Transitional Guided Reading Lesson 4

Use pgs. 151-173 in your book as a guide

Text Level Range: J-P; 2nd-3rd

CC Standards Addressed
CCSS.ELA-LITERACY.RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.4.3
Know and apply grade-level phonics and word analysis skills in decoding words.

Learning Targets
I can monitor for comprehension while reading.
I can use the chunking strategy to decode big words.
I can retell what happened in an article.

Materials Needed:
Coral Reefs book
Word flash cards
White board
White board marker

Group Members: Student

Group Contextual Factors (Describe what you know about your students reading
abilities):

Book Title: _Coral Reefs Level: N Lesson Number:4

Date:4/18/17

Introduction of New Book:

Gist Statement: Student, today you are going to read a story about coral reefs. It will tell you about
what coral reefs are, how they live and about different types of coral reefs.

During Reading-
Possible Teaching Points During Reading (Choose 1 or 2-Monitoring, Decoding, Fluency, or Retell):
Today we are going to work on comprehension monitoring. If you are reading a sentence and it doesnt
make sense I want you to go back and read it again to try to find your mistake. Say I am reading the
sentence, Jimmy took a wall to the park. That doesnt make sense so I would go back and read it
again Jimmy took a walk to the park. I want you to make sure that you are using this strategy while
you are reading.

List prompts you will say to support students with teaching points:
Does that make sense?
Go back and read that again.
Did you hear the mistake in that?

Teaching Points After Reading (Choose 1 or 2-Monitoring, Decoding):

Strategy: Chunk big words

Explanation: You chunk the word into smaller parts. Such as the word dinosaur you break it into di-no-
saur.

Lets try this with some words:

Beautiful
Umbrella
Blossoming
Butterfly
Daffodil
Wheelbarrow
Gardening
Mammal
Battle
Listen
Winner
Common
Monkey

Discussion Question: Can you tell me what the article was about?

Word Study

Strategy: Writing Big Words

Explanation of Procedure: I am going to give you some words to write. Lets try.

Words:
Coral
Plants
Shrimp
Lobster
Crabs
Ocean
 Reflection:
1) What went well with your lesson?
Student could read most of the words. He was also able to use the strategy to
understand words he didnt understand. He chunked each part and then read all
the parts together. He was also able to spell most of the words I gave him.

2) What changes would you make if you could?

Next time I would have harder words. He was not challenged by most of the words
that I gave him.

3) What information did you learn about your students? (Assess them against your
Learning Targets, Provide Specific Examples)
Student can use the chunking strategy when he wants to. If he doesnt want to
read something he shuts off.

4) How will this information inform your next lesson?

Next lesson I will find another fishing article for Student to work on. He gets less
intimidated by articles than he does when he perceives that a book is going to be
too long for him.