Guided Reading

McKenna Maynard
Strategy: Drawing Conclusions

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s): By the end of the lesson students will know how to draw conclusions from a selected
text.
B. Objective(s)(specific terms)
After the lesson, students will accurately draw conclusions from a text by using context
clues.
After the lesson, students will know how to apply the strategy of drawing conclusions
to their everyday life.

C. Standard(s):
1.SL.2.4 Ask questions to clarify information about topics and texts under discussion.
1.RN.2.1 Ask and answer questions about key details to clarify and confirm
understanding of a text.

1.RL.2.1 Ask and answer questions about main idea and key details in a text.

Management: The students will be working in small work groups around the room that
I have assigned them to. At one of the stations students will be independently working
at their desks.

Time:
Anticipatory Set: 5 min
Station one: 12 min
Station two: 12 min
Station three: 12 min
Station four: 12 min
Transitions between stations: 1-2 min
Closure: 5 min

II. Materials
-Ipads
-Cue cards
-Leveled Reader books
-Guided Reading worksheets
 -Pronoun game
- -ow independent work

Space: Students will be in the classroom the entire time. There will be three stations
for the students to work at while I pull a group off to the side to work with me (4
groups total). One group will be on their ipads at the front of the classroom, another
group will be on the ground in the living room playing a pronoun game, and another
group will be at their desk working on their independent activity. I will have my
guided reading group at the back desk with me. I will be facing the rest of the
classroom so that I can keep an eye on the other groups and control any inappropriate
behavior.

Students: I will ask my students to keep their voices to a minimum, so that they are
not distracting to the group that is trying to focus on reading, or the students working
on independent work. If students are misbehaving I will assign my group a task that
they can work on for a moment while I go handle the issue. If students continue to
misbehave I will tell them to go back to their seats and they will not get to participate
in the activities. I will also have a parent at the pronoun game station to help give
students guidance and keep them focused.

III. Anticipatory Set

-Have a set of cue cards with a paragraph of text written on them. Have students pair
up and read their cue card. On the bottom of the cue card there will there will be two
options for the students to choose from. The students need to draw a conclusion and
determine which option would best fit with the text.

IV. Purpose: We need to know how to draw conclusions, so that we can know
answers without people always having to tell us.

PLAN FOR INSTRUCTION

Use major concepts, principles, theories, and research to construct learning opportunities that
support students development, acquisition of knowledge, and motivation.
(ACEI 1.0)
V. Adaptation to Diverse Students- I will have visuals and directions typed
out at each station for students who need help remembering and understanding what
to accomplish at each station. I will be their to give students guidance at the guided
reading station as they read and fill out their worksheets. If students are having
trouble at their desk or in a work station, they can ask one of the people in their group
to assist them.
(ACEI 3.2)
VI. Lesson Presentation (Input/Output)
 Mini lesson
Today we are going to be learning about drawing conclusions. We live in a world where we
have to draw conclusions and solve problems every single day. Imagine that you walk into your
friend's house, and there are balloons and cake on the table. And then you see someone walk
through the door holding a gift. What can you conclude from this setting? What do you think is
going on? (Allow students time to answer). Exactly! We can assume that they are having a
birthday party! You guys were able to know that because you had ideas to support your
conclusion. How did we know that they were having a birthday party without someone telling
us? (Allow students time to answer) Very good! We know that they are having a birthday party
because there were gifts, a cake, and balloons. Those are all points that support our conclusion.
Having support for our conclusions is very important!

Workstations: Stations will rotate in number order. Station 1 will rotate to station 2. Station 2
will rotate to station 3. Station 3 will rotate to station 4. Station 4 will rotate to station 1.

Station 1: Students, at station one you will be working on your ipads and using the app epic.
You are going to pick a book from your reading level and read silently to yourself.

