Guided Reading Lesson Plan- 4th
Grade
Text Title: Sarah
Plain and Tall
Level: Lexile 560L
Interest Level: 4.2
Guided Reading Level: R
Fiction/NF: Historical Fiction
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 Pink 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, “Sarah Plain and Tall”.
·
“What do you think this book is about? What is
that on the cover? When do you think our story takes place? What do you think
will happen?” Pause and listen for predictions and thoughts.
·
“Some
background knowledge I think you should know is that this book takes place back
in the late 1800’s. That’s before cars were around and you had to use horses as
the main source of transportation. You lived on a farm with your family, even
children helped because it was how the family survived. Moms and dads didn’t go
away to work, they hunted and grew their own food, made their own clothes, and
most children get to go didn’t go to school.
(Bring
up video on ipad for students to get a physical picture of life on the prairie
back then.)
"These are what the farms look like today. No one is there anymore, but it should give you an idea of the landscape, homes, and lifestyle they lived in the book."
"These are what the farms look like today. No one is there anymore, but it should give you an idea of the landscape, homes, and lifestyle they lived in the book."
"Now
also, the book is going to start after the two main character's mom has died.
What you need to keep in mind is that back in this day, every family needed a
dad, a mom, and kids for the farm to function properly. So if their mom died, what do you think their dad has to do?” (Let them ponder this and give some
theories.)
**This is only for the first day of reading the book. Each day after, we
will begin by recapping what happened last time we read, what we think will
happen next, and review our new vocabulary.
·
“Remember, while we’re reading this new book, we
made find a few words we don’t understand or haven’t seen before. What do we do
when we see an unfamiliar word? (Pause for them to answer… Looking for
something like, “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.4.4.C
Use context to confirm or
self-correct word recognition and understanding, rereading as necessary.
Word Work Activity (Hyperlink):
Word Work Activity
Students will be given a similar
sheet to use this during reading; theirs will include vocabulary from the book.
They will be given one sheet per chapter.
Vocabulary Focus:
As they read through the chapter, 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 and we will discuss
what the students think they mean based off of context clues in the text. They
we will write the word, page number, and two context words in the corresponding
columns. (Handout is under ‘word work activity’).
·
Pg.
1 "It was dusk, and the dogs lay
beside him....”
o
Before
sunrise; middle of the night.
·
Pg.
4 "I would have named you Troublesome," I said,
making Caleb smile."
o
Cause
difficulty or annoyance.
·
Pg.
6 & 7 "Then the door opened and wind blew in with Papa, and I went to
stir the stew."
I spooned up the stew and lighted the oil lamp.
I spooned up the stew and lighted the oil lamp.
o
Meat
and vegetable soup
·
Pg.
8 "She snored in a high whistle at night, like a
teakettle, and let the fire go out."
o
Snorting
or grunting noise you make in your sleep. (Demonstrate.)
·
Pg.
8 "Her hair was the color of turnips and she laughed."
o
A
creamy white vegetable that grows underground.
·
Pg.
9 "But I am not mild mannered".
o
Gentle
and not extremely emotional.
During Reading
The first chapter is 8 pages. I
expect to have four students in this group, so I will alternate pages and each
child will get to read two full pages. As we go, we will stop at our new vocabulary
words; they will be pre-highlighted in the book as I intend to use the class
set yearly with the same vocabulary. When we come across a new word we will
write the word, page number, and two context words in the corresponding columns.
I.e. “Starting on page one, [Choose
one child] will you start reading at the top of the page, stopping after you
finish the sentence with the highlighted word?”
Student: “It was dusk, and the dogs lay
beside him on warm hearthstones.”
Teacher: “What do we think “dusk”
means?”
(Hoping students say it’s a time of
day. Lead them in that direction… “If they’re lying by the fire, it’s probably
a cooler part of the day, maybe even dark.”)
(Continue in this format the entire
chapter.)
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, without pausing for vocabulary, 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 other words on the page as context clues to help us
figure out what the word means, or we can look them up.”
After Reading
After
reading the chapter, I will ask the students questions as we discuss what
happened.
·
“Who are the main characters in our story?”
(Caleb, Anna, and Papa.)
·
“Why do you think Caleb always asks about his
momma?”
·
“Why do you think Papa put an ad for a wife? How
do you think Anna and Caleb felt?”
·
“Sarah lives be the sea. How do you think you’ll
react to life on the prairie?”
·
“What do you think Papa’s opinion on cats is?”
·
“Why do you think Anna asked Papa to ask if
Sarah sings?”
Afterwards, ask “Do we think Papa
will right back?”
To
show comprehension, on the back of their dictionary packet, ask them to a
paragraph (five sentences) summarizing the chapter in their journal. Under that
they will draw a line. Underneath they will write a letter back to Sarah as if
they are Anna or Caleb. They can ask her questions, tell her about the prairie,
anything they think the kids would want to ask or tell her. The letter must
also be five sentences.
Supplies:
Classroom
supply of book
Dictionaries
for group
Pencils
Dictionary
Skills printouts
Student
Journals
Reading the Book:
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