Title: Back Up and Reread It

Grade level(s): 1

Subject area(s): Language Arts

Materials Needed:
Slowly, Slowly, Slowly Said the Sloth book; Leveled texts; Fly swatters and sight word
flashcards; Expo markers and erasers; Magic wands; Crown; Readers Theater scripts The Fox
and the Stork - 4 copies; Writing tablets; Chromebooks and ipads; Password cards and
headphones for Chromebooks; Science journals

Objectives:
1. Students will back up and reread so they can understand what they are reading.
2. Students will read and spell /oo/ and /ue/ words.
3. Students will read sight words quickly and accurately.
4. Students will retell a story using the words and pictures.
5. Students will write about what they have read.

TEKS:
Orange Group:
14(C) retell the order of events in a text by referring to the words and/or illustrations
3(A) decode words in context and in isolation by applying common letter-sound
correspondences, including:(v) vowel digraphs including oo as in foot, oo as in moon
4(C) establish purpose for reading selected texts and monitor comprehension, making
corrections and adjustments when that understanding breaks down (e.g., identifying clues, using
background knowledge, generating questions, re-reading a portion aloud).
3(H) identify and read at least 100 high-frequency words from a commonly used list

Green Group:
(5) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students
are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression,
appropriate phrasing) and comprehension.
4(C) establish purpose for reading selected texts and monitor comprehension, making
corrections and adjustments when that understanding breaks down (e.g., identifying clues, using
background knowledge, generating questions, re-reading a portion aloud).
19(A) write brief compositions about topics of interest to the student;

Context:
We have been talking in guided reading groups about different strategies for decoding words and
understanding what we read. This lesson introduces a new strategy, Back up and reread. I have
already introduced the Readers Theater scripts for my higher level groups and we have read the
first few pages of the script several times.

Modifications:
Students are placed in Guided Reading groups according to their reading level. The orange group
(below grade level) will read a lower level text, receive direct vocabulary and phonics
instruction, practice sight words, and work on retelling the story. The green group (above grade
level) will continue to read their Readers Theater script, read a new story, and evaluate the story
by writing a response to it. Both groups will practice our new strategy: backing up and rereading.
The lower group will be using the strategy for both comprehension and decoding, while the
higher group will be using the strategy mostly for comprehension. Students at reading stations
are partnered so that struggling readers have support from a strong reader to complete their
activities. The activity for fast finishers - researching and writing about their chosen animals life
cycle - gives struggling readers the ability to have passages read to them on PebbleGo, while
strong readers are encouraged to read the information themselves.

Anticipatory Focus:
I will introduce the new reading strategy and teach the song, Back up and reread it (same tune
as Bingo) to the students along with the hand motions. We will sing this song a few times.

Setting Expectations:
I will set my expectations for the read aloud and reading stations. They should sit and listen
quietly to the story (unless I ask a question), review bathroom/water hand signals, and during
reading stations they cannot interrupt me unless its an emergency (remind them what this
means). If they finish their station early, they can get a Chromebook and continue writing a
journal entry about their animals life cycle.

Input:
Information will come from:
1. Whole group instruction
2. Back up and reread song
3. Small group instruction
4. Student discussion
5. Books, iPads, and station materials
6. Chromebooks for fast finisher research activity

Modeling:
I will read Slowly, Slowly, Slowly Said the Sloth to the students. Every few pages, I will stop and
check for understanding. I will also misread a few words on purpose, then go back and reread the
sentence again, to show how rereading can help us to understand the story and ensure that what
were reading makes sense. I will pre-plan my questions and teaching points for this story.

Checking for Understanding:

Before I release them to their stations, we will review who is going to what station and my
expectations. If they arent sure what to do at their station, Ask three before me. Remind them
of what they should do when they are finished. They should also practice backing up and
rereading if they have trouble reading something at their stations. Finally, I will ask them to
repeat the directions back to me.
Guided Practice:
Orange Group (ELL/Below Grade Level) (15 minutes):
Warmup: Students will read Roys Rich Soil quietly to themselves while I make sure everyone
is settled at their stations.
Fluency: Using the fly swatters, we will play a game of Slap with our sight word flashcards.
Reading strategy: If you dont know a word, skip it and read the rest of the sentence. Then back
up and reread the sentence, thinking about what would make sense in the blank. Look at the
picture or the beginning sound for clues.
New text reading: I will briefly introduce the story and pre teach difficult words, then pass out
the book A Show We Love. Using their magic wands, students will point at each word and
whisper read to themselves. When I tap on a students book, they will read a little louder so I can
hear. When I tap again, they resume whisper reading.
New text discussion: I will ask the students questions about the story, checking for understanding
and asking them to make connections and evaluate the story.
New text retelling: Students will retell the story with their neighbor, turning the pages and
saying, This page is about ______ for each one.
Word work (if time): Whats the missing letter? oo/ue words

Green Group (Above Grade Level) (15 minutes):

Warmup: Students will read a previous story quietly to themselves while I answer questions for
the rest of the class, if necessary.
Fluency: We will read our Readers Theatre script The Fox and the Stork using expression and
phrasing (pausing at commas, stopping at periods).
Reading strategy: I will remind students of our reading strategy. If a part doesnt make sense,
they can go back and reread that sentence or page if needed.
New text reading: I will briefly introduce the story, The Show Must Go On, and students will
whisper read it to themselves. When I tap on a students book, they read a little louder so I can
hear. When I tap again, they resume whisper reading.
New text discussion: I will ask the students questions about the story, checking for understanding
and asking them to make connections and evaluate the story.
Response to reading: Students will get out their writing tablets and write a response to the story.
Do you agree with the main characters decision? Why or why not?

Reteach:
In between groups, I will briefly give students feedback on how stations are going and remind
them of my expectations. They will have a chance to ask me any questions they might have.

Independent Practice:
The rest of the class will be working independently or with a partner on their reading stations.
Stations include Listen to Reading, Read to Self, and Word Work (unscrambling sentences,
making words, etc.).

Mastery Check:
I will observe students during guided reading and take notes, especially on words that they are
struggling to read. The green groups written response will also serve as an assessment. Finally,
as my guided reading groups warm up, I will briefly monitor the rest of the classwhile they work
at their stations. Afterward, I will review their recording sheets, reading responses, etc. to make
sure everyone was on-task and understood expectations.

Extension:
Students who finish their stations early can get a Chromebook and use PebbleGo, Kiddle,
KidRex or another site (one thats on Symbaloo) to research their animals life cycle. These
animals were chosen by students for their ELM research project a few weeks ago. They will
draw and label the animals life cycle in their journal and write several sentences about it.

Closure:
At the end of stations and Guided Reading, we will come back together briefly as a class. We
will reflect on what we did well and set goals for next time.

Reflective Critique:
I chose to do a Guided Reading lesson for my observation because I am not very comfortable
teaching it yet, and really would like some feedback on what I could do better. This lesson
provides many opportunities for differentiation. The groups who are working on readers theater
are really enjoying it so far, and it provides a chance for them to build their fluency, especially
expression, while rereading a familiar text. The lower level group has more opportunities for
phonics and sight word instruction, as well as direct reading instruction and rereading a familiar
text. This group also has more hands-on activities like the Slap game because many of these
students struggle with reading and I would like to make it a bit more engaging for them.

Resources:
http://firstgradewow.blogspot.com/2013/09/back-up-and-reread.html (Reading strategy song)

http://www.helloliteracy.com/2015/02/its-end-of-january-and-half-my.html (Guided Reading

description and lesson outline)