Transitional Guided Reading Lesson Template for Day 2

Use pgs 151-173 in your book as a guide

Text Level Range: J-P; 2nd-3rd
CC Standards Addressed: 3.SL.2. Determine the main ideas and supporting details of a
text read aloud or information presented in diverse media and formats, including visually,
quantitatively and orally. 3.RL.3. Describe characters in a story and explain how their
actions contribute to the sequence of events.
Learning Targets (For Strategy Demonstration and Reading Time; I can statement
(should be connected to the standard/strategy you are teaching): I can state the main
ideas and details of a story that has been read to me to show my understanding. I can
describe characters in a story that has been read to me and explain how their actions
contributed to the events in the story.

Materials Needed: Book Alexander, Whos Not (Do You Hear Me? I Mean It!) Going to
Move
Group Members: Carter, Skylar, Tucker, Tayla, and Karrah
Group Contextual Factors (Describe what you know about your students reading
abilities): The teacher was focusing on the strategy of Visualizing this week. She chose
students who struggle to visualize. From our day one lesson to day she added a student,
Tayla, to the group I was working with. These students all have slightly different reading
levels, but most are reading around a Lexile level of 900. The teacher asked that I use a
book below their reading level that would have good descriptive words to help them
visualize for this lesson.

Book Title: Alexander, Whos Not (Do You Hear Me? I Mean It!) Going to Move
Level: 730L Lesson Number: 2

Date: 10/19/15

Student Notes:
Be sure to note any differentiation that you
have to do for individual students and a brief
assessment of how each student does.

Introduction Statement (what you will say to

get started, a re-cap of the day before):
Yesterday we read Gregory, the Terrible
Eater and practiced visualizing. Today
were going to keep practicing

Student 1:
Student 2:
Student 3:
Student 4:

visualization while we read Alexander,

Whos Not (Do You Hear Me? I Mean It!)
Going to Move. Before we read though,
have any of you ever moved? If so, tell me
what was the best part? (allow for
answers) What was the worst part? (allow
for answers) If you had to move next
week, what is the first thing you would
pack? (allow for answers) Ok, Im going
to read and I want you to close your eyes
and visualize what you hear.

Student 1:
Student 2:
Student 3:
Student 4:
Student 1:
Student 2:
Student 3:
Student 4:

Continue Reading-(students read softly or

silently depending on your teaching points.
keep a record of the teaching points you need
to emphasize with students in the notes
column) Instead of them reading softly or
silently, we are doing a small group read
aloud with me doing the reading.
Possible Teaching Points During Reading
(Choose 1 or 2-Monitoring, Decoding,
Fluency, or Retell): Retell will be the
teaching point today
List prompts you will say to support
students with teaching points:
Tell me what you saw on those pages I just
read? What do you think Alexander looks
like? How old do you think he is? What are
you picturing Alexander doing right now in
your mind? Why do you see him doing that?
Teaching Points After Reading (Choose 1
or 2-Fluency or Comprehension)):
Comprehension
Strategy: Students will retell what they
heard in the story.

Student 1: Carter is easily influenced by

what his peers say, so he will be the first
student I call on to give his recount of the
visualizations.
Student 2:
Student 3:
Student 4:

Explanation of Procedure: I will ask the

students to tell me what they remember or
visualized best from the story. I will ask
them to back up what they say by facts
from the story.

Discussion Question: What was your

Student 1:

favorite part of the story or the part that is

most vivid in your mind right now?

Student 2:
Student 3:
Student 4:

Word Study (choose from sound boxes,

analogy chart, make a big word) Analogy
chart

Student 1:
Student 2:
Student 3:
Student 4:

Strategy: Students will be given some

words from the story and will be asked to
give me the synonyms for the word.
Explanation of Procedure: I will have a list
of 6 words from the story. Once weve
read the story and discussed what they
visualized, we will go through the words.
The first group will each get to give me the
synonym for 3 words and the second
group for 2 of the words. They will also
give me an antonym if they have one in
mind.

Reflection:
1) What went well with your lesson? This lesson was broken into two groups, which I think
went much better than the day before when it was a group of four. I worked with Skylar
and Karrah first and then Carter, Tucker and Tayla next. By breaking the group up, I was
able to focus more attention on each student, and the students had less opportunity to
draw their visualizations from those of their classmates. For the most part, the students
had no trouble visualizing what was going on, because they associated this story to the
character Alexander in the movie Alexander and the Terrible, Horrible, No Good, Very
Bad Day. This gave them a face for the character they saw, and they were able to
associate what they heard to that character.
2) What changes would you make if you could? Unfortunately, Carter had a very hard time
visualizing today, and I think he would do better if he were in the group of 2 with just
Skylar or Karrah instead of in the larger group with Tucker.
3) What information did you learn about your students? (Assess them against your
Learning Targets, Provide Specific Examples) In this lesson, I was working with Tayla for
the first time. I learned that she is one who is easily influenced by those around her. She
liked to listen to what was said and then speak up, often feeding off what was said
before. Like the other students yesterday, one of the first things Tayla said was Im not
good at visualizing. I find it interesting that some kids have no problem making a
picture in their mind and others are not able to do it. She was able to tell me what she
saw in her mind, so she did meet the learning targets for the day. Carter really struggled
today visualizing. He was quick to tell me Im not seeing anything right now and there
werent any words that made me picture something that I can remember.Im not good
at remembering things. He was not able to meet the learning targets today, although at

the beginning of the story he was describing what he heard. Tucker has a very active
imagination, and was very animated. He was quick to picture something that was not
actually mentioned in the book, but which could have been tied into the story. His
imagination overpowered his visualizations I think. I would say that he did meet the
learning targets because he was able to describe how he pictured Alexander and then to
put Alexander into context in what we read. His retell was slightly off, but close enough
that I knew he understood what was read. Karrah and Skylar both did good with
visualizing today, and were both able to describe what they recalled from the story.
When we stropped to discuss what they were visualizing they were able to give me a
good description of what they had heard. Both students met the learning targets today.
Karrah was really stuck on the part of the book when Alexander got poison ivy, and her
descriptions of Alexander and the poison ivy were vivid. Skylar was more reserved in
what she described, but her descriptions were accurate.
4) How will this information inform your next lesson? Id like to see Carter having an easier
time visualizing. After talking with Mrs. Reichling, she said that he is more mature than
some of his peers, and so he seems to have less of an imagination than they do. We
agreed that we would like to see more attention focused on him in the next lesson to see
if we can help him.