Guided Reading Lesson Plan: Fantasy

Guided Reading Lesson Plan

Text Title: Moongobble and Me: The Weeping Werewolf by Bruce Coville

The Weeping Werewolf

Level: 3.4

DRA: 40

Lexile: 630L

Guided Reading: S

Fiction

Introduction

·      Students will be previously grouped into guided reading groups according to their DRA level.

·      I will call a group to the table.

o   “Reading Group 2, please come to the table.”

·      I will then introduce the phonics focus for the day.

o   “Today we are going to work on decoding multisyllable words. Can anyone tell me what it means when I say multisyllable word?”

o   “Exactly! A multisyllable word has more than one vowel sound.”

o   “Can anyone give me an example of a multisyllable word?”

o   “Excellent! Today we are going to listen for words with multisyllables while we read our book.”

o   “Before we start reading we are going to practice decoding some multisyllable words so we know what to look for while we read our book.”

Phonics Focus (CC)

·      CCSS.ELA-LITERACY.RF.3.3.C Decode multisyllable words

o   Examples: Moongobble, Mighty, Impossible, Society, Blithering

·      Decoding multisyllable words activity

o   JumpingSyllables

Vocabulary Focus

            Vocabulary Word Work Activity

·      I will have the vocabulary words and definitions printed off on separate sheets of paper and placed on the board for each student to see. I will ask the students to write down on their notecards which word they believe matches each definition.

·      Once the students have matched each word to a definition I will have them look through the section of the book we are reading for this lesson (chapters 1-3) and find the word to see if their definition matches what they read in the book.

·      I will have the students write down on the same notecard what page they found each word and if their definition was correct.

·      After each student has found the vocabulary words in the book we will go over the definitions together as a group to make sure everyone found the correct definition.

o   Vocabulary Words: Society (p.1), Flubbed (p. 4), Snooty (p.5), Blithering (p.6)

Before Reading

·      I will pass out individual copies of the book, Moongobble and Me: The Weeping Werewolf by Bruce Coville, to each student within the group.

·      I will then introduce the book.

o   “Today we are going to read a book called Moongobble and Me: The Weeping Werewolf by Bruce Coville. This book is about the character Moongobble trying to complete the task of gathering a bottle of tears from the Weeping Werewolf.”

o   “Everyone take a second to look at the cover and throughout the book. Do you think Moongobble will be able to complete this task? Do you think he will need the help of his friends or can he do it by himself?”

o   “Excellent! Those are all great predictions! Lets get started reading and figure out what really happens.”

·      I will ask the students to listen and look for multisyllable words as we read through the book.

o   “Don’t forget to listen as we read the story for multisyllable words.”

o   “When you see or hear a word that has multisyllables put your fingers to your chin so you can feel the different syllables as you say the word.”

During Reading

·      Read the book aloud. For this lesson we are only going to be reading the first three chapters so I will make sure to tell the students before we being reading.

o   “Today we are only going to read the first three chapters of this book, so we will only read to page 16. So will everyone take you bookmark and place it at page 16 so you will know to stop there.”

·      I will start off by reading the first few pages and then call on students to take turns reading.

o   “I am going to start off reading the first few pages but make sure to follow along as I read with your finger because I am going to randomly call on different people from the group to read, so make sure you are paying attention and following along.”

·      Monitor students as they read to make sure they are placing their fingers to their chin as the say or read each multisyllable word so they can tell where each syllable falls in that word.

Fluency

·      While students are reading I will remind the students to read with expression and at a steady rate, not to fast or to slow so that the other students can understand what they are reading.

Comprehension/Discuss

·      What can you infer about the relationship between Peter and Thomas? What can you infer about the relationship between Peter and Edward? What can you infer about the relationship between Peter, Thomas, and Edward? What clues from the text helped you make this inference?

·      Explain the task Moongobble must carry out. What makes this task especially challenging?

·      What do you think will happen when Moongobble tries to accomplish this task? Who is helping Moongobble accomplish this task?

After Reading

·      Pass out 6 individual notecards to each student. Provide instructions for the notecards.

o   “Everyone please turn to the front of  your book. I want everyone to find 6 words that contain more than one syllable using the first six pages and write the full word on the front of the card. On the back of the card I want you to break up the word into its different syllables placing a line between each syllable. Once everyone is done we will go over the words you have choose.”

o   “Make sure you are using more than one or two pages to find your six words.”

