1

CI466
Laura Gill
Small Reading Group Assignment- Lesson Reflection

Teaching literacy is quite a complex task when it comes to Kindergarten as you have to
take into consideration what comes with their age. You have to account for the attention span of
a 5 year old, their interests, their learning abilities, and the excitement or relevancy of what you
are teaching them and what you have to offer to them. I have learned if you are able to create the
best possible learning environment and execute successful teaching, the learning will come. The
children are like little sponges, absorbing all the knowledge they possibly can and trying to make
sense of it all. When I began designing this small group reading assignment I wanted to work
with what was already in place and build upon it, thus they could make the most sense of it.
After careful observation, I learned the different learning needs of all the children. Luckily, all
the children perform at or above grade level. Those that appear struggling are only having a
difficult time with concepts that are developmentally appropriate to be struggling with at that
age. It becomes obvious that teaching children how to effectively read and write is just as
difficult as the children learning themselves how to do it. The student or even the teacher may
become easily frustrated, thus when designing my lessons I wanted to avoid that. I wanted to
build off what they already know about Storytown leveled reading, jolly phonics, sight words,
HWT, and apply these concepts to literacy strategies. My lessons scaffold on one another
because they each focus a skill/strategy of what makes a good reader/writer. The lessons help
develop guided reading and generating questions/recalling the main idea, as well as making
inferences or predictions, independent reading and generating their own books focusing on detail
and story sequence, and reading aloud and sentence structure and meaning. All these lessons
guide the children to develop literacy skills that theyll continue to use for the following grades.
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My first lesson focused on the reading strategy of generating questions while reading and
retelling the main idea during guided reading. Overall, I think the lesson went fairly well because
their grasp on these strategies was really revealed and the objectives were met. I believe the
students were engaged in the reading process as they often tell me they love reading with the
teacher. Their verbal responses about generating questions told me that this is a strategy that may
need more work. When asked a question they may have at this point, the student stated I dont
really have any right now or I cant really think of any. I believe this was because they have not
had much practice with this strategy. Based on this response, I as a teacher wanted to continue to
scaffold their learning, thus I indicated my changes for the next day would be put post-its in the
book as to where I would stop and ask questions I had, to model more for them how a good
reader does that. This way they could see more of what generating questions while reading
looked like. I think I was an effective teacher in my lesson. I gave clear instructions and the
students were aware of the expectations.
My second lesson focused on the reading strategy of making predictions before and while
reading. Overall, I think the lesson went pretty well because their understanding of the strategy
was concrete, meeting the objectives. In Appendix A, you will see her prediction written for a
question I prompted. Her answer is relevant to the story and correct as the man worked all day
and needed rest under the shade of the tree. This demonstrated her grasp on the strategy which
told me she did not need more work on this, but maybe deeper thinking questions Based off this
feedback, the only modification I chose to make was providing handwriting paper for her
predictions as it was slightly difficult to write on a post-it. I think my teaching and preparation
was effective. I made sure to ask several questions and acknowledge their thought process when
making the predictions.
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My third lesson focused on the strategy of reading a text for information and writing
about it. Overall, I think the lesson went well because it was able to meet the standards and
objects and quite a few students published work on a topic they researched. As it can be seen in
Appedix B a student did some reading and research on several kinds of severe weather. She then
went on to add details in her writing as we has talked about. Some students just had the same
thing written over and over, thus I made the recommendation for the next day to add a graphic
organizer or story board to assist them in the strategy of reading for research. I think more
practice with this strategy will be of great help and prepare the students for the next grades when
they will do elaborate research projects. I feel I did an effective job teaching them the strategy,
explaining its relevance, and finding time to work with them. It is still difficult to conference
with individual students in Kindergarten on writing as they need a lot of extra help, but I did my
best.
My fourth lesson focused on the strategy of reading about proper writing and using those
writing mechanics to complete sentences of their own. Overall, I think the lesson went well
because it was able to meet all the standards and objectives I had in place. I forgot to collect a
sample before they took it home, but they were able to use what we read about and implement all
those mechanics into their writing. I think just more sentence writing practice will benefit all of
the students. The only recommendation for tomorrow I would suggest is giving them more time.
Some students were really taking time to sound out the letters and then had to take extra time to
check for all their writing mechanics or fix the ones we highlighted. I think I did a good job
teaching this strategy as most of them remembered all that we have talked about and continue to
check for those mechanics in any of their writing. They may need more work on the strategy of
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details or elaboration as these were short sentences but we were mostly focused on mechanics
and next time we will work towards length and mechanics.




















