Guided/Strategy Lesson Reading Structure

Group Members: Kamau, Justin, Kate, Ciera, Amari

Date: March 4th, March 5th, March 8th

Elements: Biography, Social Issues, Black History Notes: Biographies- discuss setting/context impacting story,
narrative non-fiction…informational text but will read like a story, merging of RL and RI Standards.
Word Work (before reading) Day 1:
 Draw attention to specific words and Sight Word:
letters within words in order to make Content Vocabulary: segregate, civil rights, boycott, supreme court
unfamiliar words accessible to students
Word Work: Take apart, make, and read words with two or three syllables
Instruct students to read page 1 and make a list of multisyllable words they see.
 treated, unfairly, sitting

Use the words listed above. Ask students:

1) How many syllables are in the word ______?
2) How can we take apart these words? What’s the base-word?
3) Could you add a suffix?

Have students use a whiteboard and marker to practice working with these words.

Day 2:
Sight Word:
Content Vocabulary: segregate, civil rights, boycott, supreme court

Word Work: Review and reinforce current Fundations skills

Day 3: Suffixes to Compare

Ask students what is the purpose or a suffix then review with students the different suffixes we
use to compare words (-er, -est,)

Mode: dark, darker, darkest

Practice:

Book Orientation (before reading)
 Set the title, author, characters and
theme
 Relate topic to children’s own
experiences
 Model a picture walk
 Provide some of the language from the
text
 Encourage children to examine the text
for information
Teach (before reading)
 Model by doing the strategy
 Use one teaching point only
Day 1:
Fluency Teaching Point: Demonstrate
Adjustment of reading for simple biographies
tall, taller, tallest
smart, smarter, smartest
Recognizing Genre: Give students their own copy of the book and ask them to preview the title
and cover illustrations and think about what type of text this might be. This type of text falls
under the non-fiction category, but we call it a Biography. A Biography is a informational text
that tells about someone’s life in a sequential order. Often times this person is famous and has
impacted a lot of people. We read biographies to lean information and see character traits of
people in our world.
Book Summary: This biography is written about Rosa Parks. Rosa Parks grew up in a time when
African Americans were treated unfairly in America. Rosa Parks was alive during Martin Luther
King’s time and because of her life she changed history.
Elicit Prior Knowledge:
Have you ever felt like you were treated unfairly?
What did that feel like?
What did you do?
Have you ever done something that was right but other people didn’t like it?
Day 2 Day 3
Teaching Point: I can infer a character’s feelings. Teaching Point: I can express emotions as
I read.
RS 6.1 How’s the Character Feeling? RS. 1.8- Express the Emotions

RS 4.3- Use a “This is Interesting Voice”
Modeling: When reading information texts, you
can try sounding like a teacher instead of a
storyteller. Read as if you are teaching interesting
facts, Raise your voice at questions.
Follow the “Lesson Language” on page 110 of
Reading Strategies book and have anchor chart
displayed. Use the prompts as you are listening
to readers read.
Active Engagement (during reading)
 Needs to mirror the teaching point - this
is when students are trying out the
teaching point while reading the text
 The teacher listens in to as many readers
as possible, recording notable
observations either doing a modified
Modeling: Today I am going to teach you how to
infer (figure out with clues) a character’s feelings.
Characters in our stories have feelings, just like
people have feelings! Sometimes those feelings are
positive- like happy, excited, amazed. Sometimes
those feelings are negative- nervous, sad, worried.
It’s important to learn about how are characters by
thinking about how they feel. After noticing the way
they act, speak, or think, we can make sure that we
use the right word to describe how they feel.
Teacher will model using Rosa Parks. Read aloud
pages 10-11 and think aloud. When I check the
picture, I see Rosa getting photographed at the
front of the bus. Rosa isn’t talking, but the text says
she didn’t give up and finally she got to sit at the
front of the bus. I think she is feeling positive. The
text doesn’t say how Rosa feels, but I think she feels
proud.
Do you see when we pay attention and care about
our characters we can name their feelings?
Today as you re-read this text, you are going to read
with a purpose to determine how Rosa is feeling at
different parts in the book. I’m going to give you
two sticky notes. I want you to try out this strategy
on our anchor chart and I’m here to support you
with it.
Modeling: Today I am going to teach you
how to express emotions and feelings as
you read. When we have characters in
our book, they have feelings that change
throughout the book so we want to
change our reading too.
To express emotions as you read, think
about how the character is feeling on the
page. Think about how the character
would talk if they were your friend. Use
your voice to sound like the character.
I’m going to model this to you, so watch
me and listen to me read:
Teacher will turn to and read using a flat
voice page 7-8 and think aloud: I read
those pages without expressing
emotions. I want to reread to show Rosa’s
feelings but first I need to think about
how she was feeling. I think she was
feeling mad, I’m going to reread page 8
like I am mad…Do you see how you can
tell Rosa is mad because of how I read
that. We want our voice to match the
character’s feelings on that page.
Today as you read aloud to me I want you
to think about how the character is
feeling and say it like they would. We can
express emotions as we read when we
pay attention to what’s happening in the
story.
 running record on all students, or
focusing in on one student for a
complete running record
Response/Reflection (after reading)
 Name the teaching point again
 Validate a student’s use of the teaching
point during active engagement
 Rename/reteach the teaching point or
an additional teaching point based on
observations from active
Today we have learned how to infer, or figure out
with clues, how our character is feeling. As you read
books your characters feelings will change
throughout the story. Strong readers get to know
their characters well by looking at how they feel,
talk, act and think!
Today we have learned that we can
express emotions as we read by thinking
about how the character is feeling and
saying it that way out loud or in our head!
I like the way ________ tried this strategy
when we were reading together on pg.
______
Can you re-read this for us? Everyone
think about how the character is feeling
based on how ______ is reading.