Whole Group Shared Reading Lesson Plan Template

Name: Amber Archer_____________________________________

Classroom Location/Teacher: Cale Elementary Mrs.
Garland K teacher
Curriculum Standards

Date: April 14th,

2016______________
Topic/Subject: Literacy Guided
Reading

SOL(s):
K.1 The student will demonstrate growth in the use of oral language.
b) Participate in a variety of oral language activities including choral and echo
speaking and recitation of short poems, rhymes, songs, and stories with repeated
word order patterns.
K.8 The student will expand vocabulary.
a) Discuss meanings of words.
K.9 The student will demonstrate comprehension of fictional texts.
c) Use pictures to make predictions.
d) Begin to ask and answer questions about what is read.
K.10 The student will demonstrate comprehension of nonfiction texts.
a) Use pictures to identify topic and make predictions.
Essential Question(s):
What do good readers do?
What are your predictions?
Can you find the matching contraction?
Did your predictions come true after reading?
Lesson Objectives: A statement or statements of what the students will be able to do as a
result of the lesson. Need to be observable and measurable.(ABCD format)
The students will be able to make predictions based on the pictures.
The students will be able to pick up new vocabulary words.
The students will be able to match contractions together.
The students will be able to choral read as a group.
The students will be able to answer comprehension questions.
Assessment of Objectives: Describe how you will collect evidence that individual students
have indeed met the lesson objective(s). These need to be tied to the degree or criteria from
your objectives.
We will keep track of how our predictions change throughout the readings.
I will check to see if the students are picking up on what contractions go together.
I will be checking to see if students touch their nose as they see vocab words in the text.
I will be checking students answers on the comprehension questions orally.

Whole Group Shared Reading Lesson Plan Template

BEFORE (Content, Viewing or Listening):
Teacher: Focusing attention, laying the groundwork, creating interest, sparking curiosity,
students understand the purpose the why (set a purpose, explicit explanation of
expectations, modeling)
Student: Strategies to obtain prior knowledge, similarities, connections, analogies, think
about thinking metacognition (discussing, organizing, writing, vocabulary)
We will break into literacy center rotations. I will have one group for a guided reading rotation.
The other groups will be in the online literacy center, the free choice reading center, or the
word knowledge center. I will call over my group of students and they will line up in a line and
wait to be called to the table. I will remind them of what good readers look like before they get
their books for the day. I will also remind them of their good listening and reading positions.
Once everyone is paying attention and settled I will first show them the new book that we will
be reading. It is called House Hunting By: Beverly Randell. I will pull out a white board and I
will ask the students what predictions they have about the book just by looking at the cover. I
will then pass out the books to everyone. They will then take a book walk without reading the
text. I want them to them make some more predictions. After we get a good list of predictions
we will go over the vocabulary words: honey, hillside, beehive, downstairs, nowhere, inside,
moose, winter, and wanted. We will also have a contraction match up before we begin reading
with the words: its, it is, thats, that is, lets, let us, heres, and here is. After we go over our
predictions and vocabulary it will be time to read. I will first talk to the kids about the
experience of moving. What it is like, if anyone has ever had to move before, and what their
family had to do in order to get ready for the move. Ask what do they notice about the for
sale/sold sign. I will remind students about what good readers do, and then tell them to get
their pointer fingers ready to read.
DURING (Content, Viewing or Listening): Strategies for active engagement with new
content, what are students doing while reading, viewing, or listening? (set a purpose,
modeling, discussing, organizing, writing, vocabulary)
As a group we will choral read the pages together. We will stop along the way for
comprehension questions and check in on how the predictions are coming along. If a
prediction is correct the student will be able to put a check next to it on the white board. They
can also add in predictions of what they think will happen next. During the choral reading the
students will be paying attention to the story and working on comprehension and prediction
skills. They will also be looking out for their vocabulary words. If they see a vocabulary word
they may touch their nose to show that they remember it was a vocabulary word.
AFTER (Content, Viewing or Listening): How will students apply new knowledge? How will
students check their understanding? How will students be prompted to reflect on what they
have learned? How will students be prompted to reflect on how they learned it?
The students will have comprehension questions to answer: Why does the bear family want to
move? Why didnt the bears want to live in the rabbit hole? What lived in the big hole? Where
do the bears go to look for a house? Why does father bear like the new house? Why does
mother bear like the new house? We will discuss the questions as a group in the form of a
think pair share activity. If we finish the comprehension questions we will read a text copy of

Whole Group Shared Reading Lesson Plan Template

the book without pictures to see how we do without using the pictures to help read the words.

Rationale: Why teach this lesson in this way? Why give these objectives, are these the BEST
strategies to choose and use? Explain why this sequence of activities leads to cultivating the
behaviors or performing the skills or displaying the knowledge called for by the objectives.
This lesson is perfect for a daily 5 rotation. It fits perfectly in the guided reading format as
well. It is motivating because the students get to use the whiteboard to keep track of
predictions, and they get to do a contractions matching game. They can also keep track of the
new learn vocab words by touching their nose as they read. Guided reading provides the
students with instructional level texts as well. So the books are on a level that they will
understand easier and provides differentiation. The objectives are easy to cover, and they are
already in a routine or doing things such as making predictions as they read. The lesson builds
and has a distinct before reading section during reading section and after reading section.