Guided Reading (lesson plan)

Azikiwe T. Chandler

EDEE 653 – Dr. White

Guided Reading Lesson

May 28, 2013

Jenny’s Faraway Family

Grade 2: English Language Arts, Reading: Literature

I. Common Core State Standard

·      CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

·      CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

II. Objective

·      The student will use context illustrations to make predictions about a text.

·      The student will demonstrate understanding of key details in the text by answering such questions as who, what, where, when, why, and how.

·      The student will demonstrate understanding of the story’s characters, setting, and plot by using information gained from the illustrations and words in the text.

III. Resources and Materials

·      Jenny’s Faraway Family, by Delores Friedman

·      Whiteboard

·      Student notebooks and pencils

Text Summary

Jenny is an only child who thinks her family is small because she doesn’t know her relatives from Barbados. Her mother shows her photos of family members she knows and others she’s never met. Her father comes home with a surprise: The family’s headed to Barbados to meet the baby that was just born.

IV. Detailed Procedures

1.     Introduction:

a.     Teacher will work with small groups of students.

b.     Teacher will show the book cover and read the title and author’s name

2.     Pre-reading:

a.     Teacher will activate students’ prior knowledge by talking about his faraway family and asking, “Does anyone else here have faraway family?”

b.     Teacher will draw a 3-chart on the white board, and ask students to draw charts with 3 columns in their notebooks. They will label the first column, “Predictions,” the second column, “What actually happened,” and the third column,  “Clue for prediction.”

c.     Teacher will lead students on a picture walk through the first half of the book, allowing students to brainstorm aloud what they think will happen, and asking them to jot down their predictions on their 3-charts.

3.     Reading:

a.     Teacher will model-read the first 2 pages of the book, and invite the class to read the next 2 pages aloud with the teacher.

b.     Students will read the text independently as quietly as possible (“mumble reading” will be allowed, if necessary), while the teacher observes & listens, asks questions to check for comprehension & confirm predictions, and provides assistance where needed (e. g. helping students use illustrations to understand new vocabulary).

4.     Post-reading

a.     Teacher and students will discuss the story and whose predictions were correct.

b.     Teacher and students will discuss text clues that misled them or assisted their correct predictions.

c.     Teacher will ask students to share text-to-self, text-to-world, and/or text-to-text connections.

d.     Teacher and students will revisit parts of the text that were difficult for some students.

5.     Conclusion:

a.     Teacher will instruct students to cut a sheet of notebook paper into 3 sections and label them beginning, middle and ending.

b.     Students will fill in the 3 sections with words and/or drawings.

c.     Students will scramble their sections and exchange them with a partner.

d.     Student partners will read the other student’s three sections and sequence them in order from beginning to end.

e.     Student partners will tell each other whether or not they are correct.

f.      Teacher will explain that incorrect results of the order could be the result of the writer (or artist) not putting enough detail into their writing (drawing), or the reader missing important information from the writing.

g.     Students who have incorrectly sequenced cards will reread together and discuss “why” they didn’t get the sequence right the first time.

h.     Students will write or draw their own Faraway Family stories.

V. Assessment

·      Teacher will evaluate student understanding during the post-reading with questions like,

“Who are the characters? What are they doing? Where are they? Where are they going? Why?”

·      Teacher will assess student’s ability to understand key details in the text by having students complete their “Predictions” 3-Chart after the reading.

·      Teacher will assess student’s ability to use information gained from the illustrations and words of the text to understand its characters, setting, and plot by having students write or draw the beginning, middle and ending sequence of the story.

APA Citation:

·      Friedman, D. L. & Hockerman, D. (1996). Jenny’s Faraway Family. Boston, MA: Houghton Mifflin Company

Reflection:

My peers offered very helpful feedback. The lesson went well, but after teaching it to my classmates, I ended up adjusting the picture walk. Initially I picture walked the entire book. However, teaching it to my peers helped me realize that doing so eliminated the element of suspense. I realize that some of them may continue the picture walk on their own, but as the teacher, I want to leave them with that sense of, “Oh, I want to read to find out what’s going to happen next!”

I’m really glad I chose this text, and it is definitely the kind of text I’ll use in my classroom, not only because it features a family of African descent (I expect my classrooms to be majority African American), but because I think most students have family that doesn’t live near them. So the text –to-self connection is easy to make, and can serve as a springboard to several types of writing exercises.