Guided Reading Lesson Plan Your Name: Virginia Landes Bibliographic Information: Kraus, R. (1971).

Leo the Late Bloomer. New York: Scholastic Inc. Date: 3/27/13 Guided Reading Level: H

Books you can use for this assignment include: Lets Get Ready for Halloween, Leo the Late Bloomer, High-Rise Private Eyes #2: Case of the Climbing Cat, Tropical Rain Forests

Notes for Your Lesson Procedures 1. Book Features: This is a narrative text written in the How will you link this text to present tense. childrens prior experiences or -The episodes are based on Leo being a late bloomer. He background knowledge? How cannot do all the things (read, write, eat neatly, speak) that will you support student the others his age can do, and his father is concerned that predictions? How will you something is wrong with his son. However, Leos mother addressing critical vocabulary and challenging decoding knows his is a late bloomer, and tells Leos father to be opportunities? How will you patient, because Leo will eventually bloom. Leos mother note unique language (idioms) ends up being correct, and by the end of the story, Leo is and unusual syntactic structures? How will you review able to read, write, eat neatly, and speak just like the others. -Quotation marks surround the dialogue in the text. There enough text to support childrens reading without are also a few commas that symbolize that a pause should presenting the entire text? be made when reading. addressing reading strategies; -There are several contractions that are used throughout the setting a purpose for the book (whats, couldnt, doesnt, wasnt). There are many reading; creating interest two-syllable words (budded, blooming, watching) as well as some high-frequency words (he, bloomer, father). -There are a few instances of figurative language (Leo is just a late bloomer, better late than never, a watched bloomer doesnt bloom), and a couple of words that might prove to be confusing (such as whole). Key word support for patience is found in page and station. Key word support for sign is found at the beginning of the word saw. I will tell students that the ending ign sound is the same as the end sound ine, and will then direct them to the word vine. Key word support for whole is found in whale. Key word support for watched is found in wash and red. Key word support for budded is found in bug and red, and maybe another word on our word wall that ends in ed or ded (crowded, ended). 2. Introduce the book cover - Read the title of the book, pointing to each word, and emphasizing the phrase late bloomer. - Point out which animal Leo is, and ask students what it looks like he is doing. - Briefly talk about what a late bloomer is, and ask students

Element Introducing the Text

if they have ever had to overcome a challenge. How did they overcome it? Did it take time? - Hand out a book to each student. 3. Provide a rich introduction - Use the illustrations throughout the story to help support students understanding of what is happening. - Rephrase text during walk through of the book (ex: That is Leos father. He is saying he thinks something might be wrong with Leo. That is Leos mother. She is saying that she thinks Leo is fine, and that he is a late bloomer. Leos father thinks to himself, Better late than never.) Remind students that we talked about the phrase late bloomer earlier. What does it mean to be a late bloomer? What might Leos father mean when he says better late than never. -On each page of the introduction, emphasize words that might be confusing (ex: Here is Leos father again. He watched Leo for signs of blooming.) First, put finger on word watched. Ask students if they see any key words that might help them remember how to read this word. Then, move finger to sign, and again ask students if they see any key words that will help them read this word. - Introduce the remaining instance of figurative language (ex: Leos father is worried that Leo wont bloom. Leos mother says Patience. A watched bloomer doesnt bloom. Discuss what this saying means and where it comes from (A watched pot doesnt boil). -Introduce the 3 main characters first, guiding students to each word: Leo, mother, father. Then introduce the supporting characters, who Leo is being compared to on the beginning pages and ending pages (the alligator, bird, owl, elephant, and snake). Use cutouts of pictures or even little figurines to support students, especially ELLs, in their understanding of the main characters in the story. - End introduction after page, Then one day and ask students to predict what they think might happen. - Make sure to bring students attention to the word whole on one of the last pages. Tell students that this is one more word that we might need to think closely about. Ask students what key words can help us read this word (whale). 4. Remind students of strategies they know. - Ask students what they can do if they come to a word that they dont know. - Ask students where else they could look for support (pictures, word wall, other sentences).

Reading the Text

Will the students be reading silently or out loud? What will you do as the students read the text? What will the students do as they read the text (e.g., graphic organizer, sticky notes)? Will they read the entire text or will you break it into meaningful sections? What will students do if they finish before others do?

1. Set purpose for reading: Lets read to find out if Leo is in fact a late bloomer. 2. Provide instructions for reading: Please whisper read to yourselves (students will read entire text). 3. Provide instructions for what students are to do if they finish early: If students finish early, they can go back through the book, paying close attention to the pictures, and mark with a post-it note an illustration that was helpful and meaningful to them as they read the story. Think about why this particular illustration was important to you. (This will give students further practice in using illustrations to support their reading of a story). 4. Plan for your observations: - Listen to students as they read. Listen for fluency- if students are fluent in their reading, they can begin to read silently. - Listen for expression when reading the sentences in quotation marks- does the student read the dialogue in a different way than the rest of the story? - Note if students use the illustrations to aid in their reading. - Note if students use the word wall to help read difficult words. - Note if students attend to punctuation. Do they pause when there is a period, comma? 1. Address the set purpose: Ask students if they were surprised by the way the story ended. Was it what they expected? How did they feel about it? Did it make them happy? 2. Focus on meaningful aspects of the text: Focus on the meaning and major themes of the text, such as selfesteem, everyone is different- we all grow at different rates. Point out how in the beginning of the story, all of the other animals could do more than Leo, but by the end of the story, Leo could do these things as well, all he needed was a bit more time. Also point out the different emotions Leo and Leos father went through during the story. Ask students if they have ever felt like Leo. Were you bummed out like Leo or did you know you just needed more time? 3. Foster re-reading through personal response: Ask students to share their favorite sentence and/or passage of the story. Ask what kind of emotion is present in the sentence/passage they chose. Have students read the sentence/passage they chose with expression, as if they felt the same way as Leo.

