Pre-A Lesson Plan - Guided Reading 101
Pre-A Lesson PlanStudents: Date: Lesson #Activity Options *Working with LettersLetter Activity:Letter formation:Observations/Notes#Working with Names – (Circle 1)Name puzzles.Make names out of magnetic letters.Rainbow writing with names.Working with Sounds – (Circle 1)Clapping syllables: 123Rhyming wordsPicture Sorts:Working with BooksDo shared reading with a level A book.Encourage oral language and teach printconcepts (circle one or two):o concept of a word (frame a word orcount the words in a sentence).o concept of a letter(frame a letter orcount the letters in a sentence).o first letter/word (identify)o last letter/word (identify)o period (identify)o capital/lower case letters (identify)Title:Observations:Interactive Writing & Cut-up sentenceSentence:* Select activities that teach needed skills. Limit lesson to 15 – 20 minutes.
Emergent Guided Reading Lesson PlanLevels A-C; DRA 1-4Title: Level: Group # Lesson #Day 1 Date:Sight word review-writing:Introduce New Book: This book is calledand it’s aboutDay 2 Date:Sight word review-writingReread Yesterday’s Book:ObservationsNew vocabulary:Text Reading with prompting:“Get your mouth ready.”“Does that make sense? Check the picture.”“Does that sound right and look right?”“Show me the word .” (for sight words)Teaching Points after Reading: One-to-one matching (Discourage pointing @level C.) Using picture clues (Meaning) Monitoring with known words Getting mouth readyst Crosschecking picture & 1 letter (always dowith levels A & B)Teaching Points after Reading: One-to-one matching (Discouragepointing @ level C.) Using picture clues (Meaning) Monitoring with known words Getting mouth readyst Crosschecking picture & 1 letterDiscussion Prompt (if appropriate)Discussion Prompt (if appropriate):Teach 1 Sight Word:Teach Same Sight Word:What’s missing?Mix & FixTable writingWriting on a whiteboardWhat’s missing?Mix & FixTable writingWriting on a whiteboardWord Study (Pick only 1): Sound sorts: Making words: Sound boxes:Guided Writing: Dictated or openended sentence
Early Guided Reading Lesson PlanLevels D-I; DRA 5-16Title: Level: Group: # Lesson #DAY 1 Date:DAY 2 Date:Sight word review-writing (optional after 8/E) Sight word review-writingIntroduce New Book: This book isReread Yesterday’s Book: (NOTES)called and it’s aboutNew vocabulary:Prompts for Early Readers: (Use for Day 1 and Day 2) Check the picture and think what would make sense. Does it look right and make sense?Reread the sentence.Check the end (or middle) of the word. What would look right and make sense?Cover the ending. Is there a part you know? Try that again. What would make sense?Chunk the word and think what makes sense.Do you know another word that looks like this one?What can you try? What can you do to help yourself?Select one or two teaching points after reading.Word-solving strategies: Self-monitor w/M, S &V Reread at difficulty.Attend to endings.Use known parts.Contractions.Use analogies.Chunk big words.Discussion Prompt:Comprehension:Recall information.Retell.Make predictions.Other:Discussion Prompt:Teach 1 Sight Word: (optional after level E)Teach 1 Sight Word:What’s missing?Mix & FixTable WritingWhite BoardWord Study: Sound sorts: Making words: Sound boxes: Analogy Chart:Guided Writing:Levels D-E: Dictate two sentencesLevel E- F: Beginning-Middle-End (3 sentences)Level G-H: BME (4-5 sentences)Level G-I: Somebody, Wanted, But, So (SWBS)
