Primary Guided Reading Lesson Plan

Title: Miss Muffet and the Spider
By Deborah Eaton
ISBN 0-8136-2184-4 / Genre:
TL / Text Structure:
Narrative Informational / Level: I
Literacy Standard: Standard 4 Objective 1d
Standard 7 Objective 3a
Content Standard: Standard 2 Objective 1b / Language Objective: Identify and pronounce sounds for r–controlled vowels accurately.
Identify characters, setting, problem, and resolution of the story.
Enduring Understanding: (Purpose for reading)
There are benefits to cooperating and sharing. / Essential Questions:
Is life easier or more difficult when we help each other out?
Before Reading
Vocabulary: Introduce the words and have the students fill out the vocabulary chart.
Curds whey, tuffet, pest
Activate/Build Prior Knowledge: Chime in with me if you know this nursery rhyme. Little Miss Muffet sat on her tuffet eating her curds and whey. Along came a spider who sat down beside her and frightened Miss Muffet away. What happened in that nursery rhyme? What are some other nursery rhymes or stories that you know? Guide them toward Little Red Riding Hood, The Three Little Pigs, Jack and the Beanstalk, and the Frog Prince.
Today we are going to read the continuing story of Little Miss Muffet. Let’s take a picture walk to see what Miss Muffet is doing. Things to notice—she is sitting on a tire; there are characters from other fairy tales/nursery rhymes. / Phonics/Mechanics:
Short vowel I says “I”
When the I is next to an r the r takes over. He is the bossy r. When I and r are next to each other they say “ir”. We are going to look at some words and see which ones have short vowel I and which ones have an I with a bossy r.
Go through the cards making sure the students can read both the short vowel I words and the ir words
Students can play Go Fish with the cards.
Comprehension Strategy:
Elements of a story
During Reading
Using appropriate Guided reading strategies, students will be reading at their own pace and teachers will be listening to students read, monitoring, giving feedback, taking anecdotal notes and running records.
Suggested Pacing: Whole lesson in one day
Day One: Before Reading activities, read story, sequencing cards.
Day Two: Re-read the story. Discuss the elements, have students write their own version of the continuing story.
Attend to Comprehension Within, Beyond, & About the text:
After Reading
Day One:
Who were the characters in the story? What was interesting about the characters in this story? What problem was Miss Muffet trying to solve? How did she attempt to solve this problem? How did she finally resolve her problem?
Use the picture and word cards to sequence the story. Have a set for each child.
Day Two:
Use the plot chart to review the characters and setting, problem, attempts and solution of the story. Discuss how the children could change the story by using different characters. Have the children fill out the chart for their own story. Children write their own Miss Muffet story.
Attend to Comprehension Within, Beyond, & About the text:
Content Core Integration:(Science, Soc. St., Math, etc.)Social Studies
Assessment
Listen for student understanding of the vocabulary words.
Listen for students correct reading of short vowel I and bossy r ir words.
Read the students’ stories to see if they can change the elements to write a new version of Miss Muffet. / Activities:
Have children write their version Little Miss Muffet sat on a ______.

*Not all activities will be done in each lesson. Some lessons may take multiple days to complete. However, all students should be reading each time you meet.