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