SPEDE 774

Teacher Candidate: Daniella Goodman

Guided Reading Lesson Plan

Grade Level: Kindergarten

Lesson: Circle Time (Small Group)

Unit of Study: Feelings/Emotions
Goal of Lesson (Common Core State Standards/Division of Early Childhood where appropriate)
With prompting and support, ask and answer questions about key details in a text. (CCSS.ELA-LITERACY.RL.K.1)

With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in
a story an illustration depicts) (CCSS.ELA-LITERACY.RL.K.7)

Recognize that spoken words are represented in written language by specific sequences of letters (CCSS.ELALITERACY.RF.K.1.B)

Students will be able to understand that words are separated by spaces in print (CCSS.ELA-LITERACY.RF.K.1.C)

Objectives:
With prompting questions, students will be able to use the turn & talk strategy with a peer to discuss target feelings and emotions

Students will be able to use foundational reading skills when reading with a peer (eg. Point to the word as they read it, follow the
page from left to right etc.)

Pre-Assessment:
Using the feelings and emotions PowerPoint picture chart, the teacher will review target vocabulary from previous unit plan lessons

Teacher will review the strategies for turn & talk with a peer before the guided reading lesson

Teacher will review strategies for good readers to follow along with during peer guided reading

Post-Assessment:
Teachers will each use leveled assessment sheets to analyze work on foundational reading strategies
*Please see below for sample assessment sheet

Teachers will write anecdotal notes on each peer pair in their leveled group describing strengths and difficulties students are having
with foundational reading skills (also a part of sample assessment sheet)

Materials:
Leveled group reading pair class roster (with space to write anecdotal notes)

Feelings & Emotions Picture chart on PowerPoint (please see below for picture)

Leveled group picture books (all varying books on target subject of emotions and feelings)

Leveled assessment sheets (please see below lesson plan for example of Level-A assessment)

Use of Technology:
Teacher will use PowerPoint visual representation of feelings & emotions picture chart over the Smartboard (please see below for an
example)
Differentiation:
*Indicates a behavior support plan mentioned below in modification section
Modifying up Ms. Elyse, C-Level: Ian, Sam, Julia, Lucas, Olivia, Lily
Students in the higher literacy level will read with their peers independently (minimal prompting by teacher observing)
Modifying down Ms. Daniella, A-Level: *Leo, Claire, Elai B., Madeline, Lolo, Luke, Metta

SPEDE 774
Daniella Goodman

Guided Reading Lesson Plan

Go on a picture walk if students are not at a reading level yet, modeling storyline of the book and guessing what pictures represent
for the storyline
Start altogether as a whole group with teacher guiding them through foundational reading skills, break off into pairs to practice if
time

Modifying across Ms. Lauren, B-Level: Elif, Eli T., Alma, Aahan, Jai, Tristan, Jozef (group of 3 required, or Ms. Lauren can work
with an individual student of choice)
Students needing more prompting on good reader skills will be able to work with Ms. Lauren
Students able to use good reader skills independently will be able to read with their peers while a teacher observes
Seating Configuration/Use of Physical Space:
Students will be seated on the main rug area for initial mini-lesson good reader example with the head teacher

Students will move into their small-groups assigned seating areas for guided reading work (eg. Daniella- main blue rug area, Ms.
Lauren- secondary blue rug area, Ms. Elyse- small group activity table #1)

Teaching roles and collaboration:

Head teacher will be at the front of the classroom leading initial instruction for PowerPoint review and good reader skills review

Head teacher will lead small level group-A with further modifications down (please see lesson implementation for more instructions)

Lauren will be with level-B small group with modifications across (please see lesson implementation for more instructions)

Elyse will be with level-A small group with no modifications across (please see lesson implementation for more instructions)

Classroom Management:
Leo: Will be ignored while not working on school work, and prompted to sit in his seat if not working
o Will be given attention and positive praise for on-task behaviors
o Will be given 1:1 support from head teacher when exhibiting on-task behaviors

Students will be verbally prompted and praised as needed for motivation of completing guided reading peer work

