Week 14
Week 14 Assignments: Guided
reading Assignments #1 - #6
Guided Reading Duration: 1 week
Directions for the Guided Reading Lesson Plan
Assignment #1:
0 points
possible
Select a short, high-quality nonfiction book
appropriate for children or a very short, nonfiction selection or short,
nonfiction magazine article for young adults.
You will be using this book or article as the basis for the guided reading lesson
plan and also for other assignments later.
Assignment #2:
10 points
possible
1. Identify and write the Colorado Model Content Standards for Reading and Writing
and the Teacher Performance Standards that would be
strengthened by a guided reading lesson. It will be easier for you if you
use the abbreviated lists of both sets of standards that I have provided.
If you use the lists I have developed, you can just write the numbers and
letters which indicate the standard(s) you have identified. See the
Glossary for the abbreviated lists.
Rubric for evaluation the two sets of standard appropriate for the Guided Reading Lesson assignment: - 10 points possible (5 points for the appropriate Colorado Model Content Standards and 5 points for the appropriate Teacher Performance Standards)
0 points - Standards were not turned
in.
1 point - Standards were identified but there were many errors
and/or omissions. (7 or more).
2 points - Standards were identified but there were 5-6 errors and/or
omissions.
3 points - Many of the standards were identified correctly but there were
3-4 errors and/or omissions.
4 points - There were very few errors or omissions (1-2 errors and/or
omissions)
5 points - All appropriate standards were identified correctly with no
errors or omissions.
2. E-mail your instructor the
bibliographic information about the book and the list of Colorado Model
Content Standards and Teacher Performance Standards you identified.
Assignment #3:
0 points possible
Read and study the information in the Power Point
presentation titled "Schema Theory."
Then read and study the information below about guided reading and about
writing a guided reading lesson plan. The plan you write on the book,
selection, or article you
selected (see Assignment # 1) must be as detailed as the sample. Below I have listed the steps in a guided reading lesson
plan.
Post any questions you have on the Forum.
Read the list of steps and the detailed sample carefully because I have included directions to you
(in bold print) on how your plan should be written. Also in bold print are
explanations about some of the steps.
Steps in a Guided Reading Lesson Plan
1. Introduce the
book (title, author, illustrator, publication date, and dedication page).
2. Have the students look at the cover picture and the pictures on
the first several pages.
3. Ask for some predictions about the content of the material to be
read.
4. Record the students' predictions.
5. Remind the students about the use of a specific strategy, etc.
when they read silently.
6. Assign an appropriate-size selection to be read silently.
7. When the selection has been read silently, ask if any predictions
were correct.
8. Briefly discuss what was read silently.
9. Look at and briefly discuss the pictures on the pages of the next
pages that will be read silently.
10. Ask what they think the next pages will be about. Do NOT record this
prediction.
11. Remind them
to use a specific strategy as they read silently.
12. Assign the next part of the story to be read silently.
Continue to repeat these steps until the entire selection has been read.
After the entire selection has been read silently, follow these steps:
13. Have some oral rereading by individual students for
specific purposes.
14. Participate in a discussion of the selection--their reactions,
opinions.
15. Provide a postreading activity to help deepen comprehension of what
was read.
16. If appropriate, have an analytical skill lesson based on part of the
printed text.
17. If appropriate, integrate art and have a "just-for-fun"
activity related to the topic of the printed selection read.
SAMPLE of a guided reading plan written in detail. This is the way your plan must be written to meet the requirements of this assignment.
Sample of a detailed Guided Reading Lesson Plan on the children's book, Because a Little Bug Went Ka-Choo! This is the way your plan must be written to meet the requirements of this assignment. (Your written plan should have the same extensive detail as you see in the sample plan below.)
At various points in the sample plan I
have included notes to help you. These notes are in bold type.
1. Introduce the title:
Because a Little Bug Went Ka-Choo!
author: Rosetta Stone
illustrator: Michael Frith
publishing date: 1975
dedication: There was no dedication. (Note: If there is a
dedication in the book you have chosen, write the dedication in the plan.)
2. Reread the title and have the students look at the pictures on the first three pages. Discuss the pictures. (Note: The size of the piece of the selection that you have chosen for the students to read will vary and is dependent on the difficulty of the text and the ability of the students. The size you select will NOT necessarily be the same as the ones I have in this sample plan.)
3. Ask for three or four predictions.
4. Write their predictions.
5. Remind the students of a strategy they could use during the silent reading. (Note: Call this a "Teaching Point Reminder" in your plan. For example, in reminding students of a teaching point, the teacher could say: "While you are reading the first three pages to yourself, don't forget, if you come to a word you don't know you can go back to the beginning of the sentence and reread or you skip over the unknown word and read to the end of the sentence. Then you could go back and see if that helped you figure out what the word is." )
6. Have the students read the first three pages silently.
7. Briefly discuss the written predictions.
8. Briefly discuss the content of the first three pages.
9. Look at and briefly discuss
the pictures on the next two pages.
10. Get an ORAL prediction. (Note: Do not take the time to write
the predictions from now on in the lesson.)
