Guided  Reading  
Lesson Topic:
• Guided	
  Reading-­‐Cloudy	
  with	
  a	
  Chance	
  of	
  Meatballs	
  and	
  Storm	
  ...
• M5d:	
  read and interpret graphs and tables to identify main ideas, draw
conclusions, and make predictions;	
  
Learnin...
Transition:	
  	
  all	
  materials-­‐books/scholastic	
  and	
  activities-­‐will	
  be	
  on	
  the	
  table	
  so	
  th...
 
Evaluation of Student learning:	
  I	
  will	
  evaluate	
  student	
  learning	
  on	
  their	
  reading	
  
fluency	
 ...
Guided Reading
Name	
  of	
  Book:_____________________________	
  
Date:_________________	
  
Skill:_____________________...
 
	
  
What’s the Weather?
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
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Cloudy guided reading lesson_plan

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Sample guided reading lesson

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Cloudy guided reading lesson_plan

  1. 1. Guided  Reading   Lesson Topic: • Guided  Reading-­‐Cloudy  with  a  Chance  of  Meatballs  and  Storm  Chasers   • Time  Frame  –6  days DoDEA Standards: • Science   • S7  Earth  &  Space  Sciences:  The  student  demonstrates  a  conceptual  understanding  of   Earth  materials,  objects  in  the  sky,  and  changes  in  Earth  and  sky;  that  is,  the  student:   o Standard:  S7b:  identifies  patterns  of  seasonal  changes  in  weather   § Components  S7b1:  observes  and  records  seasonal  changes  in  weather   (e.g.  temperature,  wind,  and  precipitation)   • Reading:   • E1b.4:  Comprehension:  By  the  end  of  second  grade,  we  expect  children  to  demonstrate   their  comprehension  of  a  variety  of  narrative,  literary,  functional  and  informational  texts   that  they  read  independently  or  with  a  partner,  as  well  as  texts  that  adults  read  to  them.     For  books  that  they  read  independently,  including  functional  and  informational  texts,   we  expect  children  at  the  end  of  second  grade  to  be  able  to  do  all  of  the  things  we   expected  of  them  in  first  grade,  both  orally  and  in  writing.  In  addition,  by  the  end  of  the   year,  we  expect  them  to:   •  recognize  and  be  able  to  talk  about  organizing  structures;   •  combine  information  from  two  different  parts  of  the  text;   •  infer  cause-­‐and-­‐effect  relations  that  are  not  stated  explicitly;   •  compare  the  observations  of  the  author  to  their  own  observations  when   reading  nonfiction  texts;  and   •  discuss  how,  why  and  what-­‐if  questions  about  nonfiction  texts.   • E1b.2:  Fluency   By  the  end  of  the  year,  we  expect  second-­‐grade  students  to  be  able  to:   •  independently  read  aloud  unfamiliar  Level  L  books  that  they  have  previewed  silently   on  their  own,  using  intonation,  pauses  and  emphasis  that  signal  the  meaning  of  the  text;   and  use  the  cues  of  punctuation—including  commas,  periods,  question   marks  and  quotation  marks—to  guide  them  in  getting  meaning  and  fluently  reading   aloud.   • Math:   • M5  Data  Analysis  and  Probability   Pre-­‐Kindergarten  through  Grade  12  instructional  programs  should  enable  all  students   to:   •  formulate  questions  that  can  be  addressed  with  data  and  collect,  organize,  and  display   relevant  data  to  answer  them;   •  select  and  use  appropriate  statistical  methods  to  analyze  data;   •  develop  and  evaluate  inferences  and  predictions  that  are  based  on  data;   •  understand  and  apply  basic  concepts  of  probability.  
  2. 2. • M5d:  read and interpret graphs and tables to identify main ideas, draw conclusions, and make predictions;   Learning Objective:    TSW  create  a  weather  forecast  and  answer  math  (reading  graphs)   questions  from  the  Storm  Chasers  worksheet.  TSW  read  for  fluency  and  comprehension.   Prior Learning:    The  students  will  need  to  know  what  weather  is  and  how  it  works.    The   students  should  also  be  able  to  recognize  landforms.    