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Text: Baby Bear Goes Fishing Level: 6

Author: Beverley Randell & Isabel Lowe Pages: 16


Materials: Set of guided reading books, reading journals, pencils, set of previously read book
(familiar re-read)

High Frequency Words: come, here, said, going, not, little
New High Frequency Words: Im, will, coming, today, too


Focus Skill: TEKS: K.8 Reading/Comprehension of Literary Text/Fiction. Students understand,
make inferences and draw conclusions about the structure and elements of fiction and provide
evidence from text to support their understanding. Students are expected to: (A) retell a main
event from a story; and (B) describe characters in a story and the reasons for their actions.


Before Reading
Familiar Re-Read: Students are called to the guided reading table. The teacher has a familiar
re-read ready for them to begin reading as they arrive. Each student begins reading at different
times to avoid choral reading. The teacher takes a running record on one student from the group
and guides them while taking anecdotal notes of their reading. The teacher might aid the students
by:
Helping students to work out unknown words from meaning: What would make sense
there? What would look right and sound right?
Having students check any errors: Did that make sense? You said _______. Does that
look right? Can we say it that way?
Asking students to reread parts for fluency and phrasing.

New Book Introduction: First, the teacher will introduce the new book and ask guiding
questions to build on students background knowledge.
The title of this book is Baby Bear Goes Fishing. When we think about the title and look
at the picture of the front cover what predictions do we have about what this book might
be about?
Why might a bear go fishing?
In this story Father Bear decides he is going fishing and Baby Bear says he likes fishing
and that he will go and help Father Bear.
Then, the teacher will explain to the students what they will be focusing on while they read the
book authors and the reasons for their actions. The teacher will guide the students on a picture
walk through the book to discuss characters feelings.
Turn to page 2 - When Father Bear is at the door he looks very happy. Why do you think
hes happy?
Does Mother Bear look happy?
How might Baby Bear be feeling and why?
What might be a reason for Mother Bear to be worried?
Lastly, the teacher will review with the students the High Frequency Words found in the book.
There are several familiar High Frequency Words in this book that you will recognize.
Lets go over some of them.




During Reading
The teacher guides while students read: The teacher instructs students to close their books and
taps on each students book when it is their turn to begin reading. As students are reading the
teacher takes anecdotal notes as informal assessment on one or two students noticing strengths
and weaknesses. The teacher guides the students by prompting them to:
Look at the picture
Look at the beginning/ending sound
Stretch out the word
Does that make sense?
Try that again


After Reading
Discussion: After reading the teacher will facilitate a discussion to check the students
comprehension of the story and prompt them to discuss the reasons for the characters actions.
Why do you think Father Bear might want to go fishing?
In the story we found out that Mother Bear was worried. Why do you think she was
worried?
Baby Bear goes to the river and catches his very own fish. How do you think he might
feel? Why?
Text-to-Self Connection:
Has your mom or dad ever been worried about you for something?
Think of a time when you did something all by yourself that made you feel very happy.
Have you ever been fishing?
Reading Journal/Comprehension: The teacher will ask the students to choose their favorite
character from the story and write a sentence about how they felt during the story and why.
Students will accompany their sentence with a drawing of the character in their reading journal.
o Baby Bear felt _______ because he _________.
o Father Bear felt _______ because he _________.
o Mother Bear felt _______ because she _________.
Closing: The teacher will explain to the students that today we read a book and discussed the
characters feelings and reasons for their actions. The students will understand that authors
provide us with evidence in their stories that we can use to determine what characters might be
feeling.