Transitional Guided Reading Lesson PlanFor students reading at levels J-P who need to improve decoding, fluency and retell.Title: Level: Group: Strategy Focus: Lesson #Day 1 Date PagesIntroduce New Book: This book is aboutNew vocabulary:Day 2 Date Pages(Continue first reading) Notes/ObservationsTeaching Points: Choose 1 or 2 each dayTeaching Points: Choose 1 or 2 each dayDecoding strategies: Reread & think what would make sense. Cover (or attend to) the ending. Use analogies. Chunk big words.Vocabulary Strategies Reread the sentence and look for clues. Check the picture. Use a known part.Discussion Prompt:Fluency & Phrasing Phrasing. Attend to bold words. Dialogue, intonation & expression.Word Study (if appropriate)Word Study (if appropriate) Sound boxesAnalogy chartMake a big wordComprehension: (oral)B-M-E5-finger RetellSWBSDescribe a character’s feelingsOther:Discussion Prompt: Sound boxesAnalogy chartMake a big wordDay 3 Reread the book for fluency (5-10 min.) & Guided Writing (10-15 min.)Beginning-Middle-EndFive-finger retellSWBSCharacter Analysis Problem – solutionCompare or contrastOther:
Fluent Guided Reading Lesson PlanTitle: Level: Strategy Focus: Group:Day 1Date:Before Reading (5 minutes)Read & Respond (10 minutes)After Reading (5 minutes)This book is aboutModel Strategy (Comp. or Voc.)Discussion and teaching pointsPreview & predict (the entire book):Observations & ScaffoldsNew Vocabulary for Day 1:p.p.Words for the New Word List:1.p.2.p.p.Day 2Date:Before Reading (3 minutes)Read & Respond (12 minutes)After Reading (5 minutes)Preview new text portion:Today you will read to find outObservations & ScaffoldsDiscussion and teaching pointsNew Vocabulary for Day 2:p.p.p.p.p.Words for the New Word List:1.2.Possible Teaching Points for Transitional and Fluent Levels (J ) – See handbook for more ideas.DecodingVocabularyComprehension - fiction Comprehension - nonfiction Reread & sound 1stpart & make senseAttend to endingsUse known partsContractionsUse analogiesChunk big words Use context cluesUse pictures orvisualizeUse a known partMake connections toknown words STPVIPRetell story (5 finger)VisualizePredict & supportMake connectionsCharacter traitsAsk questionsSummarize by chapterMake inferences –(from dialogue, action,or physical description STP (Stop-Think-Paraphrase)Fact-QuestionSummarize w/key wordsMain Idea/DetailsImportant/InterestingInterpreting visual information (maps, charts)Ask questionsContrast or CompareCause/EffectEvaluate- fact/opinion, author’s point of viewFigurative language:Other:
Lesson Plan for Transitional/Fluent Guided Reading – back sideDay 3 Date:Before Reading (3 min.)Preview the new portion of textToday you will read to find outRead & Respond (12 minutes)Observations & ScaffoldsNew Vocabulary for Day 3p.p.p.p.After Reading (5 minutes)Discussion and teaching pointsWords for the New Word List:1.2.Day 4 Date: (Not every guided reading book will take four days to read; some will take longer.)Before Reading (3 min.)Read & Respond (12 minutes)After Reading (5 minutes)Preview the new portion of textObservations & ScaffoldsDiscussion and teaching pointsToday you will read to find outNew Vocabulary for Day 4p.p.p.p.Words for the New Word List:1.2.Optional Guided Writing (If appropriate): After students finish reading the book, help them expand their understanding of thetext by writing with the teacher’s support for 20 minutes. Recommended for struggling writers.Options for Fiction TextsOptions for Nonfiction TextsOptions for Poetry Retelling (BME or 5 finger).Biography – Character analysis, bio poem, Connections – text to self, text Event/Detail- from the Beginning,compare/contrast, Event/Contribution toto text, text to world.Middle and End.society. Microthemes – Explain one Problem/Solution.Descriptive Text – Key idea poem, keytheme of the poem. Character Analysis (trait – example) –idea summary, main idea/details, chapter Literal/figurative meaning.combine with BME to show howsummary.(This is what the poem says;character changes in the story. OnlyHistorical Text – Cause/Effect (2This is what the poem means.)works with dynamic characters.paragraphs), Key idea poem, key idea Explain the meaning of some Microtheme – Write a paragraphsummary, important event/details, chapteraspect of figurative language.about a message (theme) in the book.summary. Interpreting author’s bias: Why Alternate endingScientific Text – compare/contrast (2did the poet write this poem? Summarize one chapterparagraphs), main idea/details, chapter Other:summary, cause/effect.
