EDCI 3482 – Guided Reading Lesson

LSU Student Name: Ellyn Culotta Date: April 17th, 2018 No.: 2

Student: Briceida, Jaiden, Jeslyn Grade: 2nd grade GRL: M Teacher: Brooke Patterson

Student Information and Instructional Data Self-Evaluation

These students are at a DRA reading level of 28 as it is used for instructional 1 2 3 4 5 6 7 8 9 10

purposes. They are considered a little below average compared to their normal
classroom. They use practices such as self-correcting and rereading skills to make
sure that they comprehend what they are reading. The students read at different
paces but all practice good fluency skills. They will be working with the same book
seeing as we did not finish the book during the first lesson.

Guided Reading – 13 minutes Reflection

LSS: RI.2.7 Explain how specific images (e.g., a diagram showing how a machine
works) contribute to and clarify a text. (RI.2.7)
To begin this guided reading lesson, we discussed a what we talked about in guided
reading lesson 1. We talked about what we learned about tomatoes. Allowing the
students to flip through the book we talked about the pictures and used them to
remind the students of the content on each page. Then moving on to chapter 4,
allow the students time to look at this chapter individually. Note that there are
recipes that the students will need to read in order to talk about the book. Let the
students begin reading chapter four. As they read the teacher listens in on each
student and takes notes on the progress of their reading.

Word Study – 7-9 minutes

LSS: RI.2.2 Identify the main topic of a multi paragraph text as well as the focus of
specific paragraphs within the text (RI.2.2)
After the students are through reading the chapter we discussed some words that
they seemed to struggle with. Either these words were identified by the teacher or
the students admitted to struggling themselves. We looked up the definitions in the
glossary of the book and used context clues of the book to help determine the
meaning of the words. The recipes that involve tomatoes were then discussed as
way to meet the standard for this word student. There were multiple paragraphs and
pictures within the text that helped the students use context clues to define certain
words.

Writing About Reading – 7-9 minutes

LSS: W.2.8 Recall information from experiences or gather information from
provided sources to answer a question. (W.2.8)
Now that the students have defined the words they were unsure of and read the last
chapter of this book, they are capable of practicing their writing. The students are
all given another sheet of blank printer paper and prompted to write a story. The
students will be told to write a story about one of the recipes that they will use from
their book. They have the ability to write freely as long as they discuss some of the
content of the book and talk about tomatoes. If any students finish early, encourage
them to elaborate and write more of their story or draw a picture of what their story
is about. This will help their readers to understand the story better and connect to
RI.2.7. [When finished, collect the students work.]
Materials
 EDCI 3482 – Guided Reading Lesson

Book “All About Tomatoes” by Emma LaConti

Sheets of paper for students to write one to two sentences on.
Pencils and erasers
Anecdotal Notes