GuidedReadingGroupsLesson

March23rd26th2015

byJennaVolkmann

Details
1.1 IntegrationofLearningOutcomes
Students will be able to read a text to identify the main idea and supporting
details.

1.2 Standards
E03.B-K.1.1.2: Determine the main idea of a text; recount the key details and
explain how they support the main idea.

1.3AnticipatorySet
Monday: Have students sit with their guided reading groups. Pass out books and
have the students make a prediction about the book.
Meeting 1: Ask the students their opinion of the book.
Meeting 2: Ask the students what a main idea is and why supporting details are
important.

1.4Procedures
Monday:
1. Split students into groups
2. Pass out books to each group
a. The Bison are Back! Grade Level
b. Dear Butterflies Below Level
c. Urban Wildlife Above Level
3. Have students read independently to find the main idea of their story.
Have students write the main idea on the back of their vocabulary
worksheet.
4. Have students complete the vocabulary worksheet based on their story.
As students read instruct them to write down other words they do not
know to review when we meet as a group.
Tuesday-Friday:

Students will rotate centers for the next four days in order to meet each group
twice. Each center will be about 40 minutes. The centers are based on the book
The Night of the Pufflings from the students anthology.

Day 2 (Tuesday)
Grade Level

Center 1

Center 3

Below Level

Meet with Teacher

(first time)

Center 1

Above Level

Center 2

Meet with Teacher

(first time)

Day 3 (Wednesday)
Grade Level

Meet with Teacher

(first time)

Center 2

Below Level

Center 2

Center 3

Above Level

Center 1

Meet with Teacher

(second time)

Day 4 (Thursday)
Grade Level

Center 4

Meet with Teacher

(second time)
Below Level

Meet with Teacher

(Second time)

Center 4

Above Level

Center 3

Center 4

First Meeting With Teacher:

Ask students what they thought of the book.
o Grade Level- The Bison are Back!
o Below Level- Dear Butterflies
o Above Level- Urban Wildlife
Review vocabulary worksheet and other unknown words.
Ask students: What is a main idea? How do we find out what the main
idea is?
Have students to share their main ideas.
Reread certain pages of the book. Identify the main idea of certain
paragraphs. Discuss supporting details for those paragraphs.
Have students pair up to find supporting details for the main idea of the
book. Instruct students that they will be looking for facts to support the
main idea not opinions. Review the difference between fact and opinion.
Jigsaw the worksheet. Assign each pair certain pages to find the main
idea of. (Students will use the fact worksheet and comprehension
worksheet to complete this activity. Each group has a worksheet designed
for their level).
Second Meeting With Teacher:

Pass out articles to students.

o Grade Level and Below Level- Extreme Animals
o Above Level- Catch the Breeze
Have students read the article to find the main idea. Students will
underline important details and facts that support the main idea. Instruct
students to circle unknown or new words to discuss.
Ask students what they thought about the article. Review students main
ideas and discuss new vocabulary words. I think the main idea of the
main is because...
Find main ideas of certain paragraphs. Model the first paragraph. Then
have the students complete the other assigned paragraphs independently.

As students finish, have them work independently on the comprehension

questions.
When all students are finished, review students main ideas.
Review comprehension questions.
Discuss the article with the students. Ask students higher order thinking
questions:
o What conclusion can you draw from the text?
o What facts would you select to support____?
o Can you make a connection to this article?
o How would you summarize this article?

1.5Differentiation
Each group is differentiated based on reading levels. The texts, worksheets,
articles and questions are designed for each level. The below grade level group
has more examples on their worksheets and will be given more support. The
above grade level group will complete more of the work independently and will be
asked more challenging questions.

1.6Closure
Meeting 1: Review students worksheets. Have students share their details and
facts and how they support the main idea. Have the other students fill the facts
on their worksheet. Ask the student how we found supporting details to support
the main idea. Ask students why we find the main idea of a text.
Meeting 2: Review comprehension questions. Ask students how and why we find
the main idea. Ask students what specific things we did to find the main idea and
supporting details (underlined sentences, circled important words, reread
passages, etc.)

1.7Formative/SummativeAssessmentofStudents(P12)
Formative: Students worksheets will be used as a formative assessment.
Students will demonstrate that they are able to find the main idea and supportive
details using these worksheets. The students will also be observed during
discussion to assess if they can identify the main idea and supporting details.
Summative:Students will be assessed on a standards based exam.

1.8Materials/Equipment

Leveled Texts
o The Bison are Back!

o Urban Wildlife
o Dear Butterflies
Vocabulary worksheets for each level
Comprehension question worksheets for each level
Extreme Animals article
Extreme Animals questions
Catch the Breeze article
Catch the Breeze questions

1.9Technology
No technology will be used in this lesson

2.1ReflectiononPlanning
Last week the students read a book in their anthology and had to find the main idea of
the story and then main ideas of certain paragraphs. This week the students split into
guided reading groups and work on the same skill from the prior week. Each group is
doing very similar activities but for different books and articles. When planning, I planned
the same basic lesson plan for each group but had to think about how to differentiate the
plans for each group. The advanced group will be doing more independent work, will
have a more challenging text, and have more to fill in on each worksheet. The below
level group will be doing more as a group, have a book that is easier to read, and have
more examples on their worksheets. This allows the students to complete the same
activities and learn the same skills but on their independent reading levels. It will be
interesting to see how the different groups respond to identifying the main idea of books
and the main idea of paragraphs.

2.2ReflectiononInstruction
The students did well with identifying the main idea. I ended up using Wikki Stix for the
students to underline the main idea and that worked out well because it allowed the
students to underline without actually writing in the book. I also ended up reading with a
few students from the below level group during their first read. This allowed the students
to understand the story better because we discussed the story throughout. These
students are usually students who struggle with reading and do not participate during
book discussions. During the book discussion, these students were active participants
because they understood the book better.