Guided Reading Lesson By: Rebecca Wolfe & Josh Kirkland

Guided Reading Lesson By: Rebecca Wolfe & Josh Kirkland

Knowledge of Readers Morgan› › › › Makes no self corrections, no cross check Uses pictures to solve for words Uses first letter of word, but often ignores the rest. Never read the word “mother” during reading. Michelle› Makes no self corrections, no cross checking › Occasionally omits words › Uses finger to guide with text

Goals of Reading Lesson Help the students acquire more reading strategies, become more fluent readers and to monitor their reading themselves.

1st Guided Reading Lesson A Bird Flies By Level- 5 by: Marilyn Wooley Book Summary: Students are introduced to different types of birds, students are given a chance to predict what kind of bird is being shown. Following the picture students also find out where the birds live.

Before Reading Introduction of A Bird Flies By. › Relate topic to readers. Have you ever flown before? Birds can fly. Michelle and Morgan shared their experiences with flying. They both had a lot to say and enjoyed the topic. › Purpose Read to find out what the last bird is and where they live. They both made predictions as to where each bird would live on the following page.

During Reading Girls both read along with their fingers. Text seemed appropriate level. Michelle looked uninterested in rereading the text while helping Morgan. Reacted well to patterned text.

After Reading/Word Study They both really enjoyed the text and pictures! › Good discussion following No word sorts › To improvise, the girls wrote out words beginning with the letters b and f on the white boards › They enjoyed the white boards

Reflection Chosen text › The warm up book may have been too difficult for Morgan. › They both had a lot to say about the book during the picture walk and after. During Instruction › One would become distracted while I was helping the other or kept posing for the camera. › They enjoyed working with the white boards. Assessment › Running record went smoothly. › Some difficult parts in the text where they used substitutions or omitted words. › They were able to identify the words/phrases I asked about

In the future . Look back and forth between the student periodically! Be prepared! › Double and triple check that I have everything. “Stretch out the word.” Find more appropriate text to start out with. › The warm up book should have been less difficult

2nd Guided Reading Lesson Baby Panda Level- 5 by: Beverly Randell Book Summary: Mother Panda and Baby Panda are walking around in the snow when Baby Panda falls! Mother Panda can’t find Baby Panda but a big cat does. Mother Panda comes to the rescue and the big cat scurries away.

Pre-Reading Read the title and introduce book. › Have you ever been separated from your mother? Students had numerous stories to tell. Summary statement- In this story Baby Panda gets separated from his mother, lets read to find out what happens! Picture walk/preview students had a good understanding of the story before reading. Predict- Both students said the mother would scare the big cat away and save the baby. Key Vocabulary- Mother, Panda

During Reading Both students whisper read, and read aloud when I ask them. I took running record of Morgan, she did much better with this text, than with the warm-up. Michelle needed little instruction with this book also. Prompts used: Stretch it out. What is the first sound you hear? What comes next? Good job soundinng that word out. Can you see anything in this word you recognize

Post-Reading Discussed Predictions- were our guesses right? Students respond to text: What did you think about the book, were you scared for baby panda? › (students were correct and were almost bored by the questions.) Praise- Great job! With your reading. You used the pictures from the book to help you predict the end of the story. After discussion- Michelle informed me that she had actually been reading the book while we did our picture walk.

Reflection Students had trouble focusing during lesson. - Students discussed being separated from their mother for a long time. - Student was not sitting in seat correctly Warm up book was too difficult for Morgan. › › Instructional text. › Michelle did well with this text. Bad text choice Morgan. Higher level than warm-up but both students did well with the text. Assessment- Running Record › Morgan did extremely well only error was substituting is/in and ran/runs - Michelle did well with both texts with little instruction needed.

For Next Time Work to find appropriate text for warm-up. Address students behavior and provide students with clear directions. Work on spending appropriate time with both students. › Take running records for both › Reread story.

Iowa Core Curriculum Learning targets for students › I can use the first letter to help me say the word. › I can monitor my reading. › I can read fluently.