11. Remind them of a strategy: Teaching Point (TP)
12. Have silent reading of the next two pages.
13. Check the oral prediction
14. Brief discussion of the content of the two pages.
15. Look at and briefly discuss the pictures on the next four pages.
16. Get one oral prediction about what they think will happen next.
17. TP reminder
18. Silent reading of the next four pages
19. Check oral prediction
20. Brief discussion.
21. Discuss pictures on the next 4 pages.
22. One oral prediction
23. TP reminder
24. Silent reading of the 4 pages
25. Check prediction
26. Brief discussion
27. Discuss pictures on the next 6 pages.
28. Oral prediction
29. TP reminder
30. Silent reading of the 6 pages
31. Check prediction
32. Briefly discuss
33. Discuss pictures on next 5 pages
34. Oral prediction
35. TP reminder
36. Silent reading of the 5 pages
37. Check prediction
38. Briefly discuss
39. Discuss pictures on the next 6 pages.
40. TP reminder
41. Silently read the 6 pages.
42. Check prediction
43. Briefly discuss
44. Discuss pictures on the next 9 pages.
45. Oral prediction
46. TP reminder
47. Silently read the 9 pages which will be the end of the story.
48. Check prediction
49. Briefly discuss
(NOTE: Now the teacher has guided the students through the silent
reading of the entire story. The activities that follow are done
after
the selection has been read silently--chunk by chunk.)
50. Some oral rereading by individual students for specific
purposes. (Note: In your plan for this assignment, include three actual questions
you
could use to have the oral rereading. I have done this in this sample
plan.)
a. Think about the part of the story you think is the funniest. Who
can find that part in the book and can read it out loud to us?
b. Who can find and read out loud the part where the farmer got
scared?
c. Who can find and read out loud the part in the story where the
whole town was upset?
51. Discussion of the story. (Note: Include literal-level
questions to cover any content that was not covered during the short discussion
during the silent reading of the story. Also, include higher-level
questions--inferential and critical-level questions. Don't have too many
questions as you don't want a discussion that lasts too long. I have
written three below in this sample plan.) In the plan
you are writing, include three or four questions.
a. Do you think it is possible for all of the things that happened in
the story to really happen?
b. Which part do you think is not possible? Why?
c. Why do you think the author started all of this with a bug
sneezing? Why didn't the author use something like an elephant sneezing?
52. Analytical skill lesson using part of the text of the guided reading
story. (Note: You will develop
an analytical skill lesson related to the story in another section in this
course. In this plan just
name the lesson plan step "analytical skill lesson on story text."
53. Academically-oriented, postreading activity (Note: An
explanation of academically-oriented postreading activities is in the Glossary
under the title "Postreading Activities." Samples of postreading
activities are in the Power Point presentation titled "Academically
Oriented Postreading Activities." You do not need to develop an
academically oriented postreading activity for the plan you write. Just
write in a numbered step titled "academically-oriented postreading
activity."
54. Just-for-fun activity (Note: An explanation
of just for fun activities is in the Glossary. Samples of
"just-for-fun activities" are in the Power Point presentation titled
"Directions for "Just-for-Fun Activities" You do not need
to develop a just for fun activity for the plan you write. Just write in a
numbered step titled "just for fun activity."
55. Analytical skill lesson using part of the printed text of the just-for-fun
activity directions. (Note: In this plan just
name the lesson plan step "analytical skill lesson."
Assignment #4:
42
points
possible
Using the book you selected in
Assignment #1 above, write a detailed guided reading lesson plan. Be sure
to follow the format of the sample. Number the steps and include all of
the details.
Notes to read before writing the detailed guided reading lesson plan on the book you selected:
a. The selection must be nonfiction.
b. If your book is for a young child and the book is approximately 15 to 20 pages long or less, write the guided reading plan for the entire book.
c. If you selected a chapter book for an older student, write the guided reading plan for only one chapter of the book.
d. E-mail or turn in the detailed guided reading lesson plan. (42 points) The following checklist will be used to evaluate the plan.
Checklist to evaluate the detailed guided reading lesson plan: The following numbered steps were in the plan. Each item is worth 3 points.
1. _____ Introduction of
book/selection/article - All required information (title, author, etc.)
2. _____ Predictions by the students before the reading is started
3. _____ Teacher writes 4 or 5 of the predictions.
(The only time the teacher writes the predictions is this first time.
After this you should mention that the teacher asks for an oral prediction of
what they think will happen next in the selection.)
4. _____ Teacher reminds the students about a specific strategy before
each silent reading time
5. _____ Appropriate-size selections were assigned to be read silently
throughout the lesson
6. _____ After each of the silent reading times, student predictions were
checked.
7. _____ After each of the silent reading times, there was a brief
discussion of what was read.
8. _____ The steps of student predictions, strategy reminder, silent
reading of appropriate-size selections, checking of predictions, brief
discussion were repeated until the selection was completed.
9. _____Oral rereading of specific parts by individual students
10._____ 3 questions were included which
would ask the students to reread or specific purposes.
11. _____ Discussion of the entire selection or chapter. Include 3
discussion questions which go beyond literal level and which would require
higher level comprehension such as "What do you think about . .