Station 2: At station two, you will be playing pronoun party sort. There will be a worksheet
with a column labeled pronouns, and another column labeled not pronouns. You will be
given a stack of flashcards with different words on them. Then you will need to determine which
words are pronouns, and which words are not. Once you figure it out, write the words under the
pronoun and not pronoun columns. If you finish this early, write sentences on the back that
use the pronoun words! See if you can come up with some good sentences!

Station 3: At station 3, you are going to be completing your -ow and -ou word activity. You are
to work on this independently at your desk! On this worksheet you are going to find all of the
-ow words in the gumball machine and color them one color, and then find all of the -ou words
in the gumball machine and color them a different color. Once you have colored them different
colors, write them in the column that they should be written in to the left. (I am going to look for
a different activity that is not just a worksheet for the students to do.)

When I say rotate, you guys are going to switch to your next station.
Are there any questions?

Guided Reading Lesson:

Group 1: Group 2: Group 3: Group 4:

-Grace -James -Kamdyn Earl -Ashton
-Camden -Lyla -Olivia King -Cheyenna
 -Brody -Tanner -Paxton -Khloe
-Gabe -Kyra -Mason -Anna
-Brielle -James -Kayden
-Jensen
-Olivia Smith

Strategy: Drawing conclusions

Book Title- Puppy Raiser: Groups 1 & 2

1. Prereading:
Today we are going to read the book Puppy Raiser! As we read today we are going to
practice drawing conclusions. But, before we start let's discuss some vocabulary words that we
need to know from the reading! Our vocab words today are door, loved, should, and wood. Who
can tell me what a door is? (let students answer) Who can tell me what it means to be loved? (let
students answer) Who can tell me what should means? (let students answer) And who can tell
me what wood is? (let students answer)! Now that we understand the vocab words, lets look at
the text and see if we can draw some conclusions!

2. Reading: (model, guide, monitor, adjust)

-As we read the first section, try and find clues that tell you what kind of person you need
to be in order to be a good puppy raiser. (Read to pg. 6) Let's stop reading for a minute! What
kind of person do you think you need to be in order to raise a puppy? (Let students respond) Yes,
we know that people who raise guide dogs should love helping people, and love dogs.
-Lets keep reading to see what other qualities a person should have if they want to raise
a guide dog. (read pg. 7 and then stop) What does page 7 tell us about dog raisers? What do
they need to be good at? (give students time to answer) Very good! They should be good at
doing what they are told!
-Now lets read pages 8 and 9! I want you to find two more things that a guide dog raiser
should be good at. (Read pages 8 and 9 and then stop) Who can tell me two more things that you
found as we were reading? Let students answer. Very good. We know that they need to be good
at meeting new people, and be good at traveling.
-Lets finish reading the text! (Finish reading) Now that we are finished reading, do you
guys think that Sallys mom is going to let her be a puppy raiser? (Let students answer) And why
do you think that? What evidence do you have to support your conclusion? (Let students
answer) Yes, because Sallys mom thinks that she is going to be a great puppy raiser, so we
can assume that she is going to let Sally be one. Her mom also says throughout the reading that
she has all of the qualities that would make a great puppy raiser.

Great job kiddos! You guys now know how to better draw conclusions based on what you read in
the story! I am so proud of you!
3. Responding
What were two things that you learned about being a dog raiser while reading the text?
How can you use drawing conclusions in the future to help you better understand what you are
reading?
Do you guys ever draw conclusions in your everyday life? When you are at home?

4. Exploring
Go back and re-read the first 5 pages. Do you think that Sallys mom is going to think about
letting her get a guide dog? Why? (Let students share their answers) Yes, we can conclude that
Sallys mom is going to think about letting her get a guide dog because she wants Sally to tell her
more about it. If she did not want her to raise a guide dog, she would have just said no.