·      Model an example for the students from the front cover of the book before you begin.

o   “For my notecard I am going to use the front cover of the book, Moongobble and Me: The Weeping Werewolf. I choose the word Moongobble. So on the front of my notecard I am going to write the word Moongobble. On the back of my notecard I am going to break the word into its syllables. Moon|go|bble

·      Remind students to spell the words they choose correctly.

o   “Make sure you are spelling the words you choose correctly as you write them on your notecards.”

·      Review the words each student has choose making sure they have broken their words down into the correct syllables.

o   “Luke, can you come write your six words on the board for me and show me how you broke them down into their syllables.”

§  Repeat this until you have gotten through every student in the groups words.

Supplies

·      Moongobble and Me: The Weeping Werewolf

·      Notecards

·      Pencils

·      Dry Erase Marker

·      Vocabulary words and definitions.

·      Words for the jumping syllables game.

Guided Reading Lesson Plan

Text Title: Natural Disasters: Avalanches

Level: 5.6

Interest Level: MG

Nonfiction

Introduction

·      Students will be previously grouped into guided reading groups according to their DRA levels.

·      I will call a group to the table.

o   “Reading Group 3, please come to the table.”

·      Introduce the –ing suffix to students.

o   “Today we are going to talk about suffixes. Who knows what a suffix is? Who can explain what a suffix is? Who can give me an example of a suffix?”

o   “Exactly! A suffix is an affix which is placed after the stem of a word.”

o   “Today we are going to talk about the –ing suffix. Who can give me an example of a word ending in the suffix –ing.”

o   “Exactly! Today we are focusing on words that end in –ing. So while we read listen for words that end in –ing in your text.”

o   “Lets play a game to practice the –ing suffix!”

Phonics Focus (CC)

·      CCSS.ELA-LITERACY.RF.2.3.D Decode words with common prefixes and suffixes.
                      Examples: slidding, building, falling 

·      -ing suffix game

o   Penalty Shootout

     









    
 Vocabulary Focus

·      I will have the vocabulary words printed off and placed on the board for each student to see. I will then ask the students to find each word within the text and use context clues to figure out the definition for each word.

      Vocabulary Word Work Activity

·      After the students have found each word and what they believe to be the definition I will place the definitions from the glossary in the back of the book onto the board. I will ask the students to use their definitions they have come up with to match the definitions from the glossary to the correct word.

·      Vocabulary Words: airblast, beacon, glacier, gravity, redirection, slab

Before Reading

·      Pass out individual copies of the book, Avalanches to each student within the group.

·      Introduce the book.

o   “For today’s lesson we are going to read the book, Avalanches. This book is about avalanches and why they happen, the power of an avalanche, famous avalanches, and how to survive an avalanche.”

·      Ask students to listen and look for words that end with the –ing suffix.

o   “Im going to start reading this book to you, please follow along with your finger. I will randomly call on different students with the group to read to make sure you are following along as we are reading. When you see or hear a word ending in the –ing suffix mark it with the sticky notes I have provided for you.”

During Reading

·      I will start off reading the text having studetns take turns pointing out the text features on each page.

o   “Jared, will you find the text features on the current page? We will go around the table and after we read each page we will identify the text features on each page. Don’t forget to follow along with the text as it is being read allowed.”

      Comprehension

·      “Does anyone know what kind of text we are reading, Fiction or Nonfiction?”

·      “Can anyone tell me what avalanches are the natural result of and on what page you found your answer?”

·      “What are the series of show layers on the ground called and on what page did you find your answer?”

·      What are the three stages of an avalanche and on what page did you find your answer?”

        Fluency

·      While students are reading I will remind the students to read with expression and at a steady rate, not to fast so the other students can understand them while they are reading.

Word Decoding

·      Reread and think what would make sense.

·      I will have students use context clues and pictures provided in the book to help them figure out words they are having trouble with.

After Reading

       Discuss

·      “Okay, so who can tell me what they have learned about avalanches today?”

·      “Can you tell me what the most commonly used breed of dog is when going on a rescue?”

·      “Can anyone think of another breed of dog that might be better to use for rescues other than the dog they are commonly using now?”

       Writing Activity

·      “I need everyone to pick out a famous avalanche from chapter 4.”

·      “You will be writing a paragraph about the famous avalanche you have chosen. You will need to tell why you choose this avalanche and give some facts about it, such as when, where, and what caused the avalanche.”

·      “Don’t forget to use facts from the text to support your answer, as well as, using the book to make sure you spell places correctly.”

·      “Remember to use your writing skills that you have already learned, such as, punctuation at the end of a sentence, capitalizing names and places and the beginning of the sentence.”

Supplies

·      Group set of the book Avalanches by Anne Ylvisaker

·      Pencils

·      Paper

·      Sticky notes

·      Smart Board

·      Internet