Michele Morelli

Due 11/4/13
Guided Reading Lesson
Group Members: Group 1: Johnny, Jill, Jack and Jackie
Book Level: Level C
Group for Needs: These students have an excellent concept of the alphabet, directionality,
concepts of letters, beginning sounds and rhyme alliteration; however, they all need to work on
the recognition and use of punctuation.
Learning Objective: Students will recognize and demonstrate a general understanding of the
use of periods and exclamation points. Students will also learn to spell/read words using correct
medial and ending sounds, as well as briefly discuss a few vowel blends. Students will also
recognize basic sight words.
Resources: Cool Off by Nellie Diaz (Level C)
Procedure:
1. Set the Scene: I will set the scene by doing a picture walk with the students; we will take a
look at each picture, trying to predict what might happen during the story. Next, we will open the
book and take a look at the sight and trick words on each page. Some sight words I will go over
are, off, in, the, and with. Some trick words I will point out are, stairs and roof. These
two words may not be something that the students have experienced yet. Some suburban
students may not understand the concept of sitting on the roof ( maybe at an apartment
complex), and many children at this age may know the word stairs as steps. I will also make
sure to point out the periods after each sentence, explaining why they are at the end of this
particular sentence. I will do the same with any exclamation points or commas.

2. Student Reads the Text: 3 Prompts

What does this picture tell you about the story? Why?
What punctuation mark does every sentence except for one end with? Why?
What words do you recognize in this story?

3. Return to Text: We will revisit page 7 and take about the word stairs. First, I will discuss the
ending
sounds of the word stairs, considering the children will most likely not know
vowel blends yet. We will then discuss that it is a synonym of the word steps. Following this,
we may revisit almost any other page to reiterate the concept of periods( page 1, 2, 3, or 5
would work well for this).

4. Respond to Text: I will ask the students,

How do you like to cool off?

What do you like to do when it is hot outside?
Can you think of other ways to cool off?
5. Word Work: I will have the students participate in a matching game based on their needs. I
will have the students match the trick words, as well as a few other nouns from the story to
pictures. I will also have them try to match middle-vowel phonemes and ending phonemes with
pictures (because the students in this group have a strong handle of beginning sounds, I
want them to work on the middle and ending sounds of a word, such as the e and g
in the word leg). In regards to punctuation, I will have students match punctuation marks to
sentences- for instance, I will have a statement that says, I walked the dog (without the period at
the end). I will also have a sentence that says, Today is the greatest day in the world (without
the exclamation point at the end). The students will try to match the most appropriate
punctuation mark to each sentence.

Assessment: I will informally assess the students by observing them throughout the entire
guided reading session. I will take notes on each students as they complete the word-work
portion of the lesson to record where each child is in terms of strong or emerging skills.