Group, Planting and Growing | Scarlet, Jase, Umar, Ella and Ivoryana | Reading level D

Students, and
Reading Levels
Bottom Line & Comprehension | Demonstrating Directionality
Group Goals

Text Selection Thursday (10/19) Friday (10/19) Monday (10/22) Tuesday (10/23) Wednesday(10/24)
Text(s) Planting and Planting and Planting and Growing Planting and Growing Planting and Growing
Growing Growing
Text Challenges to ole word family: Words: Words: Words: Assessment Day
Address mole role hole pole grow, I’m, into, soil, pot, first, dig, planting, growing,
sole need, put,them, finger, then, next, peppers, seeds, grow,
then, what, will water, last, sun

Lesson Plan Thursday (10/19) Friday (10/19) Monday (10/22) Tuesday (10/23) Wednesday (10/24)
Objective Focus Students will make Students will talk Students will analyze Students will Retell Assessment Day
-Building Reading Skills predictions about about how they words used in story. story and used
-Comprehension what will happen. used their reading vocabulary.
Skilling skills to understand
-Making Predictions the text.
Introduction to Text Vocab will be Assessment Day
(1-2 min) introduced
-Setting up for success
-Activate or provide Students will
background knowledge discuss their
-Pre-teach key predictions
vocabulary
Students will
analyze book. (title,
Pictures, Author,
Etc.)

Teaching Point Direct Explain to student s Explain to students Explain to students Explain to students
Instruction, (1-2 min) Fluent Reading. that they can learn that they can learn that they can learn
-Model objective Show and model about characters by about characters by about characters by
-What to do while Fluent Reading. what they say, do, what they say, do, and what they say, do, and
reading today and think, as well as think, as well as by think, as well as by
-Prompts you might Students by what others say what others say about what others say about
use to support about them. them. them.
students Read aloud the title. Read aloud the title. Read aloud the title.
During Reading STEP 1-6 & STEP 7-12 & DRA 18-Up Students will read to completion. During reading, teacher listens to
(10 min) DRA 1-16 Students read individual students read, identifies student reading errors, prompt
Students individually and read students for ideal reading, takes anecdotal note on student errors and
individually silently- away from the growth (recording form), DOES NOT ask comprehension questions during
whisper read at teacher, they will go to this time.
their own rate- the carpet next to table.
in front of the
teacher.
After Reading Within- Within- What does Within- retell the Within- Retell the Within-
Discussion (3-4 min) the boy do last? Show sequence of events of events in the story.
-Encourage students to me the place that how the boy plants
ask about anything helps you find the the flower.
they wondered about answer.
or didn’t understand Beyond- Beyond- Beyond- What could Beyond-
-Plan questions within, happen if the boy skips
one of the steps? What
beyond, and about the
makes you think that?
text
About- Making About- On page 15, About- About-
-Have students turn
predictions of what why do you think the
and talk with boy is placing his pot
the text is about.
partner(S) to identify onto that little plate?
these questions. Use STEP prompts: Tell me more. (Used when the student is on track, but lacking details.) What in the story makes
you think that? (Used when the student has failed to give text evidence to support response.) Why is that important?
(Used when the student has give a response that includes text evidence, but no inference or critical thinking.) Why do
you think that? (Used when the student has inferred something, used text evidence, but has not revealed his/her
schema.) Repeat question. (Used to remind the students that they have not answered the question asked.)
Reinforce the Remember, we can During assessment,
Objective (1-2 min) apply fluent Have to students
-How can today’s reading to all of our identify information
objective be applied to subjects. Fluent they deem important.
all reading, not just for reading will help
this text? (For today with better
and every day!) understanding
what you are
reading.
Extension Activities to Students will read Think and Write: Have Sequence Chart of how
be Completed Away the book away from children draw and write to plant and grow a
from Teacher (if the teacher, as I do to one of the prompts: plant successfully.
appropriate) pretesting of the What plant would you
like to grow? Draw or
sight words.
write about it.
Make a materials list for
the plant you would like
to grow.

Teacher Observation Post-Conference Questions

1. In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know?
a. I thought the lesson was as successful as it could be for the students. The students did learn what was intended for them.
When revisiting what we introduced the next day, the students were able to retell their predictions and remember the
word family and vocabulary words covered that day.

2. What evidence do you have of student learning? What do those samples reveal about those students’ levels of engagement and
understanding and learning?
a. On day one there was no physical copy of student learning evidence, student learning evidence was their ability to sound
out the words and write them on the whiteboard without using the book or using the book as an aid.

3. How did your classroom procedures (routines, transitions, student movement and configuration) enhance or detract from the
lesson? What, if anything, would you do different?
 a. Due to Guided Reading only being a 20 minute block, being able to get to every student in your group and having to
redirect students that are not in groups at the time takes away from the instructional time of the Guided Reading Group.
The transitions, I thought were on time and smooth. They students were aware of what had to be done if they were not in
a group at the time and the students that were in the groups at the time were able to transition from each learning point
without question and with ease.

4. Did you depart from your plan? If so, how and why?
a. For the most part, I do not think i departed from my plan. I was able to hit every learning topic and objective of the day. I
felt as though i had to cut some of the learning topic short because of student discussion and classroom activities that
required myself to redirect students to do their work.

5. If you had an opportunity to teach this lesson again to the same group of students, what would you do differently?
a. If I had the opportunity to teach this lesson again, I would have a printed out sheet for the students to write their
predictions on the paper I would then save that paper for the end of the lesson during that week and have them check
their predictions and say if they were right or not.

6. What did you learn from informal assessment during the lesson? How did the results impact your instruction and/or student
learning?
a. I learned that there are students who struggle with the construction and segmentation of the words. I felt that a tad bit
more focus needed to be on identifying the words in the text first would help the students spell the words given to them.

7. What impact did student behavior have on cognitive engagement and learning?
a. The students are always ready and eager to learn. The students have such a positive outlook on learning that it makes
teaching the lessons exciting to do. I also feel that with the excitement comes more intake on the information because the
students are engaged and want to learn.