Guided Reading Lesson Plan- 4th
grade
Text Title: Fossils
Author: Jenny Karpelenia
Level: 700 Grade Level: 3-8
Fiction/NF: Non Fiction
Introduction
Student will be called back to the reading table based on
their reading group. These groups are decided by the students reading level
from pervious assessment such as DRA and Dibbles. Each group will have 4 to 6
students in each. The groups are labeled by sports, the football team,
baseball, basketball, and soccer. In rank of level football being the high
level readers and soccer being my low level readers. I will then call back the
Baseball team to the reading table.
·
“Baseball Team please meet with me at the back
reading table.”
Book Introduction
(Before Reading)
I will pass out an individual book to each student. First I
will read the book title to the students which is Fossils, and then follow by
asking the question, “What do we know about fossils?” The students are allowed
to share with me and the other students in the reading group what they think
they know about fossils. After a short discussion I will ask the students to look
at text features as we flip through the book. Students should be able to point out
chapter titles, glossary, index, photographs, headings, subheadings, maps, and
diagrams. Then I will lead the students
into new learning in phonics and vocabulary.
Phonics Focus: (CC):
CCSS.ELA-LITERACY.RF.4.3.A
Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and morphology (e.g., roots and
affixes) to read accurately unfamiliar multisyllabic words in context and out
of context.
The way the activity works is the
students are given a paper plate divided three ways with the sections labeled
"root", "prefix" and "suffix". Students are given
words and they have to cut the word into parts and place each part in the
correct section of the plate.
Vocabulary Focus:
·
Adapt
·
Evolution
·
Sediment
·
Species
·
Habitat
·
Extinction
I will introduce the words from
above to the students. In our reading group we will locate the words in the
book to read the sentences to gather context clues. We can then discus what we
think each term means and follow by giving the exact definition. I will provide
a cut out of each vocabulary word to place on the white board behind me. This
way the students know that it is a special word we have already discussed. This
will help students be able to recognize the vocabulary easily.
During Reading
The students will be instructed to read quietly aloud at
their seats. The students will only read a few pages at a time. I will instruct
them to read pages one- four for example and then another set of pages, giving
me time to discuss with the students what is being read. I will observe
students as they read and listen for any cues that are recognizing phonics and
vocabulary that was previously discussed.
I will be there to assist students when they come to a hard word, as
well as make sure they understand the reading with guidance from me.
Comprehension non-fiction: To reinforce
comprehension I will stop students at certain places in the book to have them
answer a few questions. This will make sure students understand a concept in
the reading before continuing.
Some questions will consist of:
What was the main idea? What text features help us in this section?
Fluency and phrasing: While the
student read I will be listening and processing each student’s fluency. I will
look for accuracy and rate during the students reading. Being in the small
group the students will need to read at a steady pace to cover material in the
given time. I will take notes on each student as I listen.
Word decoding: Most of the harder
words will our vocabulary words from the beginning. I will provide the students
with the proper ways to say each word. When students find them in the reading
we will stop and pause to make sure everyone has the proper understanding so
book makes since.
After Reading
Once the students are done reading we will then go over the question
we had at the beginning. I will ask students if their understanding of a fossil
changed or stayed the same. I will then ask the following questions in the back
of the book to make sure students comprehended the story correctly or need more
reinforcement.
Once that is done I will then see if students comprehended the
new vocabulary, I will do this by my providing a matching wheel. The wheel will
have definitions from the lesson over fossils. Taking turns the students is to
match the term by placing a close pin with the correct term to the definition.
Example: (not fossil terms)
Writing Activity: The students will
be asked to go back to their seat to write on their own. The students are to
write a sequencing of how fossils are made. The students are to use first, second,
next, then, etc. has they write. I will provide the bellow sheet so students
can format their paper correctly in listing in paragraph form how fossils are
made. They will then turn their writing in the back try for me to read and
provide feedback.
