Guided Reading Lesson Plan

You will create a guided reading lesson plan appropriate for students in second through fifth grade. Begin by choosing the level of reader
(transitional, self-etending, or advanced!. "onsider the characteristics of those readers when planning your lesson.
(#! $escription of Reading Group % &nclude the grade level ('
nd
through (
th
! as well as the reading level (transitional, self-etending, or advanced!.
Reading Group Description: (
th
, ( students, self-etending
- )he lesson will be conducted with a s*all group of five fifth grade self-extending readers. )hey are capable of reading
aloud fluently and using all sources of infor*ation (word structure, synta, and *eaning! in a s*oothly orchestrated way.
(+risten, ,le, $iana, +-, and Gerardo!
('! .uality literature- &nclude the title, author, genre, a short su**ary in your own words, and the readability of the tet.
Title: The Tiger Rising, "hapters ##/#'
Author: +ate $i"a*illo
Genre: 0iction
Short Summary: 1hile one day wal2ing through the *isty 0lorida woods, twelve-year-old Rob 3orton happens upon an
enor*ous, real-life tiger in a cage. 4n the sa*e day, he *eets 5istine Bailey, a young girl who epresses her feelings as readily as
Rob suppresses his. ,s they eperience and overco*e various obstacles, they learn to trust each other and eventually beco*e
friends. )hroughout the course of the boo2, both Rob and 5istine learn and prove that so*e things, li2e *e*ories, heartaches, and
tigers, cannot be loc2ed up forever.
Readability: 6
th
Grade Reading Level
(7! Lesson focus % $escribe the strategy8s2ill that you are targeting.
Skill Being Taught: nferring
- 9a2ing inferences is defined as figuring out what the author *eans even when he8she does not incorporate it in the boo2.
)he reader is to use evidence or clues fro* the boo2, in addition to his8her bac2ground 2nowledge (sche*a!, to accurately
reach a conclusion of what is occurring or going to occur in the story. (,uthor clues : 1hat & 2now; &nference!
(6! 0or*ative assess*ent- $escribe how you will assess students during the guided reading lesson. 1hat behaviors will indicate that your students
<get it=> 1hat behaviors *ight indicate that they need further instruction=
!ormati"e Assessment: Double T-#hart
- 5tudents will be instructed to add on to a double t-chart that they have already constructed in their reading ?ournals with the
following headings@ evidence, sche*a, and inference. ,s we read through chapters ## and #' together, & will stop
inter*ittently to pose Auestions and guide the* in reaching an inference based on contet clues and their bac2ground
Title: The Tiger Rising Genre: 0iction $e"el: 6
th
Grade Stage: 5B Date%s&: #C8C'8'C#6
2nowledge. &f students understand the *aterial, they will *a2e relevant and accurate inferences based on correct evidence
fro* the tet and sensible bac2ground 2nowledge. 3owever, if they do not co*prehend, their responses will be etraneous.
Title: The Tiger Rising Genre: 0iction $e"el: 6
th
Grade Stage: 5B Date%s&: #C8C'8'C#6
'lement Suggested Teaching (oints (lans)*otes

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Acti"ate)(ro"ide background
+elp students make connections
Share thinking
,ake predictions
*e- "ocabulary
$raw attention to tet features
3ear and say new lang. structures
Reveal structure of the tet 8genre
1riterDs craft to support analysis
,uthorDs accuracy or authenticity of tet
-,s2 a student to provide a synopsis of the previous chapters-----Background .no-ledge
-&n chapter ten, the tet discusses RobDs legs being bro2en. 1hat do you thin2 is the cause= (&E0BRF!----
Background .no-ledge
-Last sentence in chapter #C@ <5o*ebody who was capable of believing in tigers.> 1hat do you thin2 the
significance behind this state*ent is= (&E0BRF!-----Background .no-ledge
-"hapter ##@ 1ho do you thin2 Rob will tell about the tiger= (&E0BRF!
-"hapter ##@ 1hat do you thin2 leprosy is= $efine leprosy for students.---/ocabulary
-"hapter ##@ <)he bus coughed and sputtered...> is an ea*ple of=
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$e*onstrate, pro*pt for, or reinforce the
effective use of processing strategies% word
solving, searching for and using information,
maintaining fluency, detecting and correcting
errors, summarizing, and adjusting reading.
Pro*pt for fluency and phrasing.
-BecauseGthenG
-1hat do you thin2 will happen=
-1hat evidence or proof in the boo2 supportsG
-1hat bac2ground 2nowledge do you have regardingG
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Gather evidence of co*prehension by
observing what students say about the tet.
&nvite students to pose Auestions and clarify
their understanding.
3elp students learn to discuss the *eaning of
the tet together.
Btend studentsD epression of understandings
through Auestioning, su**ariHing, restating,
and adding to their co**ents.
0ithin
-1hat was the proble* in the
chapters=
-1hat happened in the chapters=
3ow did they end=
-1hat were so*e i*portant facts=
Beyond
-)ell *e how Rob felt when
Eorton and Billy pic2ed on
hi*= ("onsidering how he
i*agined the tiger eating the*
and spitting out their bones=!---
&E0BRF
-3ow does RobDs feelings change
about 5istine=---&E0BRF
-Predict what will happen in
chapter #7.
About
-1hat genre did the author use=
1hat *a2es you thin2 that=
-3ow did the writer let you 2now
so*ething eciting was going
to happen (foreshadowing!=
0ind ea*ples fro* the tet.

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Revisit the tet to de*onstrate, reinforce, or
provide eplicit instruction of strategic
actions.
5olving 1ords
9onitoring and chec2ing
5earch for8 use infor*ation
5u**ariHing
9aintaining fluency
,d?usting Reading
Predicting
9a2ing connections
5ynthesiHing
&nferring
,nalyHing
"ritiAuing
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d Ise writing, drawing, or etended tal2 to
eplore any aspect of understanding the tet.
1hile co*pleting a double )-chart, students will answer various Auestions that & pose. 1e will hold a
discussion.
Title: The Tiger Rising Genre: 0iction $e"el: 6
th
Grade Stage: 5B Date%s&: #C8C'8'C#6
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)each word analysis, letter-sound
relationships, analogies, or brea2ing words
apart. %text specific)not -ord study&
)eacher@ 9s. 3ollis Group 9e*bers@ -une J#'