They  should  also  know  how  the  water   cycle  works   Materials: • Cloudy  with  a  Chance  of  Meatballs  and  Scholastics-­‐Storm  Chasers   • Guided  reading  note  taking  form   • Cloudy  with  a  Chance  of  Meatballs-­‐definition  worksheet   • Cloudy  with  a  Chance  of  Meatballs-­‐weather  broadcast  activity   • Storm  Chaser  extension  math  activity  worksheets     Differentiation:  The  children  that  are  in  my  reading  group  are  the  highest  reading   students  in  the  class.    I  am  giving  them  challenging  activities-­‐writing  a  weather  forecast  and   predicting  in  order  to  keep  them  engaged  and  focused.       Assessment:  I  will  asses  the  students  on  their  participation  during  our  reading  and   discussion  and  their  extension  activities-­‐weather  forecast  and  math  activity.   Technology: the  students  will  be  visiting  several  storm  and  weather  websites  to  gain   background  knowledge  of  weather.   Organization for instruction:    we  will  work  as  a  small  group  as  we  preview,  read   and  discuss  the  book.    The  students  will  work  individually  on  their  extension  activities.    
  3. 3. Transition:    all  materials-­‐books/scholastic  and  activities-­‐will  be  on  the  table  so  that  all  we   have  to  do  is  read,  discuss  the  book/scholastic  and  complete  the  extension  activity.   Vocabulary: tornado,  snow,  fog,  forecast,  meteorologist,  hurricane,  floods,  sanitation     Lesson Implementation-Cloudy With a Chance of Meatballs: Beginning (Pre-reading): • Allow  the  children  to  look  through  the  book  and  make  predictions  through  a  picture   walk   • Explain  to  them  that  weather  men  make  predictions  called  forecast   • Allow  the  children  to  give  their  predictions  on  what  they  think  will  happen  in  the  book   • Go  over  definitions-­‐allow  the  children  to  give  their  thoughts  on  what  the  words  mean   before  you  give  them  the  definitions.   Middle (Reading-During and Post): • Allow  the  children  to  silently  read  the  book   • Once  everyone  is  finished  allow  them  discuss  their  favorite  part   • Have  students  fill  in  the  left  side-­‐what  the  storm  really  looks  like  on  the  definition   worksheet   • Then  as  a  group  re-­‐read  the  story  stopping  and  discussing  when  necessary.   • Have  students  complete  second  half  of  the  worksheet  drawing  strange  foods  coming   from  the  sky-­‐compare  and  contrast   Ending (Extension): • Discuss  with  the  students  what  a  weather  forecast  is  based  on  the  story  they  just   read   • Allow  the  children  to  (using  the  appropriate  words)  create  a  weather  forecast  and   draw  the  weather  condition-­‐visit  madision.k12.com  for  more  information     Lesson Implementation-Storm Chaser: Beginning (Pre-reading): • Allow  the  children  to  tell  what  they  think  a  storm  chaser  does   • Do  you  think  it  would  be  dangerous?  Why?   • What  are  storms  do  you  think  these  storm  chasers  will  be  chasing?   • What  type  of  story  do  you  think  this  is?  Fiction  or  Nonfiction?   Middle (Reading-During and Post): • Have  children  read  out  loud  together  and  discuss  together   • Complete  the  activity  on  the  back  of  the  activity   Ending (Extension): • Have  students  complete  the  math  extension  activities  where  they  will  read  graphs   on  Storms  Across  America  (from  Scholastics)  and  answer  questions.  
  4. 4.   Evaluation of Student learning:  I  will  evaluate  student  learning  on  their  reading   fluency  and  comprehension-­‐I  will  be  continually  making  notes  on  their  progress  during  guided   reading.     Resources: • Guided  Reading  Note  Taking  form-­‐teacher  made   • Definition  Worksheet-­‐teacher  made   • Weather  Broadcast  Activity:  by  Madison  Metropolitan  School  District   www.madision.k12.com.wi.us/tnl/langarts/techlit/meatball.htm    Accessed  on  3/10/2009   • Storm  Chaser  worksheet:  SCHOLASTIC  NEWS  Edition  2  March  2008  and  2009     Students  will  be  recording  the  weather  and  reading  about  weather  throughout  the  whole  unit  (two   weeks)  
  5. 5. Guided Reading Name  of  Book:_____________________________   Date:_________________   Skill:____________________________                                       Pre Reading: During Reading: Post reading Extension:
  6. 6.     What’s the Weather?                  

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