5

CI466
Laura Gill
Small Reading Group Assignment

Lesson 1 Grade Level: Kindergarten Number of Students:17 AM/16 PM (2 in small reading group)
Instructional Location: Spring Ave Elementary La Grange, IL Days: Reading group on Tues/Thurs
Materials:
-Students Storytown leveled reading books
Standard(s) Addressed:
CCSS.ELA-LITERACY.RI.K.2
With prompting and support, identify the main topic and retell key details of a text.
CCSS.ELA-LITERACY.RF.K.4
Read emergent-reader texts with purpose and understanding.


Content Objectives Language Objectives
-The student will complete a leveled guided reading book
reading at the best of the ability
-The student will answer main ideas at the conclusion of the
story and generate questions during the story


-Students will be expected to use the language that demonstrates
their knowledge of what a question is (such as what they want to
know more information about)

- Students will be expected to use the language that demonstrates
their knowledge of what the main idea is. (such as first this, then
this, in the end this)
Prerequisite Skills:
-Students have previously been participating in Daily 3 every Tuesday and Thursday since the beginning of the year
-Students have slowly been introduced to each of the three: read to self, guided reading, and recently write to self
-A few students have been in my reading group the past few weeks and are aware of the expectations
Enduring Understandings (Big Idea):
-What should generating questions and recalling the main idea during guided reading look like?
Essential Questions:
-What is the main idea of a book?
-Is the student able to complete the book mostly independently without much assistance?

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Title: They Do a
Good Job
Author: Mary Sue
McPeak
Genre: Fiction
Theme(s):
-Focusing on main idea
of jobs and what they do
Focus:
-Main idea
-Generating questions
Vocabulary:
-Sight words: are, they, she, good
-Question (something you wonder or what to know more
information about)


Before:
They will have just finished their activity during morning meeting and will begin to independently grab their read to Daily 3 bags. They
will begin read to self or write to self at their own choice as I pull my reading group over to engage in the lesson with me. The students
will be aware of the expectations during Daily 3. I will introduce the book we are going to be reading today: They Do A Good Job. I will
explain that while reading we are going to be thinking about questions we may have a different points. I will tell them that asking
ourselves questions while reading helps us to think and connect with the text as a reader and writer. I will build on prior knowledge by
pointing out that I use the strategy of asking questions all the time during read-aloud. I will give an example from that week: I wonder if
the Little Red Hens friends will help? I wonder why they act that way? I will also explain how at the end of read aloud I often ask so
what happened in this story? to recall and retell main ideas to help me comprehend what I just read.

During: T: Teacher S:Student
(Students will be given a blue leveled reading book from Storytown leveled reading: They Do a Good Job)
T: Alright so you can go ahead and do whisper read to self if you would like. Just look up at me when you are done.
(Students will look through the book, looking at pictures and whispering to themselves)
T: Alright (S1) can you read the title for us?
S1: They Do a Good Job
T: great. Ok (S2), can you read page two for us?
S1/S2: Students will take turns reading every other page.
(While reading, we will pause to attempt the children to generate their own questions about the story. Teacher will also prompt to sound
out words if they appear stuck)
T: So do you have any questions you would want to ask the author right now? Or is there something you wonder about?
T: I might ask I wonder why she picked these jobs or if these jobs are hard?
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S1/S2: Will respond with their own thoughts/ questions
T: ok. Very interesting.
S1/S2: Will finish reading the book.
(When students were finished reading they will also be asked questions to recall the main ideas)
T: great. Ok so can you tell me what the book was about; the main idea?
T: when I recall the main idea remember I think about the beginning, middle, and end.
S1/S2: Will describe in their own words that it was about different jobs you can have.
T: ok great. So you can take these home and practice with your family. Remember to practice these strategies at home on your own. You
can go back to your write to self-bag. Thank you
After:
-I will thank each student for reading with them and send them home with the appropriate books. I will ask them what their job is at home
and what strategy they will be practicing, but not just for at home but always when reading. I will restate the importance of this skill and
tell them to look for it next time when the teacher is reading aloud. I will make notes about their reading (as I will do several informal
assessments during such as checking for understanding) in the guided reading teachers book.

Assessment:
-I will check to ensure that everyone is on task and working independently. During the guided reading I will listen to them read and make
mental notes on their reading ability. I will listen for words they struggle with (especially those sight words) and assess their ability to
retell the main idea and generate questions using that specific language.

