TCNJ Lesson Plan

Guided Reading with RAZ Reading

Student Name: Katie King

Grade Level: Kindergarten

School Name: Hopewell Elementary School

Host Teachers Name: Ms. Bradshaw

Guiding and/or Essential Questions:

What are CVC words? How do we tap out the sounds?
What are high frequency words?
What do the important words mean?
What are strategies that help readers? What strategies do good readers use?
What is the relationship between sound and text/written word?
How do illustrations help us understand text?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
Student has been assigned a specific reading level according to the RAZ reading
program. This program is used to assess the student as well and is what this lesson is based on.
Students have gone over CVC words daily in class and have learned to tap out the words to hear
the initial, middle, and ending sounds. Students have also learned about title pages recently. They
learned that title pages include the title, a picture that matches the book, and the author and
illustrators names.
Standards:
CCSS.ELA-LITERACY.RL.K.1
With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.K.7
With prompting and support, describe the relationship between illustrations and the story in
which they appear (e.g., what moment in a story an illustration depicts).
CCSS.ELA-LITERACY.RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.K.2.D
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme
(consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/,
or /x/.)
CCSS.ELA-LITERACY.RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.

Learning Objectives and Assessments:

Learning Objectives

Assessment

The student will self-monitor and self-correct as Teacher will assess that the student corrects
they read. The student will recognize letter
himself and rereads for fluency when he makes
sounds, punctuation, and important words.
a mistake. Teacher will assess that the student
correctly identifies and says letter sounds,
recognizes punctuation, and identifies important
words.
The student will make predictions about the end The teacher will assess that the student predicts
of the story using details and pictures from the
the end of the story based on context clues and
beginning and middle of the story.
details in the beginning and middle of the story.
The student will recall information from the
story in order to answer questions about
different parts of the story, make text to self
connections, and share his opinion.

Teacher will assess that the student accurately

recalls details from the story and is able to use
the details to support his connections to the text
and his opinion about the story.

Materials/Resources: (List materials, include any online or book references and resources)
Book print out of I Looked Everywhere
Worksheet
CVC cubes and bucket
Plan for set-up/distribution/cleanup of materials:
During this lesson, I am working with one child. I will bring the materials to the rug with
me when we begin working. I will bring out the materials based on the stage of the lesson. For
example, I will use the bucket first, then put it to the side. Then, I will bring out the book when it
is time to begin reading. This is prevent the student from getting distracted by the materials.
Step by Step plan (numbered):
1. Lesson beginning: Word Work: The lesson will begin by telling the student that he is
going to do some reading with me on the reading rug today. I will start by telling him that
we are going to go over CVC words. I will ask him what CVC words are and if he has an
example of a CVC word. Then, we will use the bucket to shake the 3 dice. One dice has
the first letters on it, the second has vowels, and the third has the final letters. CVC words
will be words he previously gone over in class as well as words that appear in the story
that he should focus on. I will tell the student to shake the bucket and roll the dice onto
the carpet. I will then ask him to tap out the word that appears of the top of the dice. I

2.

3.

4.

5.

may also ask if he knows any words that rhyme with that word. Depending on time, we
will repeat this 5-6 times.
Before Reading: Next, I will tell the student that we are going to look for some of these
words while we are reading a story. I will bring out the book, I Looked Everywhere, and
we will start by looking at the front cover. I will ask the student to make a prediction
about what is going to happen in the story based on the cover. If the student does not
know what prediction means, I will explain that it means a guess of what is going to
happen during the story.
Next, we will locate 2 or 3 high frequency words that have previously been selected. The
high frequency words are did, for, and look. The student will be asked to focus on these
words. Additionally, I will show the student 1 or 2 important words that I want the
student to learn. These words are shoe and closet. We will focus on the first sound in the
word, but I will slowly say the word with the student to introduce it to him.
During Reading-Teaching Points: I will then ask the child to begin reading the story. I
will assess the student according to teaching points on the checklist. These points include
checking to see if the child is correcting himself with words, sentences, and letter sounds
as well as if the student recognizes punctuation and high frequency words. I will also ask
the student to predict the end of the story based on the beginning and middle of the story
as well as the pictures.
After Reading- Comprehension: When the student is finished reading, I will ask him
what he thought of the story. Then, I will ask him if any points in the book stuck out to
him or seemed important. I will ask him to tell me how the character felt when she found
her shoe and if he has even felt the same way and why. The student will earn a sticker for
his work!

Key Questions (that you will ask):

What is a CVC word?
Can you tell me an example of a CVC words?
What does the cover page tell us?
Can you make a prediction about what the story is about based on the cover?
What do you think is going to happen based on what has happened so far? Do you think she will
find her shoe?
What sound does ____ make?
Did any points in the story seem really important?
How do you think the character felt when she found her shoe? Have you ever felt like this?
When?
What do you think of the story? Did you like it?
What was your favorite part?
Logistics:
Timing: 10 min
CVC Word Work: 3 min
Before Reading: 1 min
Reading: 4 min
After Reading: 2 min

Transitions: To transition from Word Work to beginning the story, I will tell the student
that we are going to read a story and be on alert for any CVC words that we see. To transition
from pre reading activities to starting the book, I will say, Now that you have made a prediction
about what you think will happen, lets read the book and see if we made the right prediction.
To start the closure questions, I will ask the student what he thought of the book and why. Then I
will continue with the other questions. We will end by joining the rest of the class.
Classroom Management: Classroom management will be limited, as I am working with
an individual student. In the beginning of the lesson, I will put the dice and bucket to the side
when I am finished with them in order to limit distractions. If the child seemed to get distracted I
will bring his attention back to the book by asking him a question about the story or pointing to
the spot he should continue reading from. We will also find a quiet place on the carpet, away
from others, to limit distractions as well.
Differentiation
The book I chose to read with the student is from RAZ reading on his level, level C. It was
chosen because it has multiple CVC words and questions. This will help him practice CVC
words and different kinds of punctuation and inflection with that punctuation.
Resources:
http://www.readinga-z.com/