Revisiting and Discussing the Meaning

How will you focus on the meaning of the text? In what ways will you invite students personal responses? How will you facilitate a discussion to clarify and expand important concepts, build background knowledge, and/or link to student experience? What questions will you ask? How will you make the discussion meaningful and interesting for the students? How will you make a rereading or a revisiting of the text meaningful? What will you do during the rereading/revisiting of the text? If the work is fictional, will you address characters and/or plot? If it is non-fiction, how will you help students deepen their understanding of concepts presented?

4. Return to key concepts: Ask students if they will be learning something new in the future (maybe addition in school, or how to ride a bike at home, etc.). What is something that they learned from this book that will help them? What should they remember when they begin to learn something new? (that it takes time, everyone is different). 5. Address any assigned work completed while story was read: Have students share which illustrations were important to them. Have them explain why they were meaningful to them. Did they help you understand the story better?

Teaching for Processing Strategies

In the absence of observations of student performance, select 2-3 features of the text to focus on. You can choose from vocabulary, punctuation, difficult language structures, fluent reading, etc) How will you make these aspects clear to students?

1. Address the contractions in the text. Ask students to point out some of the contractions that they noticed. How would the story have been different if for example, you replaced couldnt with could? 2. Address the quotation marks in the text. Ask students why it is important that the author used these quotation marks. Would the story have been different if we didnt know Leos father said these things? 3. Address an instance or two of figurative language in the text. Ask students if they have a better understanding of the figurative language after reading the whole text. Does the phrase A watched bloomer doesnt bloom make more sense now? Could this phrase be used in other ways? How so?

Extending the Meaning of the Text

Is there sufficient depth to this text to support an extension of meaning? If yes, which extensions will enhance students understanding of this and similar texts?

A strong theme of the text is that we all grow and learn at different rates. This theme could be used to create a science extension. Each student will be given 3 kidney beans and during class, each student will plant them at the same time. Once a week or so, students can check how their beans are growing (they will see that some are taller than others). We will talk about why we wont check our beans every day (as Leos mother said: A watched bloomer doesnt bloom). This extension will address the idea that everything grows and matures at different speeds, and will also be a good way to revisit the figurative language that was present in the

text, giving students a chance to become more familiar with such language.

Working with Words

Think of a short mini-lesson you might choose here based on features in the text. Remember it is only 1-3 minutes. What will the focus be? What will you say? What materials will you need? What will the children do?

A mini-lesson on words ending in ed would be helpful, since there are a few in this text (watched, bloomed). I would use magnetic letters and a baking sheet and spell out a word such as watch. I would have the students say it aloud and then I would add the ed ending. I would have students say the new word aloud, and continue this process with a few other words. This mini lesson would help students understand how most words that end in ed are pronounced. I would, however, make sure to point out an exception found in the book (budded) so that students understand the pronunciation of ed words is not always the same.

*Remember to use your resources: Gunning Chapter 8, the example lesson on Collab, and the Bebop book link (also on Collab) for ideas and examples.

Guided Reading Lesson Plan Rubric Name: Virginia Landes Date: March 27, 2013 Assessment Criteria Submission includes your text worksheet, your guided reading plan, and this rubric (paper submission) The text selected for the lesson is one of the following: Lets Get Ready for Halloween, Leo the Late Bloomer, High-Rise Private Eyes: The Case of the Climbing Cat, or Tropical Rain Forests Text worksheet displays a thoughtful analysis of the text Lesson Plan includes bibliographic information & guided reading level for the selected text. Lesson Plan introduction addresses books notable features. Lesson Plan introduction makes use of Gaskins key words to support childrens decoding efforts Lesson Plan introduction prepares students for reading through a rich introduction (by covering important vocabulary, necessary content, difficult language structures, etc.) Lesson Plan introduction includes links to previous learning experiences and develops interest in the text. Lesson Plan introduction reminds students of the different strategies they know and can use when they encounter an unfamiliar word. For Reading the Text, lesson plan includes setting the purpose for reading and instructions to students, both for how to read and what to do if they finish early. For Reading the Text, lesson plan explicitly describes the reading behaviors you will be examining as the children read. For Revisiting and Discussing Meaning, the lesson plan clearly describes how you will facilitate a discussion to clarify and expand text meaning, including the specific questions you may ask. For Revisiting and Discussing the Meaning, there are clear opportunities to acknowledge student response to the text. For Revisiting and Discussing the Meaning, there are clear opportunities for students to return to and read the text. Possible teaching points (processing strategies) to address are clearly described. At least one potential extension activity (including cross curricular activities) is included and described in sufficient detail so the work to be done is clear. Working with words sections includes a short, but effective mini-lesson addressing an important phonics feature (e.g., initial consonant digraphs wh; word ending ed) depending on the students level and needs.) Submission is well written and free of errors 3 2 1 0

Guided Reading lesson plan grade:____ out of 52 points GRADING KEY: 3 = clearly above average, shows obvious effort and care in the execution of the task. 2 = adequate; meets requirements. 1 = not all aspects of the task have been fulfilled; brief and sketchy; rushed or marginal in effort. 0 = unacceptable; important aspects are neglected or unfinished