2nd Grade Guided Reading

Guided Reading Lesson Plan- 2^nd Grade

Text Title: Everything Spring

Level: Lexile AD860L

Interest Level 3

Fiction/NF: Nonfiction

Book Introduction (Before Reading)

The students will be in pre-determined groups arranged by reading level (based on how they did in previous reading assessments). The students will be grouped into 4-5 student reading groups, each one assigned a different color. I will call the students to the table, “Will Yellow group please come to the back table?”

I would start with introducing the book to the students:

·         “What is the title of this book?” They should reply, “Everything Spring”.

·         “What do you think this book is about? What is that on the cover? When is spring? What makes you think about spring time?” Pause and listen for predictions and thoughts.

·          “Let’s flip through the book together. Be sure to not read the words, just focus on the pictures.” (Pause and allow children to flip through the book for about 30 seconds) “What did we see? Does that change what we think the book is about? What do you think?” We just went through a picture walk allowing the students to get an idea of what the book will be like and can adjust their original theories. For instant, some students may have assumed the book was just about ducks, or baby animals.

·         “Now this is a 3^rd grade book, but you guys are so smart, I know you can handle it! But, because this one is a little harder than the last one, be looking for some new words you may not know. Remember we can sound them out and use the rest of the sentence to figure it out. Is it okay if we get them wrong? (Expect students to say yes. I had a host teacher say this all the time, saying how students often get discouraged from speaking up in class for fear of being wrong, but if you make it known early on that being wrong is okay, that helps eliminate some of that fear. So if students hesitate to say yes, you say “Yes! It’s perfectly fine to mess up. This is a harder book and I just want you to try your best!”

Phonics Focus: (CC):

CCSS.ELA-Literacy.RF.2.3.f

Recognize and read grade-appropriate irregularly spelled words.

Word Work Activity (Hyperlink):

https://www.pinterest.com/pin/98868154289941075/

            Word Work Activity

Students will use this during reading; they will have 4 (there are two per page) printed out and stapled together. There are six words I found, but an extra sheet is included for good measure in case they want/need to look up more.

During Reading

We will start by reading through the book. I will have the students read in their heads or in a whisper voice to themselves. Before the students will get started I will make sure to have them look for words that they don’t know. They will write these on the handouts, that I provide them, before they start reading.

Vocabulary Focus:

As they read through the first time, I will ask the students to follow along with their finger and when we find, in the book, new words we don’t know, to write it on the handout/booklet and afterwards we will discuss what the students think they mean based off of context clues and pictures in the text. They will write the word and page number on their sheets of paper given to them earlier (Under 'word work activity'). Then we will discuss what all of the vocabulary actual is after the book is read. Some of the vocabulary words that we will go over is:

·         Coaxing – to persuade

·         Undergrowth – a dense growth of shrubs and other plants, especially under tree

·         Fawn – baby deer

·         Slumbering – sleeping

·         Unfurl – to unroll

·         Bend – sharp curve in river

Fluency and phrasing

To check for fluency, after reading the book. I would have the students, one by one, to read a page of the book to me and see if they read with ease and expression. I would ask them what a word, that we earlier didn’t understand, meant, seeing if they can recall from the reading before. This tests their fluency and their comprehension.

Word decoding

I will use formative assessment on the students by asking questions:

-"How can we read the words we don’t know how to say?" (Expect them to say something like, “You sound it out or break down each syllable to sound the word out.”)

-"How do we find out the meaning of words we’ve never seen before?" Expect something along the lines of, “We will use the pictures and other words on the page as context clues to help us figure out what the word means.”

After Reading

            After finishing the book, I will have the student’s discuss new words from the text.

“Based on our context clues, what do we think ________ means?” Facilitate and guide students to the right answer. Repeat with each one. For ones they just can’t get, have them look it up in the dictionary. Have them write a quick definition like above on the second line of the sheet.

Afterwards, ask “What did we learn from the book? What was it about? What animals did it mention? What are some new words we learned?”

            To show comprehension, on the back of their dictionary packet, ask them to write three sentences about the book including two new words we found. Then I will have the students complete the packet by using each word in a sentence and draw a picture.

I will make sure to ask the students if they have any questions about what we did during our reading. Making sure that they fully understand the phonics, vocabulary, and comprehension of the informational text that we read as a group.

Supplies:

            Classroom supply of book

            Dictionaries for group

            Pencils

            “Dictionary” printouts (6 per student)

           

Reading the book: