Guided Reading with Amelia Bedelia

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Guided Reading Lesson Plan Author: Jessika Hintson Date created: 10/21/2013 7:13 PM CDT ; Date modified: 10/22/2013 12:29 AM CDT Export to PDF  GENERAL COMMENT AREA General Comments VITAL INFORMATION Grade/Level Grade 2 Subject(s) Reading Standards USA- Common Core State Standards (June 2010) Subject: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Grade: Grade 2 students: Content Area: Literature K–5 Strand: Reading Domain: Key Ideas and Details Standard: 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Domain: Integration of Knowledge and Ideas Standard: 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Objective(s) The student will identify the characters, setting, and main idea of the book with 85% accuracy. BL-2             MI-Visual/Spacial, Linguistic IMPLEMENTATION Set To get students engaged in the our guided reading I will hold the book up to the reading group. I will ask the students a few questions: Who are we going to read about today?                                                By looking at the cover, do you know what the story is about?                       Does anyone want to read the title of the book for us?               Who is the author/illustrator? Have you ever went camping? Show of hands: did you like it or not? Why or why not? What do you think will go wrong in the story? I think that graphic organizers are always nice to add in here, so I would do a two columned chart with the predictions of what will happen in the story and then later fill out what actually happened. Attachments: 2 column chart Amelia.docx Learning Activities/Time Required Time Required: 20 minutes per group. We will start the groups out by handing out prompt cards. These prompt cards will address several different areas of comprehension and will ask the students several questions: Who is the main character in this story? Who is the main character in this story? What is the setting of this story? Is there a problem in the story? What is it? Which character in the story is most like you? Why? Predict what will happen next. In 3 sentences or less, tell what the story was about. How do you think this story will end? I only created 8 of these prompt cards but if you go on Teacherspayteachers.com, you will find a set of free ones that have a variety of questions. The ones I created better fit my needs for the given standards and objective. After handing out these cards to the students, begin letting the students read a few pages of the book at a time. There are several different ways you can do this but I prefer the zig-zag pattern where the student at one ends starts reading and then the student at the opposite end reads, so on and so forth.  If you choose not to hand out the cards to the students, you can choose a time to pause in their readings and decide who gets to answer the questions. It will be good to have discussions throughout the readings that draw details from the book that can't be answered with a prompt card, like "did you ever think that fishing was catching a fish with your bare hands?" I think it would be good to ask after each section being read for the students to summarize that section. I think a really great graphic organizer that could be included in the lesson could be to have pictures that sequence what happens in the book. Since the purpose is focus of main characters and setting, I think it would be okay without. I included it, just in case. Attachments: sequence.docx Closure To close out the book, I will ask the students a few questions: Show of hands: was it a good book? Why or why not? Have you ever had a camping trip like Amelia's? What did you learn about camping from the book? Were our predictions correct? Did you see any sight words? How about any vocabulary words? We will do another run through of the book for the students to point out a few of the sight/vocabulary words. I want students to also identify if this is a real or non-believable story and point out a few reasons why. Here would be where we can finish our prediction chart and then have the students begin their writing experiences and vocabulary look-up over camping trips. Resources and Unit Handouts Materials and resources: "Amelia Bedelia Goes Camping" by Peggy Parish 20 assessment sheets Prompt cards (minimum of 8) 1 Dry erase marker 1 Prediction Chart Technology resources: ELMO and dry erase board  Students Familiarity with Software Tool: The ELMO is used everyday and the students will be very familiar with this tool.    