Teacher-Candidate Name: Angela DiMaio

Mentor Teacher Name/Classroom: Ms. W

Title of Text: The Jungle Frogs by Jenny Giles (Level G/H)

Goal Statement
 Effective readers can accurately decode one and two syllable words with common patterns, such as the
“Magic e”. Effective readers can also read on-level texts with purpose and understanding, which can be
shown through the process of identifying the beginning, middle and end of the story, including the problem
and solution.
Standards
 Standard - CC.1.1.1.D - Know and apply grade-level phonics and word analysis skills in decoding words. •
Identify common consonant diagraphs, final-e, and common vowel teams. • Decode one and two-syllable
words with common patterns. • Read grade-level words with inflectional endings. • Read grade-appropriate
irregularly spelled words.
 Standard - CC.1.1.1.E - Read with accuracy and fluency to support comprehension: • Read on-level text
with purpose and understanding. • Read on-level text orally with accuracy, appropriate rate, and expression
on successive readings. • Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
Academic Language
 Beginning – Tells how the story starts. This includes the characters and the setting.
 Middle – Tells the problem and key details.
 End – Tells how the problem is solved and how the story ends.
Objectives
 Objective #1: During reading, the students will be able to accurately read a page of The Jungle Frogs that
includes a word that follows the “Magic e” rule.
 Objective #2: After reading, the students will be able to identify the beginning, middle and end of the story.
Formative and Summative Assessment
 Formative Assessment
o Assessment #1: During reading, the teacher will ask each student to quietly read one page of the
book that includes a word that follows the “magic e” rule. The teacher will record whether the
student read the word accurately or inaccurately.
o Assessment #2: After reading, the teacher will ask the students to identify the beginning, middle
and end of the story. The teacher will record these responses in their notes and will also include a
(+) for an accurate response and a (-) for an inaccurate response. Any inaccurate responses will be
addressed with the student.

Technology, Materials, and Resources

 The Jungle Frogs by Jenny Giles (Level G/H)
 Highlighting tape
 Magic e word anchor chart
Anticipatory Set
 Hi Friends! I am so excited that we get to read together today. We are going to be focusing on two
different strategies today, the first one is working with our “Magic e” rule that we have been working on in
word study. The other strategy is one that we have been learning for a while now and will continue
practicing, which is identifying the beginning, middle, and end of a story. Good readers can identify the
beginning, middle, and end of a story by giving key details that they remember from their reading.
Instructional Activities
 Before Reading:
o Before we get into our reading, I want to share with you a chart to help us pay attention to our
“Magic e” rule as we read today. This chart has lots of words with the end with our magic e.
Can someone remind me what is so special about our Magic e rule?
 Magic e jumps over the letter behind it and makes the vowel say its’ name
o Awesome job! The Magic e does jump over the letter behind it and make our vowel say its’ name.
Let’s practice with reading some of these words that use the “Magic e” rule.
 o Way to go! As we read our book today, I want you to pay close attention to the words that I have
highlighted with tape for you in your book. All of these highlighted words have the “Magic e”
rule that we are focusing on today.
o Another important thing that we need to keep in mind today is looking for key details to explain
the beginning, middle, and end of our story. (Show visual for assistance). Remember, the
beginning tells how the story starts. This includes the characters and the setting. The middle tells
the problem and key details and the end tells how the problem is solved and how the story ends.
o First, let’s use some strategies that good readers use when they get a new book. What should we
do first?
 Read the title
 Look at the cover
 Take a picture walk
o Right! We want to read our title and look at the cover to get an idea of what this story might be
about. Can someone read the title of our story for me?
 The Jungle Frogs
o Awesome job! Now that we have looked at the cover and read the title, what do those two things
tell us about this book? What do you think this book might be about and why?
 Frogs that live in the jungle
o Before we read, I think we should take a picture walk, just to see what this new book is all about.
As good readers, we want to take a look at the illustrations and some of the words to get an idea
of what we might be reading about.
o Now that we have taken our picture walk, can we make a prediction about this book from what we
saw in the illustrations?
o Awesome predictions! I think both of you are right, this book might be about (insert student
predictions here). Now, let’s get to reading so that we can find out if our predictions are correct.
As we are reading today, don’t forget to focus on words with the “Magic e” rule that we practiced
earlier. We also need to use our good reading skills to help us pay close attention to key details in
our story, so that we can identify our beginning, middle, and end.
During Reading:
o Section 1 (pg. 3)
 Why is Mother Frog upset?
o Section 2 (pg. 11)
 Does Mother Frog seem to be happy with the pool Father Frog built for her? How do
you know?
o Section 3 (pg. 15)
 What do you think a tadpole is? How do you know?
 After Reading:
o As good readers, we need to think about the story that we just read. What was the problem of our
story? How did the characters fix the problem?
Closure
 Thank you both for reading with me today! Both of you did an awesome job working with me today. Can
someone remind me of the two strategies that we worked on today?
o Beginning, Middle and End
o Magic e words
 Right! By practicing these strategies, we will all become better readers every day.
 As you go back to your independent reading, I want you to try to pay close attention to words that follow
the “Magic e” rule in your own book and also see if you can pick out the beginning, middle and end of your
story.

Differentiation
 I will be working with the two students listed below for a small group reading instruction lesson, which will
allow me to give each of them more individualized instruction and the assistance they need while they read.
o I: This student tends to struggle with comprehension. While working on the beginning, middle
and end, I will encourage this reader to go back into the book to jog her memory of what she just
read. She will receive praise for her participation and hard work in this lesson.
 oS: This student tends to answer questions very quickly. I will make sure to have each of the
students think of an answer in their head before offering a response. He will receive praise for his
participation and hard work in this lesson.
o A: This student tends to easily get distracted and will talk to others. She also tends to lose focus
during the lesson. I will make sure to ask her questions to stay on track and check for
comprehension. I will also make sure to encourage hand-raising and not calling out during this
lesson.
Accommodations
 I am not aware of any students that will be requiring any accommodations at this time.
Modifications
 There are no students that will be needing any modifications throughout this lesson.