiction
Discuss what our new book could be-a story book or informational book
Build background: Read the title and have them point to Snake, Rabbit, and Iguana on the
cover illustration. Encourage them to talk about what each animal is doingWhat is Rabbit
holding? What is snake next too? What is Iguana holding? Why do you think they are
together? What else is going on in the picture?

We will review reading strategies that good readers use when they are reading.

Introduce the text: Help with unfamiliar language and vocabulary so they can read the text
successfully. Point out sentence patterns that are repeated on each page. Point out unfamiliar
character names.

We do:
Izzy the Iguana is tired of her home and wants to move somewhere else. The other animals
want to help Izzy pack. Explain that the pictures in the book have labels (refer to books that
have labels and what they do for us) to name the animals, the setting, and what they are
holding.
2.) Where do you think Izzy lives by looking at the picture and the labels?
3.) What does Izzy pack in her suit case? What does the Rabbit hand to Izzy?
4.) Continue through the book talking about what the animals offer to Izzy and what she does.
Revised 09/17/2013

You do:
Students will read book. I will be listening to each student read a page or two and looking for
them using those reading strategies that we have been working on if they come to a challenging
part.

Responding to the text:
Children will share their personal responses to the story. What did they like best in the story or
what did they find interesting? Where would you like to live? Somewhere hot or somewhere
cold?

The students will then sort the books they have read and determine if they are informational or
story books.
Books read as a class, books read in guided reading, and books from my library.

Closing: Refer to story book versus informational book chart to remember how we can
distinguish between the two.

Assignment
2.0
The students identified one
difference between story
books but could not elaborate.

3.0
The students identified three
books and tried to explain.

4.0
The students identified and
explained three differences
between story books and
informational books and were
able to use the
fiction/nonfiction vocabulary.

Marzano Instructional Strategies:
Involving Routine Events
Design Question 1:
xProviding Clear Learning Goals and
Scales
xTracking Student Progress
Celebrating Success

Design Question 6:
Establishing Classroom Routines
Organizing the Physical Layout of the
Classroom

Addressing Content
Design Question 2:
Identifying Critical Information
Organizing Students to Interact with
New Knowledge
Previewing New Content
Chunking Content into Digestible
Bites
Processing of New Information
Elaborating on New Information
Recording and Representing
Knowledge
Reflecting on Learning

Design Question 3:
Reviewing Content
Organizing Students to Practice and
Deepen Knowledge
Using Homework
Examining Similarities and Differences
Examining Errors in Reasoning
Practicing Skills, Strategies, and
Processes
Enacted on the Spot
Design Question 5:
Noticing When Students are Not
Engaged
Using Academic Games
Managing Response Rates
Using Physical Movement
Maintaining a Lively Pace
Demonstrating Intensity and
Enthusiasm
Using Friendly Controversy
Providing Unusual or Intriguing
Information
Providing Opportunities for Students to
Talk about Themselves
Presenting Unusual or Intriguing
Information

Design Question 7:
Demonstrating Withitness
Applying Consequences for Lack of
Adherence to Rules and Procedures
Acknowledging Adherence to Rules
and Procedures
Revised 09/17/2013
Revising Knowledge

Design Question 4:
Organizing Students for Cognitively
Complex Tasks
Engaging Students in Cognitively
Complex Tasks Involving Hypothesis
Generation and Testing
Providing Resources and Guidance

Design Question 8:
Understanding Students Interests and
Background
Using Verbal and Nonverbal Behaviors
that Indicate Affection for Students
Displaying Objectivity and Control

Design Question 9:
Demonstrating Value and Respect for
Low Expectancy Students
Asking Questions of Low Expectancy
Students
Probing Incorrect Answers with Low
Expectancy Students

Resources and Materials (include technology):

Book-Izzys Move
Story Book/Informational Book Chart previously made
Student book
Other guided reading books
Books from my library

Adaptations for Unique Student Needs: (ELL, Special Education, Gifted, Students who lack support
for school)

Visuals
Allow students to share ideas or teach a friend
Repetition

After Lesson Teacher Reflection:

Formal Guided Reading-Terry Dec2013

Uploaded by

Copyright:

Available Formats

Formal Guided Reading-Terry Dec2013

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Formal Guided Reading-Terry Dec2013

Uploaded by

Copyright:

Available Formats

Revised 09/17/2013

Unit Title: Guided Reading Lesson

You might also like