Christina Stokes Dr.

Casey ELD 307 November 27, 2013 Guided Reading/Writing Plan Grade: 1st Number of Students: 4 Low Level Readers Rationale: The lesson will help students to recognize key details in a text with the use of illustrations.

Standard:
CCSS.ELA-Literacy.RL.1.1 Ask

and answer questions about key details in a text.

Objectives: Students will be able to use the illustrations to recognize key details in a text and will focus on the un word family using words from the text.

Procedure: Presentation a. Teacher will call on four students to form a small group. (The rest of the students will be working at different centers in the classroom. The teacher will intervene if any problems arise between the students.) b. Teacher will introduce the book letting the students know the book is related to their interest. c. Teacher will say: I realized that a lot of people in our class love dogs. I am so excited to read this book to you today. The story is called See Me Run by Paul Meisel. d. Before reading the first page, teacher will ask a question about the picture. e. While pointing to the picture teacher will ask: Can someone tell me what the dog is doing? (Possible Answer: The dog is running.) f. Acknowledge the students that they are correct and begin to read the story. g. Read page 7 and ask a question using the picture. h. While pointing to the picture, teacher will ask students: Can someone tell me what you think this is? (Possible Answer: It is mud.) i. Read page 13 and ask a question for comprehension.

j. Teacher will ask students: What do you think the dog is doing in the picture? (Possible Answer: The dog is digging.) k. Read page 20 and ask students what is happening in the picture. l. Teacher will ask students: Since he is mad, what do you think the dogs will do? (Possible Answer: The dogs will run away.) m. Throughout the text, the teacher will emphasize words such as run and fun, so students can identify the un word families. Shared Reading a. Students will read the book together while the teacher provide help if needed. Teacher will give positive feedback when students show comprehension or use a skill (such as using illustrations to understand the text). b. Teacher will discuss and review the text once more for comprehension.

Gradual Release of Responsibility Guided Practice: The book will help the teacher to reinforce the un word families using the two words from the text run and fun. First, the teacher will use the magnetic letters to create the two words on the white board and will explain the similarities between the words. The teacher will let the students know that both words have the same ending which does not change. The teacher will underline the beginning letter in each word and explain that the students can change the first letter to make a new word. The teacher will change the word run to sun to emphasize that they are word families because they share the same ending. The teacher will pass out a small whiteboard and magnetic letters to each student to create un words. The teacher will ask the students what other words they can create using the un ending. The students will create their words on the whiteboard and will write a list of the words on a piece of paper. The teacher will guide and help the students during the activity. Independent Application (Extended Writing Activity): The students will choose one word from their list to create a sentence on a big strip of white paper. The teacher will model a sentence using the word fun on the whiteboard. (Example: I had fun at the beach.) The teacher will provide help if needed. Students will be able to share their sentence with the teacher and their peers. Materials: See Me Run by Paul Meisel 4 copies of the text Whiteboard 4 mini whiteboards Magnetic letters Pencil Paper 4 strips of white paper

Assessments: The teacher will assess the students responses through observations during the teachers reading of the text. The teacher will also assess students during the guided practice activity and the extended writing activity for comprehension of the un word families. Differentiation: Students who are able to understand the un word family will be able to write two or more sentences using other un words from their list. Future Connections: This lesson can help students to recognize words in a text during their independent reading and can develop strategies to understand a specific text.