UDL Lesson Plan: March 2016

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:

Phonics Focus: (CC):

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:

UDL Lesson Plan