аЯрЁБс>ўџ .0ўџџџ-џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅСa №Пjbjbdd (&ee  џџџџџџˆффффффф4œ œ œ 8д ш 4њ     у у у c e e e e e e ,Rhh‘ фу у у у у ‘ c фф  лІ :c c c у :ф ф c c ј$ффффу c c c ффc ќ rGФСœ  Fc c р <c аc аc c ф44Dx$44xHannah Bailey March 7, 2005 Guided Reading Lesson Plan ~*~Class Details: This lesson will be used with a small group of Kindergarteners (like 4 or 5) that way I can work with each student and get to know a little about them as readers/listeners. Also, I do not feel very comfortable working with a whole class yet. This lesson will probably take about 15 to 20 minutes depending on how long I can keep the 5 and 6 year olds’ attention. I will be teaching this lesson at Whitnel Elementary School with Michelle Capen’s Kindergarten/First grade combination class. ~*~Materials: The book that I will be using is I Went Walking, by Sue Williams (ISBN 0-15-200471-8). I will also be using pictures of a cat, horse, cow, pig, duck, and a dog to introduce the book. The pictures will be big, so that each student can see and hold them. The students will not need any materials for this lesson. This book is not very difficult. I will be reading it out loud to the small group of Kindergarteners, and there are only a few words per page. ~*~Goal(s): By teaching this lesson I hope to be able to help the students with their predicting skills and organization/placing things in order skills ~*~Objective(s): To increase the students predicting skills, I will introduce the characters in the order of their appearance in the story and we will go over each of their names. Once I begin reading the story, it will be really easy for the students to try and predict which animal comes next, because the illustrations give a little hint. After the we finish reading the story together, the students will place the pictures that I brought along in order of their appearance from the story. This will help the students organize and place objects in order and if they get stumped, we can look back in the story. This is a description of your lesson. Here’s an objective statement: Students will use illustrations and text clues to predict what animal will be introduced on each succeeding page. This is a description of your lesson. Here’s an objective statement: Students will use illustrations and text clues to predict what animal will be introduced on each succeeding page. ~*~Background Knowledge and Vocabulary: The students will learn what a character is and how to apply the definitions to this activity. I will introduce the boy in the story and the six animals in the story, and how they are characters in the story. I will define character as a person that is in a story. We can talk about other books they may have read and we can talk about the characters in those stories. If additional information is needed, then we can talk about movies they have seen and the character in that instance is a person that is in the movie. Would be better to have some specific examples prepared instead of a vague—we’ll talk about movies if we need to. ~*~Purpose of Reading: I will read through this story so that the students can put the pictures in order (sequence). I will also mention to the students to listen for the repeated words on the pages. Rewrite this using the language you will use with students,: “Listen so that you can…” Then resubmit to me. ~*~Reading/Listening Body: I will begin by placing the pictures of all the characters in the story on the table and ask the students if they have seen any of these things before (little boy & 6 animals). We will hear each student’s comments (Okay, student says “I like horses.” Another says, “Horses poop a lot.” A third says, “I’m playing soccer after shool today.” All okay? How will you structure this conversation? How will you keep students focused on the goals and objectives you’ve expressed?), and then delve into the story. I will then read through the two pages and then ask the students what animal they think will the boy see (because the next animal to appear is on the page somewhere). Then after all the students place their comments of what animal we will read about next in the story. We will continue this pattern until we get to the end of the story. We will look back at the pictures of the characters and review each one. Finally, we will put the characters in order of how they appeared in the story. If we need more time, we can also discuss the color associated with each animal (black cat, brown horse, red cow, green duck, pink pig, and a yellow dog). There is a right sequence, but there will be no grades, because if there is a question, we (as a group) can simply look back through the story. ~*~Follow up and feedback: The students will place the characters in order of their appearances in the story. If they need any assistance, they can always look back in the story to confirm. The students will also be able to designate what a character is and give me an example of one from other stories. If the students are able to do this then my lesson has been effective, if the students cannot, then I need to do some tweaking. What will that tweaking look like? Saying you’ll do some tweaking if necessary is not a plan. ~*~Assessment: I will assess the students by seeing if they are able to put the pictures in order. I will ask them if they know of other characters (may be from books, movies, tv shows, etc). What kinds of answers do you seek to know they really get it? 2/3 in current form. 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