Amy Peabody April 15, 2013 ELD 307 Professor Rich

Guided Reading Lesson Plan Grade: 2nd grade Objective: Students will be able to analyze a portion of reading as a whole and answer questions about the reading during mini conferences and summarize what they have read. Standards: 2.RIT.10 Reading : Informational Text- Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 2. RIT.5 Reading: Informational Text- Craft and Structure 5. Know and use various text features (e.g. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. 2.RIT.4 Reading: Informational Text- Craft and Structure 4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 2.RIT.3 Reading: Informational Text- Key Ideas and Details 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 2.RIT.1 Reading: Informational Text- Key Ideas and Details 1. Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.

Procedure: This is intended to be a small group lesson of about 6 students who will silently be reading When Washington Crossed the Delaware by Lynne Cheney. 1. Introduction: Today you are going to read a book about George Washington; this story retells the two week period of the American Revolution when Washington crossed the Delaware River. I want to show you something about this book, turn to the first page; see at the bottom of the page where there is a quote (point to it if they arent sure where it is). There is a quote like this on every page some on the top and some on the bottom; you should read them but I want you to know that they are not part of the actual story, they are meant for you to learn some history about the American Revolution. Another thing that may be tricky is the questions that are asked during the story like this one here on the first page, How could the Americans, who were mostly new to fighting, ever hope to defeat the well-trained redcoats? The last thing I want to remind you of when you read is that the redcoats are the same people as the British. I will be coming around to talk to you while reading.

2. Students will be given about three minutes to read before I start conferencing with them; I intend to spend 1-3 minutes with each child. 3. For the first minute with each child I will evaluate their reading fluency and accuracy; I would like to see them each read a full page with me listening before I ask any questions. 4. Comprehension questions: What has happened in the story so far? Where is the story taking place? When did this story take place? 5. What details on this page are important to the history of America? Who are the Hessians? 6. Inferring questions: Was George Washington a good General? Did any of the quotes stand out to you as you were reading? 7. After all of the conferencing, I will allow the students to finish reading. 8. We will meet as a group and discuss what they read. 9. Can someone summarize what this book was about? Where do you think the turning point was for the Americans? 10. Does anyone have any questions about what they read? 11. The students will move on to their next center.

Assessment: Through the mini conferencing I will be able to see how the students are doing with the reading, and answering the comprehension and inference questions. There is no formal written assessment; it will just be in my notes. Management/Transition: This is during a literacy center and the students will be called over to this center based on their reading group. Differentiation: There is no differentiation for this lesson.