LESSON PLAN #4

Julie Degner
Class: Kindergarten PM Class
Title: Guided reading (C4 Level)
Group: Xander, Caden N.
Book: Lazy Pig

Date: April 9th, 2014

Bridge: -Guided reading allows the kids to work on their reading in a way that scaffolds their skills
-Overtime, they can work towards reaching higher reading levels, which serves as incentive for them
to work hard
Learning Objective: -Building basic reading skills (This group of kids are at a higher reading level for
the kindergarten level)
-Focus on letters
-Sound out the first letters of words for the kids to give them hints for the vocabulary words
-Use words from the alphabet signs on the white board
-eg. L-Lobster, T-Tiger, etc.
-Kids at this level should be able to track print by themselves fairly well
-Tracking print involves pointing out physically to the kids each word on the page one at a time
-Use pictures to predict story and words
-point out different cues to the kids to help them read the words on their own.
Pre-assessment: -Introduce the book to the kids
Materials: -Guided reading books (One
-What is the title? Author? Illustrator?
copy for me, and a copy for each child)
-Look at the cover
-Word wall cards
-Make predictions based on the picture/title
-Guided reading planning sheet
-Scan the book
-Look for big vocabulary words, predictions
based on pictures
-eg. How do you think the pig feels in this book?
What is he doing in this picture?

Participatory Learning:
Time

-About 2-3
minutes

Instructor Activities

-Introduce the book cover

-Go over the title, author,
illustrator, and cover art.
-Look at the word lazy, as
its a new word for the kids.
Clarify the definition. Ask the
kids: Do you ever feel lazy?
-Ask the kids to make
predictions:
What do you think this
book is about?
-Scan the book and ask the
kids questions about the
pictures to help them with the
big vocabulary words

Learner Activities

-Make predictions about

the book based on the
title, cover art, and other
illustrations.

Resources

-Guided reading books

-Word wall cards

-about 5-8
minutes

Eg. What sounds do

cows/sheep/roosters make?
So what are these words?
-Go through the book
together
-Rotate between the kids,
allowing each child to read
one page (eg. Xander and
Caden alternate on each page)
-Point out pictures to predict
events
-Track printing by pointing
out individual words on the
page with the kids
-Count the number of words
on the page together
-Make sure that each
individual child has a chance
to read out loud and
recognize words
-Write down
words/phrases/comprehensio
n questions that kids
struggled with on the guided
reading planning sheet
-When a child struggles with
a particular sentence, make
them repeat it until they get it
completely right. Dont be
afraid to take a little bit
longer in order for them to
actually get it
-Also dont be afraid to tell a
kid what the word actually is
so that next time they come
across it, they will be able to
recognize it
Eg. Look at words/phrases
such as Wake up, sun,
hungry, asleep, Here,
I am up, farmer
-Point out to the kids that a
lot of these words were in our
book yesterday Tiger, Tiger
-Help kids to sound out the
words using the beginning

-Count the number of

words on each page
-Read each word as they
point them out with their
finger
-Use the pictures to
make predictions about
the plot/vocabulary
words
-Recognize word wall
words
-Try to read as much as
they can by themselves
-Use word wall cards to
recognize word wall
words in the text
-Sound out words using
the different letters and
their sounds with the
teacher

-Guided reading books

-Guided reading planning
sheet
-Word wall cards

-2-3
minutes
-1-2
minutes

letters
-Make personal connections
to the words for the kids. Eg.
Are you lazy in the morning?
What comes up in the sky in
the morning?
-Direct kids to go out into the
hallway to do independent
reading
-Ask each child one or two
comprehension questions
after their independent
reading about the book to
ensure that they understood
Eg. What is one animal
that woke up in the book?
What is your favourite
animal?
-Write student responses on
the guided reading planning
sheet. Ensure that there is
diversity and creativity in
their answer.

-Do independent reading

of the book in the
hallway
-Answer comprehension
questions to the best of
their abilities

-Guided reading books

-Guided reading books
-Guided reading planning
sheet

Post-assessment: -Go back over the words that were hard for the kids
-Give them hints as necessary using word tracking, pictures, and letters but try to make them
remember what the word was before.
-Ask if they enjoyed the book. What did they like?
-Point out what each child did well.
Summary: -Focus on recognizing different letters and sounding out the words, as these kids are at a
more advanced reading level
-Dont be afraid to take longer if it means helping the kids to understand certain words or phrases
What worked well/what needs revision: -Structure of the lesson still working well for the kids
-Good length for activity. Allows them to concentrate for the entire period of time.
-It worked really well to point out new vocabulary words at the beginning of the lesson and then
allow the kids to remember them as they are reading. Both Caden and Xander did a great job of
remembering the new words.
-Next time, make sure that the kids repeat sentences in which they had hard words that they
struggled with. Its important to have patience during this stage to ensure that the kids can read
every word in the book.
-It also worked well to ask questions such as, What comes up in the morning? This helped the kids
to come up with new vocabulary words on their own without my help.