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Courtney Alexander
Guided Reading Script-Narrative
Grade Level: 3rd Grade
Ability Group: LOW
Skill/Concept/Strategy Taught: Sequencing

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

The skill being taught in this lesson is sequencing.

2. Teacher introduces text:

Today we are going to be working on sequencing the story, which means telling
the order in which things happen in the story.

Introduces title and author

This version of The Little Red Hen was written and illustrated by Lucinda
McQueen.

Encourages students prior (background) knowledge/experiences with

topic/characters in the story

Think of a time when you worked really hard to make something or

worked really hard to do something for someone else.

What did you make? How did you make it?

Would it have been easier if someone else helped you accomplish your
goal?

How did you feel when you completed your work? Did you enjoy what you
made more than when someone else made it for you?

Invites students to make a text to text connection

In this story, there are many animals, including a hen, a cat, a dog, and a
goose. Have any of you read any other books that have those animals in
them?

Have any of you read another book where someone is making food?

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

topic/etc.)

Now, we are going to look at some new vocabulary words in the story.

Turn to page 6. First line, fifth word is vain.

Turn to page 7. Second line, second word is polished.

Turn to page 16. Seventh line, third word is hoed.

Turn to page 17. Sixth line, second word is thresh.

Turn to page 19. Sixth line, last word is mill.

Turn to page 24. Last line, second word is kneaded.

Probes for knowledge of word meaning/topic understanding

Can you give me your guess about what these words mean?

Provides information about the word meaning/topic

Turn to page 6. First line, fifth word is vain. This word means to care a lot
about your appearance/ the way you look.

Turn to page 7. Second line, second word is polished. This word means
to make the surface of (something) smooth and shiny by rubbing it.

Turn to page 16. Seventh line, third word is hoed. This word means to
dig up.

Turn to page 17. Sixth line, second word is thresh. This word means to
separate the grain from a plant.

Turn to page 19. Sixth line, last word is mill. This is a place where you
take grain to be crushed into flour.

Turn to page 24. Last line, second word is kneaded. This word means to
make the dough into one well mixed shape by pressing, folding, and
stretching.

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

story

Look at the front cover of the book.

What is the hen doing?

What are the other animals doing?

What do you think the hen is feeling?

What do you think the other animals are feeling?

What season do you think the book takes place in?

Defines problem of story/plot of story/etc.

In the story, the hen is trying to get her friends to help her do work around
the house and make some bread.

Invites personal response to problem or plot of story

Do you ever feel like you have to do all the work at your house or at
school?

Would you like someone to help you finish that work?

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

We are going to take a picture walk through the story and look at what
each character is doing.

Turn to page 5. What is the goose doing?

Look at pages 6 and 7. What is the cat doing?

Look at pages 8 and 9. What is the dog doing?

Look at pages 10 and 11. What is the hen doing?

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

What is different about what the hen is doing, compared to the other
animals?

In these pictures we see the hen always working, while the other
characters are having fun and being lazy.

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

this character

Let me tell you about the characters in the story (hen, cat, dog, goose,
the miller).

Focuses attention to begin reading

Do you think the other animals will help the hen with the work around the
house and make the bread?

We are going to read the book to find out if your predictions are correct.

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3. Students read the text.

Students read the text aloud, taking turns, one page at a time.
Students name will you begin reading the first page?

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

Do you think that the animals in the story could live close together in real
life?

Why do you think that the dog was always sleepy?

Did any of the animals help the hen with the work? Was your prediction
right?

How do you think the hen felt doing all of the work?

Do you think it was fair that the hen did not share the bread with the other
animals?

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

We are going to use this story to help us with sequencing, or putting the
events of the story in the order they happened.

Teach your elbow partner what the word sequencing means.

Specifically, we are going to be sequencing the steps that the hen took in
order to make the bread.

When you are sequencing events in a story, you want to think about if the
order you have makes sense. If you have a picture of the hen eating the

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bread, can that come before the pictures of her making the bread? If you
have a picture of the hen cutting down the wheat, can that come before
the picture of the wheat growing?

Here are pictures that we are going to put in order of how the hen made
the bread in the story. Hold up and explain what each picture shows.

I want you to put the pictures in order of how you think they happened in
the story. Then, we will talk about them.

What picture do you have first? Why did you put that picture first? What
picture do you have second? Third? Fourth? Fifth? Sixth? Why did you put
them in that order?

Tell me in your own words how the hen made her bread.

6. Teacher extends understanding of students.

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

etc.

Would you have helped the little red hen? Why or why not?

What do you think that we can learn from this story?

How would you describe the hen (cat, dog, goose)?

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

**Teacher may or may not do this step

(Sequencing pics free from https://www.teacherspayteachers.com/FreeDownload/LittleRed-Hen-black-and-white-images-029832500-1379967553)