#3406. Developing Guided Reading Lesson

4 Blocks, level: Elementary
Posted Mon Feb 21 21:24:46 PST 2005 by Meghan Webb (megs_118@yahoo.com).
Marshall University, Huntington, WV
Materials Required: The Biggest Nose by: Kathy Caple Pencil/Paper/Marker Board
Activity Time: 1 hour, 5 minutes
Concepts Taught: Developing Guided Reading Lesson

Developing Guided Reading Lesson

Materials
The Biggest Nose by: Kathy Caple
Pencil/Paper/Marker Board

Estimated Time: 1 hour, 5 minutes

Familiar Reading
(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 to New Text
(10 minutes)
The Biggest Nose by: Kathy Caple

Summary Statement
Read the title; identify the author, character(s), and theme of the story.
Title: The Biggest Nose
Author: Kathy Caple
Character(s): show the children the many characters in the book
Theme: Allow students to conclude their own theme of the story (small discussion)

During this time, teacher can also review pictures and text. He or she can also use this time to introduce and discuss the book.
Example: Before teacher shows/reads anything to the students, have them predict what they think will happen in the book. This prediction discussion will help to get the children focused and ready to read the book.

Scaffold Reading/Returning to the Text
(20 minutes)
Allow the students to problem solve and recall what Eleanor did when her friends told her that she had the biggest nose in school. Have the students recall the events that took place when Eleanor got home from school. How did she try to make her nose smaller?
Have students use the three steps in the cueing system:
Meaning: Use background knowledge to answer questions
Structure: Do the answers make sense, does it sound right?

Visual: Do the answers that you came up with match the print in the book?

After all students are finished answering the questions have them return to the text to verify if they answered correctly to the questions above that were prompted by the teacher. Teacher can also discuss the answers with students.

Optional Extension Activities:
(15-20 minutes)

• Teacher can model and help explain the answers with the students. He or she can demonstrate to the students why or why not their answers were or were not correct. In doing this, it creates a symbolic scaffold for the entire group to model on how to understand the meaning behind their answers. This type of learning allows for individual student thinking. It also encourages the children to generate questions using self thinking. It helps students to realize that the correctness of an answer can be questioned.
• Writing Prompt: What would you do if you were in Eleanor's shoes? Would you stand up to Betty, or let her make you feel bad about yourself?
• Discussion: Identify animals that have big noses. Compare/Contrast: How are these animals the same? How are these animals different?