Emergent Guided Reading Lesson
The Nose Book by Al Perkins
The Nose Book by Al Perkins
Photographs of noses
Estimated Time: 1 hour, 15 minutes
Give students 15 minutes to get settled and practice their reading skills. Allow students to read books from their individual level box or read text around the room with a partner. Teacher may take role and greet the students during this time.
Introduction of Text
The Nose Book by: Al Perkins
Read the title; identify the author, character(s), and theme of the story.
Title: The Nose Book
Author: Al Perkins
Character(s): show the children the many characters in the book
Theme: Allow students to conclude their own theme of the story (small discussion)
Show the students all the different noses in the book. Use the colorful illustrations to introduce the main concept(s) of the book.
Personal Connection Question
Generate a small discussion by having students observe their peers in order to notice the different shapes of noses. Make sure to mention that all noses are different. Also make sure that children understand that all different sizes, colors, and shapes of noses are beautiful.
Optional: Teacher may also bring in photos of different animal and human noses to pass around the room for the children to look at. Have them make notice of the differences between noses before reading the book.
Finding Anchor Words
Discuss the main concept words such as nose, face, etc. Words such as these reinforce the main points in the book. Teacher can also choose to discuss any vocabulary that might be new or troublesome.
Special Words to Focus On
bear, pair, fellow, horns, roof, sniffle, bump, chicken a la king
Engage students and allow them to define the meanings of some of these troublesome words. Use a contextual discussion process to relate these words to students individually to help them understand the meanings better.
Scaffold Reading/ Focus on the Vocabulary
During the guided reading process teacher observes, assesses, coaches, prompts, and instructs a small group of students who are reading at about the same level with similar instructional needs.
Teacher listens to each student read and when problems arise with vocabulary teacher models how to solve literacy problem by modeling the word in a complete sentence. This cues the student to critically think and improves his or her vocabulary and schema.
Example of a troublesome word: bump
“Last night I bumped my head on the shelf and it hurt!”
Using this word in a sentence should cue the student and help him or she to realize that to bump something is to hit—and in most cases, hurt you.
Can also engage in further contextual learning by asking the student to recall a time when they had bumped into something and hurt themselves.
Use a word sort strategy basic categorization task to group words with similar sound features such as beginning consonant (boy, bud, bang) or vowel sounds (apple, aunt, animal); word endings (sing, thing, bring); and alliteration patterns (sing to singing, sign to signal) By using this deductive reasoning, students are able to learn letter/sound patterns which can be used to decode new words in print.
(Cited from May/Rizzardi, 149)
(See Chart on Page 149 for Example)
Bear, dear, fear, gear, hear, near, pear, rear, tear
Tearing, earthly, wearing, etc