Guiding Reading UDL Lesson Plan

Guided Reading Lesson Plan

Text Title: Junie B. Jones is Not a Crook

Level: M

Lexile Level: 400 L

DRA:24

Fiction/NF: Fiction (Realistic Fiction)

Book Introduction (Before Reading) (describe how you will teach/re-enforce these skills within the text you’ve selected)

• The students will be in prearranged reading groups based on their DRA levels and other reading assessments.
• I will call students to the table by the color of their reading groups.
• Example: "Can the red reading group come to my desk with their books and a pencil?"
• This book is for the middle-level reading group and their group color is blue.

 Introduce Book:

• This book is called Junie B. Jones. Who is the author of the book and the illustrator?
• We will do a picture walk with the students over the cover, illustrations, and headings of the chapters.
• Then we will do a quick review of the book by watching a quick book review. (https://youtu.be/Q0CLDsEWKRQ)
• This book is called Junie B. Jones by Barbara Park and it’s about a little girl who lost her mittens that she really liked, she found a pen while looking for her mittens and wants to keep it, but she thought about how much she missed her mittens. She thought about whats right and whats wrong (rather or not she kept the book).
• I will then tell them that we will be talking about suffixes and prefixes today and that we will go into further detail about them both in further detail later in the lesson.

While reading this book we are going to focus on the following common core standard:

• CCSS.ELA-LITERACY.RL.2.3 (Describe how characters in a story respond to major events and challenges).
• Character Map (Text-to-Self): (http://www.stepinto2ndgrade.com/2011/08/getting-ready-for-next-week.html)
• Tracking Character: (http://www.fancyfreein4th.com/2014/10/october-currently.html)

Phonics Focus: (CC):

• CCSS.ELA-LITERACY.RF.2.3.D
  Decode words with common prefixes and suffixes.

Word Work Activity: 

• Students will watch this youtube video on prefixes and suffixes that initially explains what prefix and suffixes are, then it plays a game that my students will be involved in they will give a sentence with a prefix or suffix in it and will give 4 possible answers and the children will have to raise their hand and tell me which prefix or suffix they think is correct while the video is paused.
• After watching the video and playing the game the students will pick out any prefixes or suffixes they find in the book. (https://youtu.be/l-UttUp6wCc)

Vocabulary Focus:

            Word Work Activity

• Before they do the crossword puzzle we will talk about the words and what they think the words mean and what they actually mean.
• Students will do a crossword puzzle that has vocabulary words from their book with a pair-share partner. (http://puzzlemaker.discoveryeducation.com/code/BuildCrissCross.asp).
• Vocab Words: (Attractive, Concentrate, Crook, Gargle, Gorgeous, Heartsick, Issue, Mittens, Personal, Possession, Solution, Wallet.)

During Reading (describe how you will teach/re-enforce these skills within the text you’ve selected)

• The students will read the last chapter of Junie B. Jones is Not a Crook as a reading group.
• They will read the last chapter a loud taking turns.
• They will have sticky notes that they will jot down key details about the character and what she goes through that they feel was important.
• They will also write down any prefixes or suffixes they see, as well as, vocabulary words they recognize as they read.
• We will talk about the vocabulary words they recognize and they will have to infer, using context clues to explain what they believe the vocabulary means in the context that they read it in. 

            Comprehension non-fiction

• For checking my student's comprehension they will talk about the characters in Junie B. Jones is Not a Crook and talk about the characters feelings in great detail.
• How was Junie B. Jones feeling when she received her mittens?
• How was Junie B. Jones feeling after she lost her mittens?
• What was she thinking when she found the pen?
• What do you think she was feeling about making the right choice?
• How would you feel if you were in Junie B. Jones shoes?

Fluency and phrasing

• For Fluency and phrasing, I will listen to the students while they read the chapter aloud to a reading group. I will take anecdotal notes on how long it takes each child to read their part of the chapter, and monitoring who read fast or who read slowly. I will ask comprehension questions after they read each section that they read the chapter so that I can monitor if they actually comprehend the content that they are reading. 

Word decoding

Remind Students to do the following:

• While reading I will ask them to reread and think about words that they have difficulty reading and ask them to infer what would make sense.
• I will ask them to use known parts of the word to decode the words they struggle with.
• I will take anecdotal notes and observe the students while they read to check to see if they are taking my tips and decoding the word appropriately. 

After Reading (describe how you will teach/re-enforce these skills within the text you’ve selected)

• After we finish reading the last chapter we will discuss the characters in the book the problems they faced and how they overcame their problems.
• Then, they will tell me some of the key details, and vocab words they found in the book, suffix/prefix words they found, and words they had difficulty with in the book. I will write it down on the Whiteboard and we will discuss it openly as a reading group.
• The students will do S-W-B-S sentences/graphic organizer. They will tell talk about Junie B. Jones, what she wanted, what happened, and how it happened. (http://www.classroomfreebies.com/2013/04/somebody-wanted-but-so-for-pigeon-books.html)
• After completing the S-W-B-S graphic organizer they will write a paragraph in their journal about the problem of the story, how the character felt, and the solution ad how the character felt at the end of the story.

Supplies:

• Group set of the Junie B. Jones is Not a Crook book.
• Copies of the Graphic Organizers.
• Youtube Videos
• Pencils
• Activity Sheets
• Journals

UDL Lesson Plan

Guided Reading Lesson Plan

Text Title: Earthquakes by Seymour Simon

Level: Guided Reading Level T, DRA 50, Lexile Level 1010 L

Nonfiction

Book Introduction

• Students will be grouped according to their DRA levels (Which they already know, ex. pink, blue, green...)
• I will call the reading group that I will be working on with this particular book. The group of students I call will come back to the table. 
• Introduce Vocabulary Words: (Seismograph, Quakes, Offset, Mulberry, colliding, Lessen, Noticeable, Prone, Sensitive)
• Word Wall Materials: Have students write words on index cards, and have them work with their partners build sentences using their vocabulary words.

