Guided Reading Lesson Plan

Template

You will create a guided reading lesson plan appropriate for students in second through fifth grade. Begin by choosing the level of reader
(transitional, self-extending, or advanced). Consider the characteristics of those readers when planning your lesson.

(1) Description of Reading Group Include the grade level (2
nd
through 5
th
) as well as the reading level (transitional, self-extending, or advanced).

Group of five fifth graders on an advanced reading level

(2) Quality literature- Include the title, author, genre, a short summary in your own words, and the readability of the text.

Title: The First Transcontinental Railroad; Labor on the Transcontinental The Union Pacific Railroad
Author: Unknown
Genre: Non-fiction article
Summary: The sections of the article that was read by the guided reading group discussed the labor on the Transcontinental Railroad and the
construction of both the Central Pacific and Union Pacific Railroad.



(3) Lesson focus Describe the strategy/skill that you are targeting.

The lesson focuses on searching for/use information, summarizing, and synthesizing. Summarizing and synthesizing are two important
reading comprehension strategies. Theyre also skills that students struggle with and often confuse despite the differences. Summarizing requires the
student to identify key elements and condense important information into their own words during and after reading. Synthesizing
Takes the process of summarizing one step further. Instead of just restating the important points from the text, it involves combining ideas and
allowing an evolving understanding of text.

(4) Formative assessment- Describe how you will assess students during the guided reading lesson. What behaviors will indicate that your students
get it? What behaviors might indicate that they need further instruction?

I will assess students during the guided reading lesson by stopping periodically to ask questions. I will also have the students complete a
chart called, Knew, New, and Q. The students will complete the Knew column by writing what they already know about the information in the
article. Then the New and Q section will be completed during the reading and after. The New column is where the students write down any
new knowledge is gained during the reading, and the Q column is for any questions the students may have. I will also assess the students during the
guided reading lesson by having them complete a Three-Phrase Map. The students will have to find three supporting details that will help them
construct the main idea of the reading.
Behaviors that will indicate that the students get it are their responses to questions and information provided on the Knew, New, and Q
and the Three-Phrase map will be accurate and on topic. Behaviors that might indicate that they need further instruction would be the student isnt
paying attention, off topic, and responses do not show accuracy.
Title: The First Transcontinental Railroad Genre: NF Informational Text Level: 5th Stage: Trans. SE Adv. Date(s): 10-01-2014

Element Suggested Teaching Points Plans/Notes

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Activate/Provide background
Help students make connections
Share thinking
Make predictions
New vocabulary
Draw attention to text features
Hear and say new lang. structures
Reveal structure of the text /genre
Writers craft to support analysis
Authors accuracy or authenticity of text
Today we are going to read about the labor of the Transcontinental Railroad and the
construction of both the Central and Union Pacific railroad.
But before we do that I would like to know what you know about the First Transcontinental
Railroad. In the first column entitled Knew I would like for you to write down at least
two things you already know. Take about 2 minutes to do so.
To activate background knowledge students will complete the Knew section of
the Knew, New, Q chart.
Knew, New, Q is similar to a KWL chart. The students write information in the text
that they already Knew; the information that is New to them; and any Questions that
they have about the subject.
While we read Id like for each of you to write down at least one new thing you have
learned from the reading and any questions you may have.

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Demonstrate, prompt for, or reinforce the
effective use of processing strategies word
solving, searching for and using information,
maintaining fluency, detecting and correcting
errors, summarizing, and adjusting reading.
Prompt for fluency and phrasing.
What is the meaning of conservationists? A person who advocates or acts for the protection and
preservation of the environment and wildlife.

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Gather evidence of comprehension by
observing what students say about the text.
Invite students to pose questions and clarify
their understanding.
Help students learn to discuss the meaning of
the text together.
Extend students expression of
understandings through questioning,
summarizing, restating, and adding to their
comments.
Within
Students will complete the New
and Q portion of the chart while
they read the text. This assures
that each student is paying
attention to the information being
presented in the article.
Beyond
How do you think the Native
Americans felt about the first
Transcontinental Railroad?
About
How do the headings help you
read the article? Do they make it
easier to read and pay close
attention to what you are reading?
Do they help give you a heads up
on what is to come?
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Revisit the text to demonstrate, reinforce, or
provide explicit instruction of strategic
actions.


Solving Words
Monitoring and checking
Search for/ use information
Summarizing
Maintaining fluency
Adjusting Reading
Predicting
Making connections
Synthesizing
Inferring
Analyzing
Critiquing






Title: The First Transcontinental Railroad Genre: NF Informational Text Level: 5th Stage: Trans. SE Adv. Date(s): 10-01-2014
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Use writing, drawing, or extended talk to
explore any aspect of understanding the text.
Students will complete a three-phrase map. The purpose of the Three-Phrase Map is to help students
determine the main idea of a piece of text. Students should write words or phrases in the three small bubbles.
These three words/phrases should be ideas and should contribute to the main idea of the text selection. The
large rectangle is where, after reading the text, students synthesize the ideas represented in the bubbles to
form a main idea.

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Teach word analysis, letter-sound
relationships, analogies, or breaking words
apart. (text specific/not word study)

Teacher: Jalisa McKevie


June12