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    Guided Reading Lesson Plans

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    api-142499642
    The scrubbing machine by joy cowley is a book about a household chore. Students read from the book basket at their reading level. Word Work ask, "What strategies can we use when we come to a word we don't know?"

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    Guided Reading Lesson Plans

    Uploaded by

    api-142499642
    334 views2 pages
    The scrubbing machine by joy cowley is a book about a household chore. Students read from the book basket at their reading level. Word Work ask, "What strategies can we use when we come to a word we don't know?"

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    guided reading lesson plans

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    The scrubbing machine by joy cowley is a book about a household chore. Students read from the book basket at their reading level. Word Work ask, "What strategies can we use when we come to a word we don't know?"

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    334 views2 pages

    Guided Reading Lesson Plans

    Uploaded by

    api-142499642
    The scrubbing machine by joy cowley is a book about a household chore. Students read from the book basket at their reading level. Word Work ask, "What strategies can we use when we come to a word we don't know?"

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
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    onDiscussiensionCompreh ActivityExtension Reading2nd

    Level F
    tionIntroduc ReadWarm Up

    GUIDED READING The Scrubbing Machine Joy Cowley


    Students read from Book Browsing Boxes while teacher: Gets materials ready Gets rest of class settled doing Literacy Centers What jobs do you help with at home? Have you ever made a big mess when trying to do your chores?

    What was the problem in this book? How did they try to fix the problem? Did they fix the problem?

    WalkPicture

    Word(s)= hair, chair o mix-N-spell 3x using magnet letters in a tin pan o write-N-wipe 3x using whiteboards o find-N-highlight the word in the book using highlighter tape Walk through EVERY page and have students name all the things the scrubbing machine scrubbed.

    Word Work

    1 0 1 1

    ReminderStrategies

    Ask, What strategies can we use when we come to a word we dont know?
    Tap each Check the word picture Make Think about connections what makes with similar sense words Students: Reads to self. Uses strategies when needed. Get mouth ready Reread the sentence Look for chunks Read on and then reread the sentence

    WorkWord

    Word(s)=_air WORD FAMILY o brainstorm _air words (spell, read and write them) o add new _air words to response notebooks o discuss vowel pattern of _air words and add to long a page in response books Students: Teacher: Reads to self. Listens and observes. Uses strategies when Monitors for fluency. needed. What household chore is most fun to you? Why? Write about it in your Response Log. Illustrate your response.

    ReviewesStrategi

    Teacher: Listens and observes. Monitors for fluency. Provides cue support. Gathers information for reteaching. Say, I noticed that when ______ came to the tricky part ______ (show it), they used the strategy of __________.

    <1 minute <1 minute -2 minute <1 minute

    Warm up Read --- kids select a book from the book basket at their reading level (students will take this book, along with group book, home in their reading bag) Introduction --- keep it brief, do not allow kids to get into storytelling and making long drawn out connections at this point. Word Work --- teacher directed, students do not really talk during this point, just follow your instructions and make words, answer briefly. Picture Walk --- below level readers really need this, higher level readers not as much. Below level readers comment verbally, there is more discussion. Strategies Reminder --- Use the chart when referring to this, I usually say What can readers do when they come to a tricky part/word? (Show the chart and let the students quickly name them; strategies would have been previously introduced in reading mini-lessons)

    1st Reading

    Share other observations from first reading.

    <1 minute

    ~8 minutes

    <1 minute ~4 minutes ~2 minutes

    1st Reading --- Lower level kids I often read with one at a time, then reconvene. Higher level kids whisper read all at the same time. Really high readers can read the first few pages, then read independently do some 1:1 work with a student (low level), then when the reader is finished, continue. NO ROUND ROBIN READING. Strategies Review --- Very quick, usually I do the talking, but sometimes ask ___ when you came to this part (show part/word), what did you do?, otherwise I just point it out. Comprehension Discussion --- verbal discussion, teacher poses questions, students answer, discuss, and have discourse about book. If the discussion takes a different course and is relevant, embrace! Word Work --- teacher directed, students do not really talk during this point, just follow instructions and make words, answer briefly. Second Reading BUT if a child/group had a particularly hard time with the book, it will not be sent home and we would continue to work on it a second day. Parents are given support/ideas as to what to look/listen for when their child reads to them. Extended Response --- Spend about 2 minutes with them as they begin their response, and then they complete the rest independently, while I get the next GR group going.

    AT HOME

    ~5 minutes

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