10-Minute Guided Reading Lesson for Levels A-IThis plan can be used when you have an emergent or early reader who does not fit into one of yourreading groups. Teach the student individually every day for 8-10 minutes. You will use the same book forthree consecutive sessions.Day 1:Sight Word Review (30 seconds) – Keep a record of the words you have taught the student and review 3words each day by having the student write them on a white board. Record the student’s approximationson the high-frequency word chart. If the student gets confused, scaffold him with clues to activate his/hervisual memory (e.g.” the” has three letters and starts with a “t”). Give the student a set of magnetic lettersto take home and encourage him/her to practice making these words. These words should also become thestudent’s spelling words for the week.Read a New Book (8 minutes) - Do a quick picture walk before the student reads the book. Only dwell onnew concepts (such as “path”); you do not need to discuss every page unless the student needs to increaseoral language. Use the prompts and teaching points for emergent and early readers.Learn a New Word (1 minute) – Follow every procedure for the new word:- What‟s Missing? - Teacher writes word on board, student spells word, teacher erases one letter,student tells what letter is missing, continue erasing one, two, or three letters at a time.- Mix/Fix - Student makes the word out of magnetic letters several times.- Table Writing - Student writes the word on table with his/her finger.- White Board - Student writes the word on a white board without copying.Day 2:Sight Word Review (30 seconds) is sure to include the new sight word you taught in yesterday’s lesson.Finish or Reread Yesterday’s New Book (5 minutes) Student reads the same book as Day 1. Use thefluency prompts at the bottom of the lesson plan. Watch the timer!Reteach the same sight word from yesterday (1 minute)Word Work (3 minutes) – Select one activity from the word work chart (at the end of the handbook) that isappropriate for the student’s needs.Day 3:Sight Word Review (30 seconds) Be sure to include the sight word you just taught.Familiar Reading (4 minutes) – Reread the new book from Day 1 and other familiar books.Reteach the same sight word from Day 1 (30 seconds)- You may not need to use the magnetic letters.Guided Writing (4 minutes)Levels A-D – Dictate 1 or 2 sentences for the student to write in a small journal. Include the new sightword you taught him that day and other sight words you have previously taught him.Level E-I – Guide the student to write a summary of the story.Option 1: Write 3-5 sentences that tell about the beginning, middle, and end. (BME)Option 2: Somebody-Wanted-But-So (SWBS)
Title: Level: Dates: Lesson #DAY 1Sightwordreview:(Optional afterlevel E)New Book Introduction: This book is calledand it’s aboutNew vocabulary:Teaching Point:Discussion Prompt:New sight word:1. What‟s missing3. Table writing2.Mix & Fix4. WhiteboardDAY 2Sightwordreview:(Optional afterlevel E)DAY 3Sightwordreview:(Optional afterlevel E)Reread Yesterday’s New Book.Observations and Teaching Points:Studentrereadsbook witha buddy.Reteach same sight word:Word Study: (Do one of the activities below.)Sound sorts:Making words:Sound boxes:Analogy Chart:(Level G )Guided Writing:A-C: Dictated sentenceD-I: Dictated sentence, BME, SWBSTeaching Points During and After ReadingEmergent Level (A-C) 1:1 matching – Point to the words. Use meaning - Check the picture. Use known words – Show me „here‟.st Use 1 letters - Get you mouth ready.st Cross-check picture and 1 letter Blend little words (3 sounds) & thinkwhat would make sense. Check theword with your finger. Say it slowly.What would look right and makesense?Early level (D-I) Decoding Strategies Use M, S, &V - Reread and get yourmouth ready. What would make sense& look right? Check the ending. (-s, -ed, -ing) Use known parts – Is there a part youknow? Check the middle of the word. Contractions. Use analogies with known words.Do you know another word thatlooks like this one? Chunk big words. Break the word intoparts and think what would makesense.Fluency & Phrasing (levels C-I) Read it without your finger. How would he (the character)say that? Read these words together.(teacher frames 2-3 words) Teacher slides finger over textComprehension (Oral responses) Recall – What did you read?Retell-Beginning, middle, end.Inference – Why did thecharacter do (or say) that?Predict – What might happennext?
