Guided Reading Lesson Plan

Text Title: Oceans By: Holly Cefrey

Level: Age Level: 9-11, Grade level: 3rd - 5th grade, Lexile Level: 740L, Guided Reading Level: 

Fiction/NF: Non-Fiction

Book Introduction (Before Reading) (describe how you will teach/re-enforce these skills within the text you’ve selected)

1. The first thing I would do is call my back my guided reading group that I will be working with on this particular book. Students will already be in groups and they will have group names so they know when I call the "Pink" group back that only the "Pink" group will come back to the table. 
2. Introduce the word "Consonant Blends" 

•  Say specifically: "Today we are going to talk about a few specific Consonant Blends. Can anybody tell me what consonant blends are?"
• Say Specifically:  "Consonant Blends are when two or more consonants are blended together. Blends can be at the beginning of the word or the end of the word. In a consonant blend, you can hear both letter sounds like in Floor, you can hear the "F" and the "L" to make the sound (Fl)" 
• Say Specifically: "This week we will be working on these five blends: (Cl) like Clouds, (St) like Store, (Fl) like Floor, (Pl) like Plankton, and (Bl) like Blue."

Before Reading:

1. Before passing out the book, I would take on copy of the book and show the book to the students. I would discuss with the students what the book is about. 

•  Specifically say: "This book is called Oceans, and it is about everything you might be able to find in the ocean, under the sea, and anything else you might find out when studying the ocean. Have any of you ever been to the ocean? Tell me some things you already know about the Ocean." 

1. After discussing with the students about the book, I will pass out a copy of the book to each student in the group. As a group we will do a picture walk through the book, stopping on each page to discuss what we see. 
2. After the picture walk, I will instruct the students to follow along with me. 

• Specifically Say: "Okay, now turn to page 4 of the book and follow along closely with me. After we read each page, we will stop and see if we can find any words with the (Cl) Consonant blend. We may not find a (Cl) consonant blend on every page. If we do not find the (Cl) blend, we will go on to the next page." 
• ***I will write the consonant blend that we are focusing on for the day on the table with a dry erase marker, so everybody in the group can see it. 

Phonics Focus: (CC): Consonant Blends
1. -Cl
2. -St
3. -Fl
4. -Pl
5. -Bl

Word Work Activity: http://blog.maketaketeach.com/teaching-blends-and-digraphs/
                                    https://www.pinterest.com/pin/235805730463849491/

VocabularyFocus: 
Glossary Words:
1. Currents
2. Energy
3. Erupt
4. Evaporate
5. Gravel
6. Mammals
7. Microscopes
8. Mineral
9. Oceanographers
10. Pollution
11. Submarines
12. Surface.

         Word Work Activity:
:https://www.pinterest.com/pin/AdgB76dtE1beHH9z0AqBOG597mVhC6dUoLm_j-K5mykzZV0hXUBWrgk/ 

****Students will play this vocabulary game with every word from the vocabulary words above. 

During Reading (describe how you will teach/re-enforce these skills within the text you’ve selected)

1. We will read through the book "Oceans" and stop after every page to check for the (Cl) blend. Each Child will take a turn reading. A child will read one page, stop, look for the blend, and then another child will read the next page. etc.  
2. I will make sure that each student in the group gets a chance to search for the (Cl) blend, and tell me specifically if there is no blend on a particular page, or if there is a blend on a particular page and if there is, then I will ask them to find the blend for me with their pointer finger. 

            Comprehension non-fiction
             CCSS.ELA-LITERACY.RI.3.1 "Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

             https://www.pinterest.com/pin/283445370270383136/ - Graphic organizer that we will do together after reading. 

Fluency and phrasing:
 CCSS.ELA-LITERACY.RF.3.4.A "Read grade level text with purpose and understanding"  

https://www.pinterest.com/pin/138485757267793661/ - Fry phrases to help with fluency

Word decoding 
CCSS.ELA-LITERACY.RF.3.3.C "Decode Multisyllable words."

https://www.pinterest.com/pin/235805730465779416/ - Chunky Monkey Activity 

After Reading (describe how you will teach/re-enforce these skills within the text you’ve selected)

Writing Activity:  CCSS.ELA-LITERACY.W.3.2 "Write informative/explanatory texts to examine a topic and convey ideas and information clearly."

1. I will ask students to get out two pieces of notebook paper. They will use the first piece of paper to write down some words with the (Cl) blend, they can use some from the book, but they will have to make at least two of them up on their own. The second piece of paper they will use to write an informative text about the ocean. I will make sure the students know what an informative text is, and then I will model one with them.

• "Please get out two pieces of notebook paper, make sure to put your name on both of them"
• "On the first piece of paper, I want you to spend some time thinking about what blend we talked about today. Think of some words with the (Cl) blend and write them down. You may use some words from the book, but you need to think of at least two words on your own." 
• "On the second piece of paper, I want you to write an informative text about Oceans." 
• "Can somebody tell me what an informative paper is?"
• "An informative paper is a paper that has a purpose to inform. I want you all to inform me or anybody else who might read this paper about Oceans." 
• "Lets model an informative paper together." 
• "Once you are finished with the first paper, you may turn it in to the "Needs Grading" tray. Once you think you are done with the second paper, I will call on you individually, and you will come back to my table for a writing conference."
• "We will discuss your informative papers, and see what we need to do next. You will revise, edit, and publish these papers. We will be hanging them in the hall, so all of our school friends can be informed about oceans." 

Supplies:

• Group set of the book "Oceans" by Holly Cefrey
• Pencils
• Notebook paper
• Dry erase marker
• Sticky notes
• Vocabulary Game
• Fry Phrases sheet
• Graphic Organizer
• Chunky Monkey Activity