EDU 280 Sabina Smith

EDU 280
Sabina Smith
Grade Level: 5th Grade, 28 children in class

Lesson Plan Title: Guided Group Reading
Estimated Minutes: 2 class periods of 45min
Standards/Objectives:
RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison,
cause/effect, and problem/solution) of events, ideas, concepts, or information in two or
more texts.
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
Culture or Cultural Concept: Recognizing different cultures.

Materials and/or Technology Resources:
Description, quantity:
Each student in each group will have a:
spelling list
passage to read for fluency
passage to read for comprehension
vocabulary list of words
graphic organizers for comprehension readings
Distribution strategy:
Teacher will pass out spelling list, passages (1 for fluency and 1 for
comprehension), there will be 7 different passages (about seven different children from
different counties- Spain, China, Japan, Germany, Brazil, Italy, and America) - each
group will have their own passages and comprehension worksheets
Groups will be divided into 4 green groups of 4 students, and 3 red groups of 4
students, determined by their reading level
Collection strategy:
Groups will give teacher completed comprehension worksheets after two working
periods
Objective/s:
Students will be able to identify the details in a text about children from around the world
with 95% accuracy.
Prerequisite learning and/or experiences:
o Students will already know how to read a text.
Procedures (Content Area Specific)
A. Set the Stage:
EDU 280
Sabina Smith
o Teacher will start with a 30 second example on the importance of details.

B. State the Objective:
o Today, we will be reading a text about children from different cultures.
While reading through the text, use this graphic organizer to find details in
the reading.
o Teacher will then explain how to use the graphic organizer.
C. Investigate Prior Knowledge:
o Students will have brief discussion about their culture and what they know about
different countries.
D. New Information Impute:

Teacher will expect students to:
o Work in groups of 4 on the reading material.
o Each student will read a passage.
o Each student will fill in the graphic organizer.
o Each student will highlight passages specific to each country culture.
E. Guided Practice:
Students will pick a leader of the group
Leaders will be instructed by the teacher to have their group close their eyes and read
them a sentence with no details and another sentence with details. Leaders will then
allow the group to open eyes and the whole group will work on answering the
question:
Bloom Taxonomy s:
Which sentence painted a picture in their mind? Why
do you think so? (evaluation)
After spending 15 min on that assignment, each group will read their answers to the
class allowing for comments from other students and teacher.
F. Independent Practice:
Next, teacher will move on to next group assignment:
o Groups will be instructed by teacher to begin by going over spelling words
In groups students will talk about the patterns they see
Students will read spelling words out loud in groups and team
mates will correct them, if necessary
Teacher will have groups do spelling activity, write and highlight as
follows:
Green group will highlight VC pattern words and circle VCC
pattern words
- Red group will highlight long vowel words and circle short vowel
words
Teacher will check for understanding of activity by walking around
listening to conversations.
EDU 280
Sabina Smith
Students in groups will work on their fluency passage

Teacher will read passage to each group
Teacher and each group will read passage together
Teacher will listen to each group read passage and then ask:
What is the main point of the passage? Which details
support the authors point of view? (analyzing and
evaluating)
o Students will read the passage that in their opinion best describes the
country culture
o Groups will fill out graphic organizer while reading
o Groups will need to state what they think the most important detail is and
why?
Looking over the text and your graphic organizer, what
is one of the details you have listed? Why did you choose
that detail? (evaluation)
G. Accommodation, modifications and differentiations for diverse learners:

All students in each reading group are around the same reading level. Teacher will select
certain passages, spelling words, and material appropriate per reading group.
E. Closure:
Teacher will use most important point as a way to conclude the lesson. Students will
have 5 minutes to answer the question in the group they were working in:
Explain why details are important while reading a text?
(knowledge)
Evaluation:
H. Student Assessment (Formative and/or Summative)
Formative assessment of learning:
Teacher will use Most Important Point to assess if students understand why its
important to have details in a text and what they say about each culture.
Summative assessment of achievement based upon objectives:
Teacher will collect students graphics organizers after 2 working periods
I. Culminating Activity:
Teacher will have students restate the purpose of the lesson (students still sit in the
groups but answer individually), after a student may have a question.
Can anyone restate in their own words what the
objective of the lesson is?
(comprehension/understanding)
Teacher will conclude the lesson. Students will have 1 minute to answer question
on a post-it:
--In 2-3 sentences, answer this questions
EDU 280
Sabina Smith
Which text structure did we learn about today? What

have we learn about different cultures? (knowledge)
Blooms Questions for Plan: I will use knowledge, evaluation and comprehension based
questions during this lesson.

EDU 280 Sabina Smith

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EDU 280

Grade Level: 5th Grade, 28 children in class

Culture or Cultural Concept: Recognizing different cultures.

o Teacher will start with a 30 second example on the importance of details.

D. New Information Impute:

Students in groups will work on their fluency passage

G. Accommodation, modifications and differentiations for diverse learners:

Which text structure did we learn about today? What

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