Extension:
-To extend the lesson I could ask how do the working people help other characters or which job in the story they would like to do? Thus
they must recall the main ideas and specific information using the text.

Differentiated Instruction:
-For green/blue leveled readers the teacher may need more assistance chopping up words and focus on blending.
-For purple leveled readers they may need to be prompted with further questioning and deeper critical thinking.
Modify and Changes to Plan:
-I might put post-its in the book as to where I would stop and ask questions I had, to model more for them how a good reader does that.
8


Lesson 2 Grade Level: Kindergarten Number of Students:17 AM/16 PM (2 in small reading group)
Instructional Location: Spring Ave Elementary La Grange, IL Days: Reading group on Tues/Thurs
Materials:
-Students Storytown leveled reading books
-Post-it notes
Standard(s) Addressed:
What Common Core Standards will be addressed during the lesson?
CCSS.ELA-LITERACY.RF.K.4
Read emergent-reader texts with purpose and understanding.
CCSS.ELA-LITERACY.RL.K.7
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration
depicts).
CCSS.ELA-LITERACY.RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words

Content Objectives Language Objectives
-The student will complete a leveled guided reading book
reading at the best of the ability
-The student will make a prediction about what they think the
book will be about prior to reading, as well as while reading
the text.
-Students will be expected to use the language that demonstrates
their knowledge of what a prediction is (such as I predict this will
be about____)
-Students will be expected to use the language that demonstrates
they are using what they have read to what they believe will happen
(such as well because this happened I think____)
Prerequisite Skills:
-Students have previously been participating in Daily 3 every Tuesday and Thursday since the beginning of the year
-Students have been making predictions about other concepts in the class such as mini science experiments
-A few students have been in my reading group the past few weeks and are aware of the expectations
Enduring Understandings (Big Idea):
-What should making predictions before and while reading the text during guided reading look like?
Essential Questions:
-What do you think this book is going to be about?
-What do you think will happen next and why?

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Title: Who Needs A
Tree?
Author: Dina
McClellan
Genre: Fiction
Theme(s):
-What different people or
animals need trees for.
Focus:
-Making predictions
Vocabulary:
-Prediction (an estimated guess based off students' prior
knowledge about the text )
Before:
-I will pull my reading group over to engage in the lesson with me. I will introduce the book we are going to be reading today: Who
Needs A Tree. I will explain that we are going to do a picture walk. I will have them tour through the book, looking at the cover and
pictures of the story. I will explain that we are going to use the pictures as clues and make a prediction about what we think the book will
be about. I will even make my own prediction I will also explain that while reading we are going to be at different points where there are
post-its and make predictions about what we think will happen next, connecting the words and pictures with the bigger idea of the text. I
will tell them that making predictions before and while reading helps us to think and connect with the text as a reader and writer. I will
build on prior knowledge by pointing out that I use the strategy of predictions all the time during read-aloud. I will give an example from
that week: Before starting the book I looked at the cover and asked I wonder if The little red hen will be making bread in this version
too? As well as during reading, I made predictions such as I wonder what the Little Ren Hen will do if her friends say not I
-I will have put post its in the story where I would like them to stop and predict.
During: T: Teacher S:Student
(Students will be given a blue leveled reading book from Storytown leveled reading: Who Needs A Tree?)
T: Alright so you can go ahead and do a picture walk. Just look up at me when you are done.
(Students will look through the book, looking at pictures)
T: Alright (S1) can you read the title for us?
S1: Who Needs A Tree?
T: Right, So now that we have done a picture walk, were going to make a prediction about what the book maybe about. It might be
something like this: Looking at the cover I am guessing or predicting the story will be about _____ and _______. When we use what we
know to make a guess before we read it is called 'predicting.Now you guys tell me your predictions and why?
S1/S2: Will each make their own prediction and state why
T: Great. Lets find out now by reading the words with the pictures. Ok (S2), can you read page two for us?
S1/S2: Students will take turns reading every other page.