Before Reading

• First, I will encourage students to use their pre-knowledge on earthquakes to think about the book.
• Guide children through the text noting important ideas and helping with unfamiliar language and vocabulary so they can read the text successfully.
• They will play the concentration game with a partner using matching sets index cards (term/definition), they will shuffle the index cards and place them face down the first player will turn over two cards and if they select the term and the matching term they continue their turn; and the players cards do not match they lose their turn
• .http://www.scholastic.com/teachers/top-teaching/2013/10/fun-and-easy-vocabulary-activities 
• I will plainly state that this book is called Earthquakes by Seymour Simon and it’s about the mysteries surrounding earthquakes. Such as why they occur? Why are they more recurrent in certain areas? What people can do to safeguard themselves and their possessions? 
• Then we will do a picture walk so they can examine what they think about the book before they actually read.
• I will then present consonant blending that we will focus on before we start reading so they will notice the consonant blending in the book while we read. 

Phonics Focus: (Consonant Blends):

• Introducing Consonant Blends while presenting video for my students to watch before they read the text so that I can show them what consonant blends are and also show them what consonant blends I expect them to look for. 

https://youtu.be/sYmwStHMezc

• For this book they will focus on these 5 specific consonant blends:

1. -Sh
2. -Tw
3. -Qu
4. -Cr
5. -Sl

Vocabulary Focus:

• Students will work together as a group, on the Word Map graphic organizer.
• They will give their best definition for each word, and explain what the definition is like, and give examples of each word.

(http://www.cobbk12.org/cheathamhill/lfs%20update/vocabulary%20and%20word%20walls.htm)

1. Seismograph
2. Quakes
3. Offset
4. Mulberry
5. Colliding
6. Lessen
7. Noticeable
8. Prone
9. Sensitive

During Reading (describe how you will teach/re-enforce these skills within the text you’ve selected)

1. We will read through the book, Earthquake by Seymour Simon, and stop after every page to see if they spot any consonant blends that I chose for them to find.
2. They will also be on the look out for any vocabulary words that they spot throughout each page.
3. Call on students to read each page of the book aloud until the end of the book.

            Comprehension non-fiction

• CCSS.ELA-LITERACY.RI.2.5
  Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
• We will do a Making Connections: Reading Response after we finish reading the book.
• http://www.scholastic.com/teachers/sites/default/files/posts/u133/pdfs/reading_response_making_connections_response.pdf

• In the Reading Response, they will talk about any (text-to-text, text-to-self, or text-to-world connections), 
• Complete this graphic organizer of Nonfiction 
• http://www.thecurriculumcorner.com/wp-content/pdf/nonfiction/notes2.pdf
• They will complete this Graphic Organizer while reading, and will write down the title and author, vocabulary words, things they already know about earthquakes, facts they learned, and 2 questions they still have about earthquakes.

Fluency and phrasing

• CCSS.ELA-LITERACY.RF.2.4.B

Read grade-level text orally with accuracy, appropriate rate, and an expression on successive readings.

• I will ask the children to look at the poster displayed in the classroom, and do a self-check of their fluency by asking themselves these 4 Questions: Accuracy (I Read the Words Correctly); Rate (I read Not too fast and Not too slow); Expression (I read with feeling and I didn't sound like a robot); and Punctuation (I follow most or all of the punctuation marks as I read the text).
• http://www.ayearofmanyfirsts.com/2012/03/fluency-checklist-for-students/

Word decoding

CCSS.ELA-LITERACY.RF.2.3.D
Decode words with common prefixes and suffixes.

• We will go through a prefix and suffix anchor chart to decode the common prefixes and suffixes found in the book together as a group.

(https://www.pinterest.com/pin/530228556103015682/)

After Reading (describe how you will teach/re-enforce these skills within the text you’ve selected)

• Today, we found out a lot about earthquakes, now I will ask you a few questions to see if you comprehended the text such as the following: Can anyone tell me one example of a major earthquake from the book? Where do 4 out of the 5 world's earthquakes take place? What were the most violent earthquakes ever recorded? What are the instruments that scientists use to measure earthquake shocks? How can scientist measure the slightest movements of earthquakes? 
• Did you find any vocabulary words in the text?
• Review students knowledge of consonant blends as well as vocabulary words.
• Have the students complete a KWL Chart along with me on an anchor chart. 
• In the first writing activity the students will be asked to pretend to be the teacher, and write four questions about the book we just read and then write answers to each question, and present to their group their questions/answers afterward.  (http://www.thecurriculumcorner.com/wp-content/pdf/nonfiction/betheteacher.pdf)
• Then they will do another graphic organizer an Event Map that they describe the book and the events that occurred in the book.   https://www.teachervision.com/tv/printables/EventMap.pdf
• Give the students 5-10 minutes to complete the Event Map without the informational text. 
• Students will share both graphic organizers in their groups. 

            Writing Activity (Select a focus from the example below)

• Students will write a journal entry on earthquakes using their event map they completed after reading to identify one event that occurred in the book and write one paragraph about the event giving several details. 

Supplies:

1. Copies of all Graphic Organizers
2. Pencils
3. Leveled text for the guiding-reading group.
4. Paper
5. Anchor Chart
6. Consonant Blends Video
7. Journal
8. Prefix and suffix game