Transitional Guided Reading Lesson Plan

For students reading at levels J-P who need to improve decoding, fluency and retell.

Title: Miss Nelson has a Field Day Level: L Strategy Focus: Vocabulary and Predicting

Day 1 Date: 10/2/2103
Curriculum Standards
SOL(s):
3.1 The student will use effective communication skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said.
b) Ask and respond to questions from teachers and other group members.
c) Explain what has been learned.
d) Use language appropriate for context.
e) Increase listening and speaking vocabularies.
3.2 The student will present brief oral reports using visual media.
a) Speak clearly.
b) Use appropriate volume and pitch.
c) Speak at an understandable rate.
d) Organize ideas sequentially or around major points of information.
e) Use contextually appropriate language and specific vocabulary to communicate ideas.
3.4 The student will expand vocabulary when reading
e) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts.
3.5 The student will read and demonstrate comprehension of fictional text and poetry.
b) Make connections between previous experiences and reading selections.
c) Make, confirm, or revise predictions.
Essential Question(s):
How will students understand that language can be used to tell a story and to express ideas?
What demonstrations could be used to teach students that specific word choice makes communication clearer?
What are some strategies that could be used to teach students how to read unfamiliar words?
Introduce New Book: This book is called Miss Nelson has a Field Day. It is about Miss Swamp helping the students at the Horace B. Smedley School. While she is there she shapes up the football team and hopes to help them win at least one game.
We will read to find out what happens to the school’s football team, but first I want to introduce some new vocabulary words. In my hands I have a list of magic words and these magic words are very important to understand for today’s reading lesson.
New Vocabulary:
I will first introduce the “magic words” to the students (clobbered, puzzled, announced, and rummaging) along with their friendly definition:
Clobbered – to tackle or beat someone at something
The football player clobbered the other player.
Puzzled – to be confused about something
Has this anyone ever been puzzled about something? What?
Announced – to say something loudly
I announced to the class that they had homework for tonight.
Rummaging – to look through or search for something
He was rummaging through his backpack to try and find his homework.
Explain to students that words ending in “-ed” happened in the past.
I will then introduce the book and give students directions to touch their nose whenever a magic word appears in the book. I also ask the students to make predictions about what the book is about –
So like I said earlier, we’re going to read “Miss Nelson has a Field Day” and every time you hear a magic word I want you to touch your nose. Before we start reading I want you all to tell me what you think this book will be about.
Allow time for everyone to make a prediction.
Teaching Points: Choose 1 or 2 each day
Vocabulary Strategies:
Reread the sentence and look for clues.
Check the picture or visualize.
Use a known part. (e.g. compound words)
Discussion Prompt:
DURING:
To promote participation, I will introduce the book and give students directions to touch their nose whenever a magic word appears in the book. The students must pay attention to the pictures and the text, focusing on both their observation, reading, and listening skills. I will then ask what the vocabulary word means and the students will give its definition. The definition will be substituted for the word in the book to further comprehension and then the students must repeat the word and its definition.
Pg. 11 – announced (The next day it was announced over the PA.)
This is one of our magic words, what does announced mean? The students will reply with the definition, to say something loudly, and I will replace the word with its definition in the text.
Pg. 14 – rummaging (After rummaging around in her closet…)
This is one of our magic words, what does rummaging mean? The students will reply with the definition, to look through or search, and I will replace the word with its definition in the text.
Pg. 23 – puzzled (Mr. Blandsworth was a little puzzled.)
This is one of our magic words, what does puzzled mean? The students will reply with the definition, to be confused about something, and I will replace the word with its definition in the text.
Pg. 29 – clobbered (The Tornadoes clobbered the Werewolves seventy-seven to three.)
This is one of our magic words, what does clobbered mean? The students will reply with the definition, to tackle or beat someone at something, and I will replace the word with its definition in the text.
Throughout the book I’ll ask questions, prompting students to make predictions, and discuss how the main character might be feeling and why they feel this way, such as –
·  What do you think will happen now that Coach Armstrong is out sick?
·  Why do you think Ms. Nelson is rummaging around in her closet? What do you think she is going to do?
·  Why do you think Mr. Blandsworth pretended to be Viola Swamp?
·  Do you think the real Viola Swamp will help the football team? How do you think they will play during the Thanksgiving game?
·  What does this last page in the book tell us? Who was pretending to be Viola Swamp? Why?
AFTER:
After learning the magic words and finishing the book, I will go over the magic words one more time and then explain the activity students will complete to ensure comprehension of the new vocabulary learned. The activity will consist of “Idea completions” so that I know the students are thinking about the words and can use the meaning to form and complete sentences–
Idea Completions
The principal announced to the entire school…(what the lunch choices were)
I clobbered my little brother when…(we were wrestling outside)
We were rummaging through the trash to find…(my lunch box that I accidently threw away)
I could tell she was puzzled because…(she had trouble with the class work)