10

(While reading, we will pause to make predictions at the post-its about the story. Teacher will also prompt to sound out words if they
appear stuck)
T: So why do you think this man might need a tree? Write your prediction on the post it.
S1: He needs it to rest
T: Great. So why do you think that?
S1: (Will justify answer and continue reading.
(when finished we will talk about our predictions and if we were correct and maybe why were correct.)
After:
-I will thank each student for reading with them and send them home with the appropriate books. I will ask them what their job is at home
and what strategy they will be practicing, but not just for at home but always when reading. I will restate the importance of this skill and
tell them to look for it next time when the teacher is reading aloud. I will make notes about their reading (as I will do several informal
assessments during such as checking for understanding) in the guided reading teachers book. I will restate how to use titles, illustrations,
as well as information from the text to make predictions as a story to better connect to the story.
Assessment:
-I will check to ensure that everyone is on task and working independently. During the guided reading I will listen to them read and make
mental notes on their reading ability. I will listen for words they struggle with (especially those sight words) and assess their ability to
make predictions before and during, using that specific language.
Extension:
To extend the lesson I could ask how they would use a tree if they had access to one? That way, they will continue to use the skill of
predicting, but connecting it to their life.
Differentiated Instruction:
-For green/blue leveled readers the teacher may need to provide more assistance chopping up words and focus on blending and giviging
choices of possible predictions
-For purple leveled readers they may reflect on predications and revise them and explain why

Modify and Changes to Plan:
-I may provide writing paper instead of post-its.



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Lesson 3 Grade Level: Kindergarten Number of Students:17 AM/16 PM (small reading groups)
Instructional Location: Spring Ave Elementary La Grange, IL Days: Reading group on Tues/Thurs
Materials
-Books of interest -crayons
-Construction paper
-Handwriting pages
Standard(s) Addressed:
CCSS.ELA-LITERACY.RF.K.4
Read emergent-reader texts with purpose and understanding.
CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are
writing about and supply some information about the topic.
CCSS.ELA-LITERACY.W.K.7
Participate in shared research and writing projects

Content Objectives Language Objectives
-Students will read books on a particular topic
-Students will draw, write, and compose their own book
-Looking for details (details are more information to add to inform
the reader)
-Publish their work (adding a cover and stamping the date)
Prerequisite Skills:
-Students will have completed independent reading during Daily 3 before
-Students have gained knowledge of what it means to be an author
-Students have been writing in other contexts
Enduring Understandings (Big Idea):
-What does it look like to do research and publish a book?

Essential Questions:
-What topic are you going to read and write about?
-How are you going to use what you read about to publish your own book?

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Title: Science
Vocabulary Readers:
Tornados! And
Lightening!

Author:Justin
McCory & Jeff Bauer

Genre: Non-fiction,
Theme(s):
Severe Weather

Focus:
-Reading a text for
information
-Publishing our own
work`
Vocabulary:
-Author (writer of book)
-Research (to look at a book with purpose: for
information)
-Severe weather (weather that is extreme)



Before:
The students will have just finished their activity during morning meeting and will begin to independently grab their read to Daily 3 bags.
Before beginning read or write to self at their own choice I will set up the purpose of todays lesson. I will explain to them that today they
will be using the reading strategy of reading to gain information also known as researching. I will share with them that this is an important
skill that they will continue to use in older grades as they do research projects. I will build on it by discussing how we are always reading
to gain more knowledge but sometimes it is also to gain more information about a particular topic, todays will be severe weather. I will
show them how I can read this tornado book and gain some important information I can then use to write about. I will also demonstrate
how part of this strategy is looking at the pictures to gain information. I will make connections such as adults read for research such as
how to cook something, how to fix something, or when planning a trip.

During: T: Teacher S: Student
T: So if I was using these severe weather books to research I would be looking at book the pictures and read the words. I might look for
vocabulary that I might not know and use the glossary in the back of the book to read about what it means. I might look for the main ideas
from specific books. To find more information on another kind of severe weather I might take a look at another book repeating the same
process. I would then begin writing my own story using the writing paper. I would include some of the research I learned and maybe even
look back in my book for how to spell or what details I might want to include. Are there any questions?
So you can now use the rest of daily 3 time to begin your research and start your writing.
(students will begin picking books of interest and getting their Daily 3 bags)
S: may come to me with questions about research or topics. They will also ask about their writing.
T: Teacher will check students writing looking for proper writing mechanics and details. She will also check in to see how the researching
process is going and provide support for those who need it.
S: Students may ask to publish their work if they are done writing.


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After:
-At the end of Daily 3 time I will tell the students that if they are not finished they may put their work in their folder for next time to work
on. I will restate the strategy as they can always be researching beyond just the daily 3 context. I will remind them that the more they
practice reading for information and writing about it the easier it will become, and they will be better readers and writers. I will also look
through students work who are close to finishing and provide feedback and suggestions for next time.

