1st grade Small Group Guided Reading Plans

Teacher: Patterson

Class: Small Group

Guided Reading Intervention Group

Period:

Date: Tuesday 2/23/16

40 mins (20/group)

SOL:
1. 1.9 (d and e) The student will read and demonstrate comprehension of a variety of
fictional texts.
2. 1.6 (b) The student will apply phonetic principles to read and spell.
EKS (Content Outline):
1. Make and confirm predictions.
2. Ask and answer who, what, when, where, why, and how questions about what is read.
3. Use word patterns to decode unfamiliar words.
Blooms: apply, analyze
Objective:
1st group:
Today I will: make predictions, read a book, confirm predictions, and ask and answer
questions.
So that: I can understand the story better.
I know that Ive got it when I can: make realistic predictions after doing a picture
walk through the story and answer questions after reading the story.
2nd group:
Today I will: use CVCe word patterns to spell single-syllable words.
So that: I can learn a new strategy/pattern to decode and spell words. The more
strategies and patterns I know, the more words I can read!
I know that Ive got it when I can: match the CVCe word to the correct picture.
Activator (Lesson Opening):
1. Ask students if they have ever been to the beach or if they have ever seen the beach
on TV, etc.? What do people do at the beach? What are some animals you may see at
the beach?
2. Ask students to recall what a pattern is. Can you give me an example of a pattern?
Draw/write the pattern on the dry erase board.
Connection: Today we are going to be reading a story about patterns that takes place at the
beach.
Procedure (Instructional Strategies/Processes):
1. Ask students if they have ever been to the beach or if they have ever seen the beach
on TV, etc.? What do people do at the beach? What are some animals you may see at
the beach?
2. Ask students to recall what a pattern is. Can you give me an example of a pattern?
Draw/write the pattern on the dry erase board.
3. Today we are going to be reading a story about patterns that takes place at the

beach.
Picture walk and make predictions about what will happen on each day.
Point out weekday words and other words that may be challenging.
Read some pages to students.
Tell students to spread out on the rug and whisper read.
Ask students comprehension questions:
1. What does the word beach mean in this book? Look for clues in the book. (its
a place with patterns, sandals, toys, chairs, sails, shells, hats)
2. Pattern questions:
1. Big, little, big, little is the pattern of _______ (chairs p.4 and shells p.
10)
2. Stripes, flowers, stripes, flowers is the pattern of _______ (sandals p.
12)
3. Yellow, blue, yellow, blue is the pattern of _______ (sails p. 7)
4. What pattern does the ice cream cone make? (chocolate, vanilla,
strawberry p. 14)
ii.
You can tell from the book that patterns ______ (repeat)
iii.
This book is mainly about _______ (patterns) Have students give examples.
b. Have each student make up a new pattern and draw it on the dry erase board/say it.
(examples: shapes, colors, objects, etc.)
4.
5.
6.
7.
8.

2nd group:
1. Guide students through the Long Vowel Tracks worksheet.
2. If students finish early they should write two sentences on the back of the worksheet
using words from the worksheet.
3. If they finish the worksheet and writing two sentences, they may color the images on
the worksheet.
Products: Long Vowel Tracks worksheet
Summarizer (Closure): Have each student make up a new pattern and draw it on the dry
erase board/say it. (examples: shapes, colors, objects, etc.)
Criteria for Success (Assessment):
1. Questioning
2. Long Vowel Tracks worksheet
Homework: None
Differentiation: I will listen to each student read individually. If they struggle with a word I will
assist them in decoding the word and figuring out what it is. I will encourage them to use
reading strategies.
Materials/Equipment: Patterns at the Beach books, Long Vowel Tracks worksheets, dry
erase board

Teacher: Patterson

Class: Small Group

Guided Reading Intervention Group

Period:

Date: Wednesday 2/24/16

40 mins (20/group)

