Guided Reading Lesson Plan- 4^th 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.

Activity:  https://www.pinterest.com/pin/414260865698525290/

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)

https://www.pinterest.com/pin/273453008593953488/

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.