26 Fairmount Avenue Chapter 2

Third Grade Guided Reading

Tiffany Pugliese

I. Integration of Learning Outcomes:

The students will summarize what they have read as well as make connections with
the text.

II. Standards:
CC.1.1.3.E: Read with accuracy and fluency to support comprehension.
-Read on-level text with purpose and understanding.
-Read on-level text orally with accuracy, appropriate rate, and expression on
successive readings.
-Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
CC.1.3.3.B: Ask and answer questions about the text and make inferences from
text, referring to text to support responses.
CC.1.3.3.K: Read and comprehend literary fiction on grade level, reading
independently and proficiently.
CC.1.5.3.B: Determine the main ideas and supporting details of a text read aloud
or information presented in diverse media formats, including visually, quantitatively,
and orally.

III. Anticipatory Set:

The teacher will review what was read in the first chapter of 26 Fairmount Avenue
by Tomie dePaola. The teacher will ask the students to summarize what they had
read in one or two sentences. The teacher will remind students what a summary is.
After students summarize, the teacher will introduce the second chapter. In this
chapter we find out more about this new house Tomies family is building and we
meet more of his family.

IV. Procedures:
Before Reading: The teacher will pass out post it notes. In the previous chapter
that was read, the students made a note of the new characters they met and wrote
one detail about them on the post it. The students will continue that practice today.
The teacher will also pass out white boards. The teacher will tell the students that it
is important to make connections while reading. What are some types of
connections we can make? We can make connections to own experiences, to other
books or stories or to the world and the events that happen in life.
During Reading: While reading you should be making connections. When you
make a connection I want you to stop and jot it on your white board. While everyone
is reading silently, I will go around the group and ask each of you to individually
whisper read to me and I will ask you questions about the text.

After Reading: Students who finish the reading before others, will add to their
character lists: Nana Upstairs, Nana Downstairs, Nana Fall River and Tom. If there is
still time before discussion they can complete the fact or opinion worksheet while
waiting to discuss the chapter as a group.

V. Differentiation:
The teacher will be working in a small group the entire time. When the teacher is
working one on one with students listening to their reading, the teacher will ask the
students personalized questions to gauge their comprehension of their reading.

VI. Closure:
When there is five minutes left, the teacher will stop everyone where they are and
gain their attention back to the group. The teacher will ask each student to share a
connection they made while reading. The teacher will make sure that the students
also include what part of the story they are connecting to when they are sharing.

VII. Formative/ Summative Assessment of Students

The teacher will be taking notes of each student when she is working with them
individually during their reading. The teacher will be asking within, beyond and
about the text questions to gauge understanding. From those notes, the teacher will
be able to make individual goals for each student.

VIII. Materials / Equipment

26 Fairmount Avenue written by Tomie dePaola
6 White Boards
6 Expo Markers
Erasers
Post- its
Character List
Fact or Opinion Worksheet

IX. Technology
For this lesson we are not using technology, however a possible use could be iPads
if the situation allowed for it. The students could write their connections on the iPad
using an app such as Educreation, which can be used like a whiteboard. This would
be ideal so that students could save what they have written and we could go back
to it another time.

X. Reflection on Planning
A lot of the practices I am doing during this lesson, such as taking notes on each
child, asking within, beyond and about the book questions and etc. are from the
professional development session the third grade teachers had on guided reading. I
really liked what was presented and I wanted to incorporate those ideas with my
own group. I turned my star time group into a guided reading group and have been

trying to plan different activities that will aid them in comprehension as well as
interest my students. The students do a lot of packet work throughout the day so I
have been trying to avoid that as much as possible.

XI. Reflection on Instruction