Teachers will use positive reinforcement to encourage students engagement and participation to remain on-task and attending

Teachers will ignore functionally negative/attention seeking behaviors, reinforcing positive interaction and attention to the lesson

Engagement of students/anticipatory set/Motivation:

Students will get to interact with peers of their choice to go through guided reading

Students will be able to choose their own books for guided reading

Connection to Previous lesson/Prior Knowledge:

Students have been working on an Emotions & Feelings unit plan across all literacy settings (eg. Word study, literacy lessons,
content lessons etc.)
Lesson Presentation:
Estimated Time: 5 Minutes
Head teacher will show emotions picture chart on PowerPoint over the Smartboard to review unit plan target vocabulary (eg. who
can show me the picture of someone making a sad face? or, everyone show me the happy face like this little girl in the picture!)

Teacher will use a Level-B picture book to model good reader skills before small group breakout sessions
o Eg. Teacher will ask students to put thumbs up or down when the teacher is NOT doing something a good reader would do!
hold the book upside down and begin to pretend reading
turn to the wrong page

SPEDE 774
Daniella Goodman

Guided Reading Lesson Plan

describe a picture not on that page currently being shown

etc.
o Teacher will call on students with thumbs up or down to ask what she should fix about her reading techniques to practice
looking for the good reader skills!
o Teacher will review strategies for turn & talk with peers, and ask them to use it ONCE throughout their peer reading (if
leveled group is utilizing pair reading)
Guided Practice/Active Involvement/Small group work/Independent Practice:
Estimated Time: 10-15 Minutes
*work with Leo if on-task

(main blue rug) Ms. Daniella, A-Level: *Leo, Claire, Elai B., Madeline, Lolo, Luke, Metta
Teacher will pick a Level-A picture book and go on a picture walk modeling:
o Eg. Pointing to each word
o Describing pictures she sees
o Asking students to describe what they see
o Predicting what they think will happen by looking/describing the pictures
(secondary blue rug) Ms. Lauren,B-Level: Elif, Eli T., Alma, Aahan, Jai, Tristan, Jozef (group of 3 required, or Ms. Lauren can work
with an individual student of choice)
Teacher will work with individual students on good reader skills if peer groups are having trouble focusing on-task
o Eg. Pointing to each word
o Sounding out sight words already learned
o Using the turn & talk to predict what will happen next at a medial point of the story
Teacher will use minimal prompting as needed
(Small activity table #5) Ms. Elyse, C-Level: Ian, Sam, Julia, Lucas, Olivia, Lily
Teacher will observe students working on good reader skills
o Eg. Pointing to each word as it is being read
o Using prediction skills at a medial point of the story
Final Summary/Closure:
Estimated Time: 5 Minutes
Teachers will each model a bad reader for their group (just as in the implementation of the lesson) making purposeful mistakes (eg.
Turning the book upside down etc.) and ask students to comment on what she can do to fix her strategies to use her good reader
skills
Extension:
Content Lesson: Students will use social studies to work on unit plan target vocabulary and theme of Emotions & Feelings
Arts & Crafts: Students will use writers workshop projects to create puppets to act out their writing pieces
Story time:
Homework: Students will be able to take books from the class library (from the unit plan book bank) to read at home with friends and
family, using a reading log to record frequency reading work at home.

SPEDE 774
Daniella Goodman

Guided Reading Lesson Plan

The following is an example of the picture chart used to review target vocabulary prior to small group guided
reading work:

SPEDE 774
Daniella Goodman

Guided Reading Lesson Plan

The following is an example of informal assessment tools for teaching foundational reading skills for leveled group
A. Levels B and C will contain more difficult assessment criteria:

Leveled Group A Assessment: Please mark a next to each student that demonstrates their ability in the
following foundational reading skills. Please make comments next to each student when appropriate:
Student

Can follow print from

left-to-right

Uses finger to point to

words while reading

Can follow pages

by page

Comments

Claire
Leo

Elai B.

Madeline

Lolo

Luke

Metta