10-Minute Guided Reading Lesson for Levels J-PThis plan can be used when you have a transitional reader who does not fit into one of your readinggroups. Teach the student individually every day for 10 minutes. You will use the same book for threeconsecutive sessions.Day 1:Sight word review (1 minute) – If the student does not know how to write the 60 words listed in thehandbook for levels A-E, review three words each day. Be sure these are words you have taught thestudent. The student should be successful.Read a New Book (8-10 minutes) – Guide the student to quickly preview the book, making predictionsfrom the illustrations. Introduce new vocabulary the student could not decode or could not figure out whatthe word means. Student reads while teacher prompts for self-monitoring, decoding, fluency or retell asappropriate.Sight word (if appropriate) 1 minute- If the student needs to work on sight words, teach one each day using the following activities: What‟s Missing - Teacher writes word on board, student spells word, teacher erases oneletter, student tells what letter is missing, continue erasing one, two, or more letters. Table Writing - Student writes the word on table with his/her finger. White Board - Student writes the word on a white board without copying.Day 2:Sight Word Review (If appropriate) Be sure to include the new sight word you taught in yesterday’s lesson.Continue reading the book (5 minutes) Student finishes reading the book. Prompt for strategies.Reteach the same sight word from yesterday if appropriate (1 minute)Word Work (3 minutes) – Select one word work activity that is appropriate for the student’s needs.- If student needs blends and short vowels – use 4 or 5 sound boxes. Dictate 3 or 4 phoneticallyregular words. Have student say word slowly on his/her finger and then write the word in soundboxes. See appendix in handbook for appropriate words to use.- If student needs vowel combinations – use analogy chart. Select two vowel patterns. Studentwrites known words with those two patterns at the top of a T-chart. Dictate 4 or 5 words that havethose two patterns. Student must decide which word matches the vowel pattern. Then s/he writesthe new word under the correct key word. Be sure to include blends, digraphs and endings.Day 3:Guided Writing (10 minutes)Help the student write a response to the story. Options includeo Write 5 sentences that retell the beginning, middle, and end.(BME)o Write a 5 finger retell.o Write a somebody-wanted-but-soo Student should use the “Personal Word Wall” to spell unknown sight words.The student does not read the book with the teacher on day 3, but the student should reread the book for fluencywith a buddy, on a tape recorder or individually some time during the day.
Title: Level: Dates: Lesson #DAY 1Sightwordreview:(Optional)New Book Introduction: This book is calledand it’s aboutNew vocabulary:Teaching Points:Discussion Prompt:New sight word:1. What‟s missing3. Table writing2.Mix & Fix4. WhiteboardDAY 2Sightwordreview:(Optional)Finish reading the book.Observations and Teaching Points:Reteach same sight word:Word Study: (Do one of the activities below.)Sound sorts:Making words:Sound boxes:Analogy Chart:DAY 3Guided Writing: Record observationso BMEo 5 finger retello SWBSTeaching Points During and After ReadingPrompts for Monitoring and Decoding Does that make sense? Reread andthink what would make sense & lookright. Check the middle (or end) of the word. Is there a part you know? Contractions. Chunk the word. Is there another word you know thatlooks like this part? Now reread and think what wouldmake sense.Prompts for Fluency Read it without your finger. How would he (the character) saythat? Can you make it sound like talking? Read these words together. (teacherframes 2-3 words) Move your eyes ahead. (Teacherslides finger over text to push thestudent’s eye forward.)Prompts for Retell STP – student stops afterreading a page (or paragraph)Student covers the page andthinks about the story.Student paraphrases the text.If student has trouble, promptthem to look at the picture. Tell me what you read. Predict – What might happennext?
