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Kutztown University Elementary Education Department Professional Semester Program Lesson Plan Format

This lesson plan outlines guided reading sessions for four small groups of students reading different texts. Each session will include a phonics drill, introduction to the text, guided reading in sections with teacher questioning and notes on student performance, and a closing discussion of the theme and moral. The teacher will differentiate instruction as needed and assess comprehension through observation, discussion, and written responses.

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122 views3 pages

Kutztown University Elementary Education Department Professional Semester Program Lesson Plan Format

This lesson plan outlines guided reading sessions for four small groups of students reading different texts. Each session will include a phonics drill, introduction to the text, guided reading in sections with teacher questioning and notes on student performance, and a closing discussion of the theme and moral. The teacher will differentiate instruction as needed and assess comprehension through observation, discussion, and written responses.

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KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT


PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Janine Loessl Date: 11/18/19


Cooperating Teacher: Mrs. Riddle Coop. Initials: ________________
Group Size: 24 Allotted Time: 15 Minutes/Group
Grade Level 3
Subject or Topic: Guided Reading Section: 933

STANDARD: (PA Common Core):


CC.1.1.3.E: Read with accuracy and fluency to support comprehension:
• Read on-level text with purpose and understanding.
• Read on-level text orally with accuracy, appropriate rate, and expression on successive
readings.
• Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.

I. Performance Objectives (Learning Outcomes)


Students will read an appropriate level text with accuracy and fluency by working in a small
guided reading group.

II. Instructional Materials


Group 1:
Only One by Marc Harshman (6 copies)
Working/done cards
Phonics drill book

Group 2:
The Boy Who Cried Ninja by Alex Latimer (6 copies)
Working/done cards
Phonics drill book

Group 3:
Grandma’s Gift by Eric Velasquez (6 copies)
Working/done cards
Phonics Drill book

Group 4:
Chicken Sunday by Patricia Polacco (6 copies)
Working/done cards
Phonics Drill book

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
Prerequisite skills:
● Completing guided reading procedures.
● Completing the phonemic awareness drills
● Reading comprehension strategies.

Key vocabulary
Group 1: unique, jewels
Group 2: antena
Group 3: vendor, museum
Group 4: Ceremony, pelted

Theme: one word that describes the moral and heart of the story.
Moral: what the author wants us to take away from the story.

Content:
It is important to think about what the author wants us to know from the story.
A moral teaches you something.
A moral is something that can apply to many different books.
The theme is the big idea of the book.
The theme sums up the moral into one word.

Big Idea: Books have themes and morals.

IV. Implementation (Over the course of multiple sessions)


A. Introduction (Starts with during every session)
● The teacher will begin by reading the phonics drill.
● The teacher will say the work and students will repeat the word.
● The teacher will instruct students to take away part of the word and students will say the
remaining sounds.
● The teacher will do half of the list with the full group and then go down the line to
complete with each student.

B. Development
● The teacher will introduce the book and allow students to look through the pictures for
two minutes.
● The teacher will have students read the first few pages and then stop. Students who are
finished before others can reread or look at the pictures.
● As students are reading, the teacher will have a student whisper read and take notes on
their performance.
● When all students are done reading, the teacher will start by asking students what they
noticed about the page or if they have something they want to bring up. The teacher will
adjust teaching points based on what students are interested in knowing more about and
what they already know.
● The teacher will go over any unfamiliar words and ask students to summarize what had
happened. The teacher will ask students if they think they are starting to see a theme.
● The teacher will instruct the students to continue reading the next few pages.
● The teacher will choose another student to meet with and record their reading.
● When students finish reading, the teacher will do the same questioning as the first time.
The students will add more.
● The teacher will bring up any important points and ask students if their predictions were
correct.
● The teacher will repeat this process and continue asking questions based off of the
student’s needs. The teacher will take as much or as little time as needed to make sure
all students in the group are comprehending the book.

C. Closure
● The teacher will allow time for students to make any comments or ask questions.
● The teacher will have students discuss what happened in the book and if their
predictions were correct.
● The teacher will ask students about the theme and moral. Students will have time to
respond.
● If there is still time left in the session, students will write a written response that talks
about what the theme and moral are that includes evidence from the text.

D. Accommodations / Differentiation
● Preferential Seating
● Students finished early will reread their section or look at the pictures.
● Students needing more assistance will meet with the teacher individually.

E. Assessment/Evaluation plan
1. Formative
● Observational
● Discussion
● Written response

V. Reflective Response

VI. Resources
Polacco, Patricia. Chicken Sunday by Patricia Polacco. Scholastic Teaching Resources, 2003
Velasquez, E. (2013). Grandmas gift. London: Walker Childrens.
Latimer, A. (2011). The boy who cried ninja. Atlanta: Peachtree.
Harshman, M., & Garrison, B. (1993). Only one. New York: Dutton Childrens Books.

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