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Courtney Alexander
Guided Reading Script-Narrative
Grade Level: 3rd Grade
Ability Group: LOW
Skill/Concept/Strategy Taught: Identifying homophones- To and too

1. Teacher selects text and skill/strategy prior to lesson.

In this lesson, we will be looking at the homophones too and to.

2. Teacher introduces text:

Restates the skill/strategy that will be addressed in guided reading today

We are going to be looking at the homophones to and too today.

Remember, homophones are words that sound the same, but they have
different meanings. So when we are reading and writing these words, it is
important to know which word should be used.

Introduces title and author

This book is titled All Tutus Should be Pink. It was written by Sheri
Brownrigg and illustrated by Meredith Johnson.

Encourages students prior (background) knowledge/experiences with

topic/characters in the story

Do you have a favorite outfit that you like to wear all the time? Or, did you
have a costume that you liked to wear when you were younger?

Invites students to make a text to text connection

Have you read any other books that have ballet dancers in them?

Have you read any other books that had a character that loved the color
pink?

Have you read any books about best friends?

Provides some information about/from the story (new vocabulary/unfamiliar

topic/etc.)

Now, we are going to be looking at some vocabulary words today that

might be new to you.

Look at the title of the book. The second word is tutus.

Turn to page 12. Line three, third word is studio.

Turn to page 19. Line one, fifth word is swoosh.

Turn to page 24. Line two, word four is famished.

Probes for knowledge of word meaning/topic understanding.

What do you think a tutu is? Look at the picture to help you guess.

What do you think the word studio means? Look at the picture to help
you guess. Where does it look like the girls are?

What do you think the word swoosh means?

What do you think the word famished means? On the next page the girls
go to get ice cream. If they say they are famished and then they go to get
something to eat, what do you think famished means?

Provides information about the word meaning/topic

A tutu is a ballet dancers costume that has a top part that kind of looks
like a shirt, which is attached to a skirt. You can see the girls wearing a
tutu on the cover.

A studio is a place where an artist works.

Swoosh is actually the sound that the girls tutus make when they dance
around.

Famished means extremely hungry.

Encourages students to interpret illustrations/front cover/back cover/title page of

story

Earlier we talked about what the girls are wearing on the cover of the
book. Does anyone remember what their outfits are called?

What else do you notice about the girls on the cover?

What kind of relationship do you think the girls have based off of this
illustration?

Defines problem of story/plot of story/etc.

In the book the girls believe that dance class is so difficult that they think
about quitting.

Invites personal response to problem or plot of story

Have you ever tried something and it was so hard that you wanted to
quit? Did you end up quitting or did you work hard to work through your
struggles?

Draw attention to certain aspects of the story (illustrations, bubble

conversations/thoughts, unusual print on the page, etc.), if they offer additional
insight/meaning into story

As we picture walk through the book, I want you to share some things you
notice about what is going to happen in the story.

Explain what these aspects are and how they can help the reader understand the
story more

The illustrations in this book are important, because they help us figure
out what some words mean and they help us understand that the girls in
the story have a very close friendship.

Introduce important character(s) in story and unusual vocabulary involved with

this character

Look at the cover of the book. The girl on the left is our main character.
The girl on the right is Emily, her best friend.

Look at pages 3 and 4. This is the girls dog, Pepe-Pierre.

Look at page 10. This is the girls dance teacher, Ms. Yvonne.

Focuses attention to begin reading

Now, we are going to start reading the book. I want you to look closely for
the words to and too in the story.

3. Students read the text.

Students read the text silently or aloud in the small group

We are going to take turns reading each page aloud to the rest of the
group.

If needed, the teacher assist students who may be need help reading

4. Teacher and students discuss and revisit the text.

The teacher asks students questions about what they read/noticed in story

Which places did the girls wear their tutus to?

How did the girls feel when they were wearing their tutus?

Why did the girls choose to eat strawberry ice cream?

5. Teacher explicitly teaches the reading process skill/strategy using the elements
from the story

We are going to take a closer look at the words to and too in the story.

Turn to page 3. Point to the word too. Do you see how it has two os in
the word, instead of one? Too in this sentence means more than it should
be.

Turn to page 5. Find the word too. How many os does it have? What do
you think it means in this sentence? It means also or as well.

Turn to pages 7 and 8. How many times do you see the word to? To in
these sentences means going towards something.

Turn to page 13. In this sentence, do you see both spellings to and too?
What does each word mean in the sentence?

Turn to page 25. Point to the word too. What does too mean in this
sentence?

A good way to remember the difference between to and too is to think

about how too has an extra o in it to mean also or as well.

6. Teacher extends understanding of students.

Teacher discusses skill/strategy learned or plot, setting, characters, symbolism,

etc.

Lets look at some sentences from the book to find out if the missing word
should be to or too.

I had another pink tutu, but it got _____ small for me. (too)

Emily has a pink tutu, _____. (too)

We wear our pink tutus everywhere. ____ the grocery store. ____ the
movies. Even ____ the beach. (to)

She used ____ be a famous pink tutu dancer. (to)

We want to grow up _____ be pink tutu dancers, ____. (to, too)

If we drop some on our tutus, it doesnt matter. Theyre pink ____. (too)

7. **Teacher works with student on word work.

**Teacher may or may not do this step