Guided Reading Lesson Plan

Date: May 2020

Group: Rebecca and Hannah

Text: Birthday Blues

Level: N

Iowa Core/High Priority Milestones and Learning Targets

Iowa Core Standards:

● RL.1.1: Ask and answer questions about key details in a text.

● RL.1.2: Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
● RL.1.3: Describe characters, settings, and major events in a story, using key details

High Priority Milestones:

● Read authentic text accurately and with appropriate rate and expression (RF.1.4)
● Monitor comprehension while reading (RL.1.7; RI.1.7)
● Connect prior knowledge to information in the text (NA)

Learning Targets (Performance Skills):

● Read with fluency, accuracy, and comprehension.

● Use prior knowledge about the topic before and during reading.
● Use illustrations and key details to describe characters, settings, and events.
● Monitor comprehension and reread when the text does not make sense.
● Identify the main topic and retell the story including key details.

I Can Learning Targets:

● I can ask questions to clarify and to find more information about the text.
(Comprehension and understanding)
● I can identify the main topic of a text and retell the story including key details.
(comprehension and understanding)
● I can make inferences about what will happen in a text before reading and connection
to prior knowledge during the story. (Making predictions and connections)
● I can cross-check to make sure words make sense. (Monitor reading and
 comprehension)
● I can read the words in this story. (Fluency)
● I can talk about the characters, the setting, and what happens in the story. (Prior
knowledge and story elements)

Before Reading

Relate the topic to the reader: Do you like your birthday? What is something you usually do
on your birthday?

Summary statement: In this book we are going to read about how Elena is worried her
parents might forget about her birthday with there being a new baby in the house.

Picture walk/preview: Before we read our story let's go on a picture walk to get a preview of
what will be inside the story. Let's look at the cover of this story. This is called Birthday Blues.
Saying something is blue can mean sad or disappointing.

Let’s look at what is in this story...

Pg. 3-4 What do you see in these pictures? Who is in the pictures? (characters) What do you
think the calendar is showing? (events and inference) It looks like Elena’s sister is getting
more of her mom’s attention and her mom is distracted by the baby.

Pg. 5-6 What is happening in these photos? What is Elena doing? (events, inference, and
connection to prior knowledge)

Pg. 7-8 What is her dad holding? These could be birthday cards for Elena or they may be
congratulations cards for the new baby. Look at Elena’s face in these photos, what do you
think she is feeling? (connection to prior knowledge, events, and inference)

Pg. 9-10 What are Elena and her mom doing in these photos? (events) Elena looks frustrated
or angry with her mom.

Pg. 11-12 Look at this picture of Elena on the bottom. What is that above her? It is called a
thought bubble, showing something she is thinking of or imagining. What is in her thought
bubble? What are they doing in the other picture? (feature of text, events, inference)

Stop at pg. 13

Predict: Before we read the whole story we are going to make a prediction or a smart guess
about what will happen next in the story. We make predictions to help us think about what we
are reading. First, it’s my turn. I am going to make a prediction about what I think will
happen next in the story. We can say: “I think that . . . because . . .” to help us. I think that
Elena’s parents won’t forget about her birthday and they will celebrate because she got cards
in the mail. Now it's your turn to make a prediction just as in the model lesson. I do and we do.

Repeat unusual language: Blues (cover), Muttered (8)

Locate key vocabulary: Attention (4), distracted (4,) congratulations (7), frustration (9)

Set the purpose: We are reading this book to enjoy a new story and find out what happens to
Elena and her birthday.

State the strategy focus: Before we start reading, we need to think about what strategy we
would use if we came across a word that we don’t know how to read or that we don’t know
how to pronounce. What would you do when you come to one of these tricky words? One
strategy would be sounding the word out slowly. You can either say or write out the word
slowly to help you pick what letters you think make up the word. For example, if you didn’t
know how to say the word attention you could slowly say attend-tion and write each sound as
you hear it. We can put all those sounds together and say the word attention.

During Reading

Fountas and Pinnell Prompts:

Teach: Listen to how I start it. Prompt: It starts like this ____________ (say sound).
Reinforce: You noticed the first letter and made the sound.

Teach: That didn’t make sense (sound or look right). You need to stop when it doesn’t make
sense (sound or look right). Prompt: Find the part that’s not quite right. Put your finger under
the tricky part. Reinforce: You found the tricky part all by yourself. You knew how to make it
right.

Teach: The picture will help you think about this part of the story. You said ___________.
That doesn’t make sense in the story. Prompt: Can the picture help you think about this part
of the story? Reinforce: That makes sense in (or goes with) this part of the story. You were
thinking about what would make sense.

Second reading (reread until others are finished): Please reread the book until everyone is
finished.

After Reading

Respond to text: What did you think about . . .[Elena...her parents...her baby sister...her
birthday] (record response to text). Do you remember where the story took place (setting)?
Why did it take place there? Who was in the story (characters: Elena, her mom and dad, her
sister)? What did you think when Elena said she didn’t want to be a sister (events)?

Check predictions: We made a prediction about what would happen next in the story. Were
we right? Were we close? Let’s find that in the book.

Return to text/review reading strategies used: One praise and one teaching point. (record
strategies noticed)

Assessment

Text reading: Running records, observation notes, anecdotal notes, evidence of strategy use (word solving,
monitoring, fluency)