Kristin Sarboukh April 16, 2013 Professor Rich Subject/ Topic: Guided Reading, 3rd grade, Beast Feast

by: Douglas Florian Standards: RF.3- Know and apply grade-level phonics and word analysis skills in decoding words. RF.4- Read with sufficient accuracy and fluency to support comprehension. L.3- Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.4- Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. W.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Objective: Students will be able to read book with accuracy, fluency, and comprehension. Students will be able to post-it one connection to the book while they read. Procedure: Have students already put into reading groups of four (possibly from previous book club unit) Have class take out just right books and begin to independently read. Call over one of the small reading groups to the front table. Have a copy of the book already at the table when students come over Introduce guided reading book by saying something like, Okay boys and girls, today we are going to be reading Beast Feast by Douglas Florian. This book is full of short rhyming poems about all different types of animals. Before we begin reading, I want everyone to flip to page 13 and look at the last line moa and moa and moa and moa. Explain how the author is trying to rhyme with boa but use the word more. Continue introducing book by having students turn to page 18 to the word mollusks. Explain that these are invertebrates, or animals without a backbone. Then have them turn to page 25 and look at the word smidgen. Explain that it means a small amount. Lastly, have them turn to page 38 and look at the word myriad. Explain that this word means an extremely great or countless number. After going through the book, explain to the children that they are going to read silently and I would be coming around one by one to have them read to me and talk about the book. While they read, they should use their post-its to make one connection to the book. I would then go student by student and have them read an excerpt aloud to me. After they read, we would have a mini reading conference to make sure they understood what they read to me After I had gone through each student and they had finished the book, I would see if based on my observation there was another teaching point that was essential for the students to learn or work on. If not, I would go over the connections for those who had not written one yet and then collect them from the group.

The students would then be dismissed and allowed to read their just right books at their seats. Depending on the time, I may call over another reading group at the same ability level and repeat the process with the new group.

Assessment: Small conferences with each student which will assess his or her fluency and accuracy and then each students one post-it connection which will assess each childs connection and comprehension ability. Management issues/ transitions: In order to manage the class and have smooth transitions, have students already preset into reading groups so they know them prior to the lesson; have the guided reading books already at the front table at the seats the students will be coming over to; and make sure the class as a whole is settled and reading before pulling one group aside. Differentiation: Groups are already differentiated based on each childs reading ability. The books correspond with the different reading levels.