5. Applying
We are going to work on drawing conclusions some more as we work on these two worksheets. I
want you guys to try working on them by yourself for a minute, and then we will go over the
answers together. If you guys have a question, I am here to help you! (Give students time to
complete and go over answers)

Book Title- Ways to Be a Good Citizen: 3 & 4

1. Pre Reading: Today we are going to read the book Ways to Be a Good Citizen! As we read
today we are going to practice drawing conclusions. But, before we start let's discuss some
vocabulary words that we need to know from the reading! Our vocab words today are aquarium,
citizen, community, freedom, miserable, selfish, teenager, and tutor. Who can tell me what an
aquarium is? (Let students answer.) Very good! An aquarium is a tank of water where fish and
other water creatures live! (Repeat this process with all of the vocab words) Now that we
understand the vocab words, lets look at the text and see if we can draw some conclusions!

2. Reading: (model, guide, monitor, adjust)

-As we read the first section, try and find clues that tell you why a good citizen is good
for our world. (Read to pg. 4) Let's stop reading for a minute! What is one thing that you think
makes someone a good citizen? (Let students respond) Yes, because the text says, No one
wants to play with someone who doesnt share, we can conclude that a good citizen is someone
who shares. Lets keep reading to find out if we are right! (Read page 5) It looks like our
conclusion based on our clues from page 4 was right! Good job!
-Lets keep reading to see what other qualities a person should have if they are going to
be a good citizen. (read pg. 8 and then stop) Lets answer the last question on page 8. Do any of
you ever do any of these things that make a good citizen? Who can tell me something that they
do to help others or the world. (Let students answer) Those are all really good things!
 -Lets finish reading the text! (Finish reading) Now that we are finished reading, I want to
hear your thoughts. I know that the book does not exactly tell us why being a good citizen is so
important, but based off of everything we have read, who can tell me why they think it is so
important to be a good citizen? (Let students answer) And why do you think that? What evidence
do you have to support your conclusion? (Let students answer) Yes, because all of the things
that this book talks about are things that we can do to help people or the world. The more we can
help others, the better this world will be!

3. Responding
What were two things that you learned about being a good citizen while reading the text? Can
anyone be a good citizen?
What are some ways that you are going to be a good citizen after reading this book?
How can you use drawing conclusions in the future to help you better understand what you are
reading?
Do you guys ever draw conclusions in your everyday life? When you are at home?

4. Exploring
Go back and re-read the first couple pages. As you read look at the pictures and find some
keywords that could help you draw conclusions about how being a good citizen helps the world!

5. Applying
We are going to work on drawing conclusions some more as we work on these two worksheets. I
want you guys to try working on them by yourself for a minute, and then we will go over the
answers together. If you guys have a question, I am here to help you! (Give students time to
complete and go over answers)
(ACEI 2.1)

VII. Check for understanding.

I will be asking students questions individually and as a whole group to make sure that they are
understanding the material given to them. If they do not understand the concept of drawing
conclusions, I will do more guided practice with them and give them other examples outside of
the text we are reading. We will review the purpose of drawing conclusions, and discuss why it is
important to have supporting evidence.

VIII. Review learning outcomes / Closure

Okay class, lets talk about some things that we learned today. Who can raise their hand and tell
me two things that you learned about drawing conclusions today? (allow students time to
answer). Why is learning how to draw conclusions so important? (allow students to answer) Can
someone give me an example of when you would draw a conclusion in real life? (allow students
to answer) Good job! You guys have learned so much about drawing conclusions today and
worked really hard at all of your work stations! Way to go!

PLAN FOR ASSESSMENT

Formative: I will be asking questions throughout the guided reading groups in order to see if they
are understanding the reading. I will also be listening to conversations in order to see if they are
responding appropriately to the discussion questions.

Summative: At the end of the lesson I will have the whole class come back together and ask
students to share some things that they learned. I will also have them turn in their independent
work and guided reading worksheets to me so that I can look over them and make sure that they
are understanding the main concepts.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not,
why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Did my students seem to have an understanding of what drawing conclusions means,
and were they able to put it into practice while reading?
8. What are some other ways that I could have made the lesson more differentiated with
my students for those who were not understanding as much as other students?