." "Do you think it was fair when . . ."
12. _____A step was in the plan that mentioned a postreading activity to
deepen comprehension--(You do not need to actually develop a postreading
activity for this assignment.)
13. _____A step was in the plan that mentioned an analytical skill
lesson. (You do not need to actually develop an analytical skill
lesson for this assignment.)
14. _____A step was in the plan that mentioned a "just-for-fun"
activity. (You do not need to actually develop a
"just-for-fun" activity for this assignment.)
Assignment #5: 0 points Background information regarding three of the guided reading lesson plan steps: academically-oriented postreading activities, just-for-fun activities, and skill lessons.
Post any questions you have on the Forum.
a). Step #53 in the
sample plan above is an academically-oriented postreading activity. Look at the Power Point
presentation titled Postreading
Activities. Explanations and samples of
academically-oriented postreading activities are in the Power Point slides.
Also read the information on postreading activities in the Glossary.
If you were using your guided reading lesson plan in a tutoring session, you would develop and implement an academically-oriented postreading activity based on the book you selected. For RDG 4250, you will not need to actually develop the postreading activity.
b). Step #54 in the sample plan above is the inclusion of a just-for-fun activity. In the Glossary, read about just-for-fun activities. Look at the samples of just-for-fun activities in the Power Point presentation titled "Just-for-Fun Activities."
If you were using your guided reading lesson plan in a tutoring session, you would develop and implement an appropriate "just-for-fun" activity related to the topic of the book you selected. For RDG 4250, you will not need to actually develop a just-for-fun activity for your plan.
c). During a one-hour tutoring session, you would be asked to include two skill development lessons. One of the lessons would be based on sentences and words from the guided reading text. The second lesson would be based on sentences and words from the printed directions of the just-for-fun activity.
Read and study the Glossary information under the title "Analytic Skill Lesson." Also, read and study the information in two Power Point presentations. One Power Point is titled "Skills." The other Power Point is titled "Whole Pieces of Language for Skill Lessons and Skill Practice."
For RDG 4250, you will not need to actually develop the two skill lessons using whole pieces of text from the guided reading selection and from the directions of the just-for-fun activity.
Assignment #6:
28 points
The following 14 items are related
to the glossary and Power Point information you gained on academically-oriented
postreading activities, just-for-fun activities, and skill lessons. Write
your response to these items. E-mail or turn in your answers.
1. What is the difference between what some people call a "postreading activity" and what your instructor calls an "academically-oriented postreading activity?"
2. What does an "academically-oriented postreading activity require the student to do?
3. Does a story grammar activity work best with fiction or nonfiction?
4. Is the emphasis of a "reading report card" on deeper understanding of the characteristics of a character in the story or is the emphasis more on deeper understanding of the problem and solution in the selection?
5. What two story elements are emphasized in the literary sociogram?
6. Why do you think it is important to include a "just-for-fun" activity in a one-hour session? (Typically you would not have this if the session is just 1/2 hour.)
Read the following short selection. Then respond to the questions that are in the narrative describing what the teacher did to teach the sound of the letter "b." The questions are numbered and are in bold type.
Bob is a boy I know.
He likes to ride in a boat.
He likes going fast the best.
The teacher decided to use the above selection to teach the letter-sound
association of "b" to a group of young children.
a. Before she started to teacher the lesson she wrote the selection on
chart paper using enlarged print.
b. Also, before the lesson, she wrote each of the sentences on
sentence strip paper and attached the sentence strips onto the chart
paper. (Each sentence strip was attached so it covered the corresponding
sentence on the chart paper.)
c. Finally, before the lesson, she wrote the words "Bob,"
"boy," "boat," and "best" from the sentences on
sentence strip paper cut into "word size."
d. When it came time to teach the lesson, she called several children
up in a group and she read the sentences to the children. She had the
children echo read the sentences, too.
7. What should the teacher do next in teaching this skill lesson on the
sound of the letter "b?"
e. Then the teacher told the children they would be looking at certain words in the sentences. She then had the children read the first sentence with her and she took out the word card "Bob" and taped it on the board. Then she had the children read the second sentence with her and she took out the word card "boy" and taped it on the board under the word card "Bob." She repeated these steps with the word cards "boat" and "best" until all four word cards were taped on the board in a column.
8. Now that the four word cards are in a column on the board, what should the teacher ask the children?
9. What should the teacher do with their correct response?
f. The teacher now reads the words and asks the students to listen to the sound of the letter at the beginning of each of the words.
10. Then the teacher has the children read the words with her and asks the children to do something as they read the words. What should the teacher ask them to do?
11. What strategy for identifying unknown words does this (what she asks them to do in #10 above) help reinforce for the children?
g. The teacher and the students read the words together again.
h. The teacher asks the students if they can think of other words with the sound of "b" in them. The children suggest the words "bike" and "Betty."
12. What should the teacher do with the suggested words "bike" and "Betty?"
i. The teacher and the students reread all of the words.
13. Then what should the teacher do with the words?
14. What should the teacher do with the sentence strips?
E-mail or turn in your responses.
(28 points)