Assessment:
-I will look through their books to check that their writing matches the books they were reading about, that it makes sense, contains
proper writing mechanics, that they have drawn relevant pictures, and that they have elaborated or added detail.
Extension:
-To continue practicing researching, I could have the students even go home and check out books or look online for more information that
they could write about for their topic.
Differentiated Instruction:
-For my grade level students I would be sure to provide their level reading books and maybe a graphic organizer for their research ideas to
translate to writing their books.
-For my high students I would challenge them to read several fiction texts and discover that new vocabulary or add pages to their story.
Modify and Changes to Plan:
-I might show them a story board and demonstrate how theres a main idea and details.















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Lesson 4 Grade Level: Kindergarten Number of Students:17 AM/16 PM (2 in small reading group)
Instructional Location: Spring Ave Elementary La Grange, IL Days: Reading group on Tues/Thurs
Materials
--Sentence Sheets, mini pencils, spacers
-sentence writing song
Standard(s) Addressed:
CCSS.ELA-LITERACY.L.K.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.K.1.A
Print many upper- and lowercase letters.
CCSS.ELA-LITERACY.L.K.1.F
Produce and expand complete sentences in shared language activities.
CCSS.ELA-LITERACY.L.K.2.A
Capitalize the first word in a sentence and the pronoun I
CCSS.ELA-LITERACY.L.K.2.B
Recognize and name end punctuation.

Content Objectives Language Objectives
-Students will write sentences given to them focusing on
mechanics
-Mechanics such as capitals, lowercase, punctuation,

Prerequisite Skills:
-Children are aware of the expectations for good sentence writing
-Children know the letter sounds, and what they look like
Enduring Understandings (Big Idea):
-What should a good sentence look like that a reader can read?
Essential Questions:
-Do you have all the essentials for a good sentence and does it make sense?

15

Title: Punctuation
Takes a Vacation

Author: Robin
Pulver

Genre: Fiction

Theme(s):
-Good writing mechanics
Focus:
-Good writing
mechanics:
-Captials/lowercases
-punctuation
-spaces
-does it make sense?
Vocabulary:
-Mechanics such as capitals, lowercase, punctuation,




Before:
-The teacher will ask the students as a reminder what good writing should look like. They will respond starting with a capital, spaces,
upper and lowercase letters, punctuation, and it has to make sense as they build on their previous writing knowledge. The teacher will
then read Punctuation on Vacation and highlight the key points they talk about and the problems that occur when punctuation is missing. I
will introduce todays strategy is writing using all these mechanics to make good sentences. I will emphasis why good writing is critical
so that the reader knows what we are trying to say. I will demonstrate an example sentence on the flip chart and point out verbally all the
things I try to remember when writing.
During: T: teacher S: student
T: Now lets do our activity. Some sentence writing. Remember what we need to make a good sentence. Capitals, lowercases, and
punctuation.
(teacher will hand students paper, pencils, and spacer sticks.)
T: Once you get your paper you can write your name. Give me a thumbs up when you are finished. Ok here is our first sentence: The
man is sad
S: may ask to repeat or to check if there sentence is ok
(teacher will go around with a highlighter looking for corrections)
T: Ok second sentence, the bed is big. Remember your capitals. When you are finished with this sentence and have it checked you may
make up your own sentence for the last part.
(students will ask to have their checked and return to the pond)

After:
-The teacher will conference with those that need more individual work on their writing. I will remind them that the more they practice
these good writing habits the more they will remember them and it will help them to become better readers and writers. In addition, I will
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tell them how in the older grades they will be expected to just have these good writing techniques down.
Assessment:
I will do informal checks for understanding as I go around saying the sentence. I will also have them check in with me before they take it
home. I will check that it makes sense and contains all the proper writing mechanics we talked about. . The teacher will check over
students sentence writing, highlighting and looking for corrections such as capital letters, lower cases, and punctuation.
Extension:
-To continue practice we could do more sentences with different kinds of sight words and punctuation.
Differentiated Instruction:
-For kids at grade level I can work one on one with them after or provide them with the sentences written out in front of them. Also sit
near students to briefly assist them if they appear to be struggling with writing (may need to highlight lines for them to use) In addition
giving students alphabet sheets if needed.
-For kids above grade level I could have them create their own sentences and check those.
Modify and Changes to Plan:
For tomorrows lesson I may give more time as some needed it.













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Appendix A







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Appendix