Since the book may be limited to students, the book will be placed under the ELMO and shown on a dry erase board for students to read and use markers to point out specific words. Attachments: Prompt Cards.docx Grouping for Instruction Guided reading is very specific to the different individual reading levels that all of your students will be at. I think it is safe to divide these different stages into three groups: Students not meeting reading standards for the grade (lower-level learners) Students meeting reading standards for the grade (middle-level learners) Students exceeding the reading standards for the grade (high-level learners) This book--Amelia Bedelia Goes Camping--has no extravagent text. It is referred to grades K-3. I expect to see several students being able to breeze by but this will be a very good book to really see the struggles of your lower-level learners. The book has large print and good spacing, making it easy for your visual learners and most of the words seen will be sight words that the students should know. For the entire guided reading lesson (with each group) the students will make a semi circle and be ready to read when called upon. Adaptations / Modifications / Interventions Academic: Low-level learners- These students won't have to read every section of the book on their own. The teacher can read a bit so that these students can focus on the comprehension part of the book.                  Middle-level learners- These students will be able to read the entire book and answer all of the comprehension questions as well as pick out many sight words and identify a few words that we can add to the vocabulary.                 High-level learners- These students will be able to read the entire book and answer all the comprehension questions as well as pick out all of the sight words and add many words to their vocabulary. However, these students will not be questioned on the sight words very much and you may have to limit them because they may know all of the 220 Dolch sight words and that will decrease time for discussion. Behavioral: We will go over all the classroom rules about being quiet while others read and raising hands when you would like to add something into the discussion. However, I don't feel like the behavior will be a problem since the teacher is the center of the semi-circle group. Cultural: Some ELL students may struggle with the reading of the book, especially if this is their first year being exposed to English. The best way to accommodate these students will be to work with them in a 2-on-1 setting: the traditional English student can read and the ELL student can pick up on how the student's expression has effect on the book. This book will be great because of its repetition and low reading level: a good amount of sight words. Physical: I have the guided reading groups set up to where they will sit on the carpet in a semi-circle. This may be an issue for students that are in wheel-chairs. It would be better if the semi-circle was formed out of desks or was set up at an circle desk made for these guided reading groups. Visually impaired students will also have a hard time with this since we are reading quite a bit. My suggestion would be to have two copies of the book: one for the ELMO and one for the visually impaired student. This will help them focus on the book while others read and they won't have to strain to read the screen. Hearing impaired students will need to be in close proximity to the students that are reading. I would suggest placing them in the center of the semi circle so that the student isn't straining to hear the student at an opposite end of the semi circle. Technology Integrated It is difficult when trying to come up with technology for a guided reading lesson, but if the students are sitting on the carpet and may have only one book for the class, then the best idea would be to have the book under the ELMO. The ELMO will project the pages onto a dry erase board where students can go up and highlight words they want to know more about or make note of sight words and vocabulary words. Parental Involvement That afternoon, I will send home directions with a blank page and a lined piece of paper. These directions will direct the parent that I want students to come up with their best story about camping. For those that haven't camped, I will address them to write about their favorite bon fire, fishing trip, or boat ride. I want students and parents to come up with this story together. The students should draw out the scene with a narrative of what happened (at least 5 sentences) on the lined paper. The next day, I want the whole class to share their stories during morning group. The stories can guide their writing discoveries in the afternoon. Attachments: Dear Parents.docx ASSESSMENT Assessment Activity I want the assessment to coordinate what happened in the lesson but be more individualized. I will ask each student to fill in the camp chart that I have provided for them. The chart will go over all the areas discussed in the reading: setting, characters, and summary of the story. I have high expectations for the students' performances. Attachments: Amelia Bedelia goes camping.docx Expectations for Performance The reading level on this book is very low. Even for the low-level learners, I expect them to really have a good comprehension of what is going on in the book. The characters are familiar to them from past book readings and the vocabulary is common. Especially with the guided questions and group responses for the students, I expect them to do well on the assessment. My only concern is if the assessment may have too many writing parts for the 2nd graders. Next time I will consider a bit of multiple-choice which is what they are used to. Assessment/Rubrics Attachments: Amelia Bedelia goes camping.docx Two Column Prediction Chart Prompt Cards (made myself) Sequencing (Just in case you need it) :) Parent Letter and Instructions Assessment for Guided Reading Lesson