Professional Documents
Culture Documents
Goals/Objectives/Standard(s)
Goal: Students will be able to make connections with each other and the
world around them.
B.
Objective: After the guided reading lesson, students will be able to make
at least 2 text-to-self, text-to-world, or text-to-text connections.
C.
Standard: 2.RN.2.1 Ask and answer questions about the main idea and
supporting facts and details in a text to confirm understanding.
A.
II.
Management
a.
Time: There will only be two rotations. The introductory minilesson
will only take about 5 minutes, each rotation will take 15 minutes,
transition time will be about 3 minutes, and then the closure will be
about 7 minutes. So the entire lesson will take a total of about 45
minutes.
b.
Space: The introduction will be in the family room. I will be meeting
with students at the kidney table. Mrs. Arnold will be meeting with her
groups in the family room. The rest of the students will be working at their
desks.
c.
Students: I will set a timer for 15 minutes and once the timer is up,
I will say Scooby Dooby Doo and the students will respond Where
are you? I will give the students directions of where to go next, based
on what group they are in. The students will be in the same groups they
have been in all year. I will use precorrection to communicate my
expectations of behavior. If I see on-task behavior, I will reward
students with Mrs. Arnolds money and if they are not following
directions, I will take money.
d. Materials:
Caitlyn Donoho
III.
Anticipatory Set: We will start off in the family room and I will remind
the students that we call it the family room because we are a family.
Why do we call this place the family room? Good, Mrs. Arnolds class is a
family. Were all learning and growing together. Were all connected and
unified as one big family.
Purpose: Today we are going to be learning about how we can make
connections to the stories we are reading and listening to. When were
able to make connections, something really cool happens; the things we
read start to change us and the way we see the world around us.
IV.
I will provide a sentence stem on the board for the response sheet for my
students who have difficulty with writing.
VI.
Caitlyn Donoho
cover). As we read, were going to be thinking about ways
that this story reminds us of things that happened to us,
someone we know, or a character in another story.
o
Reading- I will chunk the reading into 2 parts: pgs. 3-6 and
pgs. 7-8. The students will each take turns reading one
sentence aloud. I will prompt them with guided questions
before each chunk.
Ok, were going to just read pages 3 through 6, and then
stop. We will each read one sentence. Make sure youre
following along with your finger if its not your turn to read.
As we read the first section, I want you to be looking for
something the girl does that you have done before or seen
someone do before Pause. Good, so now were going to see
what happens to the letter once the girl drops it off. As we
read these last 2 pages, I want you to be thinking about
some post offices or mailmen youve seen before.
Caitlyn Donoho
just have to ask yourself, what does this story remind me
of?
Reading- Mrs. Arnold will chunk the reading into 2 parts: pgs.
3-10 and pgs. 11-12. The students will each take turns
reading one page aloud. Mrs. Arnold will prompt the students
with guided questions before each chunk.
Ok, were going to just read pages 3 through 10, and then
stop. We will each read one page. Make sure youre following
along with your finger if its not your turn to read. As we read
the first section, I want you to be looking for some things that
this little girl likes to do and places she likes to go Pause.
Now, we are going to read the rest of the story and I want
you to be looking for Minas favorite holiday.
Caitlyn Donoho
o
Caitlyn Donoho
there any other books that you have read that this book
reminded you of?
o
VII. Check for understanding: I will be asking the students questions before,
during, and after our reading. During discussion, I will be making anecdotal
notes and filling out a checklist for whether students are able to make
meaningful connections to the text.
VIII. Review learning outcomes / Closure: I will ask some students to share
their responses/pictures.
Caitlyn Donoho
I heard some really great connections being made today. But, I was
meeting with the guided reading groups the whole time, so I want to see
and hear some of the connections you made with the stories you read on
Epic! Would anybody like to share a connection they made?
PLAN FOR ASSESSMENT
I will keep anecdotal notes and monitor student progress with a checklist. A
check minus will mean that they were able to make at least one connection, but
may be lacking some depth (ie: the girl in the story has a dog and so do I). A check
will mean that students were able to make more than one connection. A check plus
will mean that students were able to make multiple, meaningful connections. Taking
into account my anecdotal notes, checklist, and the students response sheets, I will
assess whether the students were able to meet the objective.
(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.
What were some of the benefits of using leveled readers for this
guided reading lesson? What were some drawbacks?
8. What additional resources or support would have further enhanced this
lesson?
9. Did I manage the class effectively, specifically the students working
independently at their desks?
Revision Date: 10/24/16
2007 ACEI Standard