Biography – Character analysis, bio poem, compare/contrast, Event/Contribution to society. Descriptive Text – Key idea poem, key idea summary, main idea/details, chapter summary. Historical Text – Cause/Effect (2 paragraphs), Key idea poem, key idea summary, important event/details, chapter summary. Scientific Text – compare/contrast (2
4 Step Phonics Quiz Scores Step 1 Step 2 Step 3 Step 4 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 . Zoo zoo Zoo zoo Yoyo yoyo Yoyo yoyo You you You you
The Intermediate Value Theorem Lesson Plan Functions and Number Sense Lesson Plan Limit Definition of the Definite Integral Lesson Plan The Derivative at a Point The Derivative Function Lesson Plan Local Linearity Lesson Plan The Quotient Rule Lesson Plan Implicit Differentiation Lesson Plan Related Rates .
Lesson Plan). The lesson plan (sometimes also called lesson note) is included both Type A and Type B. The format of the lesson plan is the same as the standard lesson plan that Ghana Education Service (GES) provides. The sample lesson plans of Type A also contain “lesson plan with teaching hints” on the next page of the standard lesson plan.
Participant's Workbook Financial Management for Managers Institute of Child Nutrition iii Table of Contents Introduction Intro—1 Lesson 1: Financial Management Lesson 1—1 Lesson 2: Production Records Lesson 2—1 Lesson 3: Forecasting Lesson 3—1 Lesson 4: Menu Item Costs Lesson 4—1 Lesson 5: Product Screening Lesson 5—1 Lesson 6: Inventory Control Lesson 6—1
Lesson 41 Day 1 - Draft LESSON 42 - DESCRIPTIVE PARAGRAPH Lesson 42 Day 1 - Revise Lesson 42 Day 1 - Final Draft Lesson 42 - Extra Practice LESSON 43 - EXPOSITORY PARAGRAPH Lesson 43 Day 1 - Brainstorm Lesson 43 Day 1 - Organize Lesson 43 Day 1 - Draft LESSON 44 - EXPOSITORY PARAGRAPH Lesson 44 Day 1 - Revise
iii UNIT 1 Lesson 1 I’m studying in California. 1 Lesson 2 Do you have anything to declare? 5 Lesson 3 From One Culture to Another 8 UNIT 2 Lesson 1 You changed, didn’t you? 13 Lesson 2 Do you remember . . . ? 17 Lesson 3 Women’s Work 20 UNIT 3 Lesson 1 We could have an international fall festival! 25 Lesson 2 You are cordially invited. 29 Lesson 3 Fall Foods 32 UNIT 4 Lesson 1 Excuses .
For Children 4-7 Years Old Series 6 Old Testament: Genesis From Creation to the Patriarchs Lesson 1 Creation Lesson 2 Adam and Eve Lesson 3 Cain and Abel Lesson 4 Noah and the Ark Lesson 5 Abraham’s Call Lesson 6 Isaac – The Son of Promise Lesson 7 Isaac and Rebekah Lesson 8 Jacob and Esau Lesson 9 Jacob Marries Rachel Lesson 10 Jacob is .
Contents Preface 4 Lesson 1 What Is Wisdom? 14 Lesson 2 Wisdom and Foolishness 27 Lesson 3 The Example of Wise Men 40 Lesson 4 Our Home Life 55 Lesson 5 Honoring Our Parents 71 Lesson 6 Freedom and Responsibility 85 Lesson 7 How Attitudes Affect Actions 102 Lesson 8 Right Attitudes About Myself 117 Lesson 9 Good Friends and Bad Friends 130 Lesson 10 Choosing the Right Friends 140
