Lesson Plan

8 October 2018
Guided Reading

Content State Standards:

PART 1 GUIDED READING:
RL.1.1 Ask and answer questions about key details in a text.
RL. 1.2 Analyze literary text development.
b. Retell stories, including key details.
RL. 1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the
senses.
RL. 1.7 Use illustrations and details in a story to describe its characters, setting, or events.
SL. 1.1 Participate in collaborative conversations about grade 1 topics and texts with diverse
partners and small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking
one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversation by responding to the comments of others
through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.
SL. 1.2 Ask and answer questions about key details in a text read aloud or information
presented in various media and other formats (e.g., orally).
SL. 1.4 Describe people, places, things, and events with relevant details, expressing ideas and
feelings clearly.
SL. 1.5 Add drawings or other visual displays to descriptions when appropriate to clarify
ideas, thoughts, and feelings.
L 1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 1 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level contexts as a clue to the meaning of a word or phrase.
PART 2 PHONICS:
RF. 1.2 Demonstrate understanding of spoken words, syllables, and phonemes (sounds).
a. Distinguish long from short vowel sounds in spoken single-syllable words.
b. Orally produce single-syllable words by blending phonemes, including consonant
blends.
c. Isolate and pronounce initial, medial vowel, and final phonemes in spoken single
syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual
phonemes.
Text/Resources/Materials:
PART 1 GUIDED READING:
 Each student enters into the classroom with their book baggies containing all of their
books along with their pencil boxes
 I will provide 21 copies of Big Pig, Little Pig along with 21 copies of the correlating
worksheet
PART 2 PHONICS:
 Students don’t need anything for this portion of the lesson
 I will have the ImagineIt manual along with the whiteboard and sound/spelling cards
PROCEDURES
PART 1 GUIDED READING:
 Students change to appropriate level classrooms at 10:00
 They silently read until the timer goes off. Then, they clear off their desks and show
me they’re ready to learn by putting their heads down with their voices off.
 I pass out the copies of the book while they take a picture walk.
 We discuss some vocabulary and engage in discussion about what our book might be
about.
 We begin with an echo read – I read, then they read, and we follow up with a choral
read – we read it all together.
 We engage in discussion throughout the book about rhyming and vocabulary.
 Then we will conclude with more discussion and making our own animal sentence and
picture.
PART 2 PHONICS:
 ImagineIt is great on repetition, so there is a lot of: (1) blending, (2) segmenting, (3)
letter recognition and letter sounds, (4) syllable counting, (5) phoneme counting, and
(6) blending and word identifying.
 This portion is a lot quicker paced, and students just follow along with me.
What you need to know about our classroom :
In our own classroom, we have two students with Autism and a student with a past of sexual
abuse, so things are always interesting in our classroom. Adjustments have been made for
these students, but they do sometimes have outbursts, so it’s honestly a guessing game what
it’s going to be like. They all three leave to go to other classrooms when we switch for guided
reading, but there is one who always struggles with this and he has been known to come
back in the middle of the class if he is too upset in the other room. We have a student who is
rather impulsive that comes to our class from another teacher when we switch. Overall,
things go pretty smoothly. This will be our third week switching, so appropriate adjustments
are still being made, meaning students get switched to different classrooms based on reading
levels.
How our guided reading groups work:
Four of the seven first grade teachers put their students in a pot and divide them according
to DRA levels. Adjustments are made throughout the year as teachers make observations as
to how well students are handling it all. There are about 20-23 students in each classroom.
We have 21 in ours for the guided reading.
I don’t think there is any other information that you need to know prior to coming in to
observe; however, if you have any questions or misunderstandings, please let me know 
Directions:
When you turn right into the drive of the school, you’ll want to go to the left. The primary
and intermediate schools share a building, but they have different entrances. Mrs. Simross
will be the secretary who will buzz you in and will be able to show you to Miss DeHart’s (dee-
hart) classroom. I’m looking so forward to having you come in and observe me 

Reflection:
I feel like the students were really grasping the reading as well as the element of rhyme that
was found throughout the book. The ImagineIt manual really focuses on repetition, so
although the letters/letter sounds change daily, the strategies used to enforce them are
repeated throughout it, so students were able to refer to past experiences to distinguish
what they were looking for.
Classroom management has been a challenge all year, but the students and I are very
acquainted at this point and they know the clear level of expectations that have been set. We
didn’t have time for the graphic organizer with the book, but we usually don’t on Mondays
since we have to return the books, but the students got the literary pieces from the book
without it.
The last portion of the lesson on the overhead on the classify/sorting page – I was glad that I
compared it to their sorts that we do weekly because it was able to put them in the right
frame of mind for the activity. The students were able to easily rattle off the correct answers,
but in the future, I would like to confirm that they were getting the right answers because
they really understood rather than just lucky guesses.
Overall, I feel like the time went pretty smoothly even though we had some interruptions
such as the one student not wanting to leave the classroom.