SOL:
1. 1.9 (i) The student will read and demonstrate comprehension of a variety of fictional
texts.
2. 1.13 (b and e) The student will write to communicate ideas for a variety of purposes.
EKS (Content Outline):.
1. Read and reread familiar stories, poems, and passages with fluency, accuracy, and
meaningful expression.
2. Focus on one topic when writing.
3. Begin each sentence with a capital letter and use ending punctuation when writing.
Blooms: apply, analyze
Objective:
1st group:
Today I will: reread a story fluently with accuracy and meaningful expression.
So that: I can understand stories better and make the book sound like it is coming to
life and capture interest and engage my audience with the story I am reading.
I know that Ive got it when I can: reread a story making less than 5 mistakes and
read with meaningful expression.
2nd group:
Today I will: write a sentence and illustrate a picture representing what the sentence
says.
So that: I can enhance my writing skills and become an even better writer.
I know that Ive got it when I can: write a sentence that stays on topic and has less
than 5 errors and draw a picture that accurately shows what my sentence says.
Activator (Lesson Opening): Ask students to tell you what the book we read yesterday was
about? (patterns) What kinds of patterns did we see? (flip flops, sails, ice cream, chairs, etc.)
Connection: Today we are going to compare and contrast different patterns are similar and
different from one another.
Procedure (Instructional Strategies/Processes):
1st group:
1. Ask students to tell you what the book we read yesterday was about? (patterns) What
kinds of patterns did we see? (flip flops, sails, ice cream, chairs, etc.)
2. Today we are going to tell how different patterns are similar and different from one
another.
3. Have students spread out on the rug and reread the story.
4. On the dry erase board, create a web of the different patterns at the beach that the
book talks about. Have students look through the pages and tell you as they find them.
5. As a group, choose two patterns to examine for the Venn Diagram.

6. Draw a Venn Diagram on the dry erase board.

1. Discuss what a Venn Diagram does/what each section means.
2. Have students tell you the pattern for each as you draw/write them in the Venn
Diagram.
3. Have students think of what the two patterns have in common (they are a
pattern, found at the beach, etc.)
b. Ask students where another place is that we can find patterns? (Look around the
classroom for objects that have a pattern, etc.)
2nd group:
1. Prompt: favorite thing to do in the summer.
2. Make sure students stay on topic and use proper punctuation and capitalization.
3. After students have written their sentence, they will draw and color a picture that
demonstrates what their sentence states.
4. If they finish early, they should write another sentence about something else they like
to do in the winter and add to their picture.
Products: writing activity
Summarizer (Closure): Ask students where another place is that we can find patterns? (Look
around the classroom for objects that have a pattern, etc.)
Criteria for Success (Assessment):
1. Questioning
2. Writing activity
Homework: None
Differentiation: I will listen to each student read individually. If they struggle with a word I will
assist them in decoding the word and figuring out what it is. I will encourage them to use
reading strategies.
Materials/Equipment: Patterns at the Beach books, writing/illustration paper

Teacher:
Patterson

Class: Small Group

Guided Reading Intervention Group

Period:

Date: Thursday 2/25/16

40 mins (20/group)

SOL:
1. 1.10 TWSBAT read and demonstrate comprehension of a variety of nonfiction texts.
2. 1.13 (b and e) The student will write to communicate ideas for a variety of purposes.
EKS (Content Outline):
1. Ask and answer simple questions about a selection
2. Focus on one topic when writing.
3. Begin each sentence with a capital letter and use ending punctuation when writing.
Blooms: apply, analyze
Objective:
1st group:
Today I will: whisper read a selection and ask and answer questions about what I
read.
So that: I can think about what Im reading and become a better reader.
I know that Ive got it when I can: discuss and answer questions with my reading
group about the selection.
2nd group:
Today I will: write a sentence and illustrate a picture representing what the sentence
says.
So that: I can enhance my writing skills and become an even better writer.
I know that Ive got it when I can: write a sentence that stays on topic and has less
than 5 errors and draw a picture that accurately shows what my sentence says.
Activator (Lesson Opening): Ask students to name the 4 different seasons. Have each
student say what their favorite season is, why its their favorite season, and what they do
during that season that makes it their favorite. Ask students what the weather is like in each of
the different seasons.
Connection: Tell students that today we will be reading a book about the four seasons and
different things that people do during different seasons.
Procedure (Instructional Strategies/Processes):
1st group:
1. Ask students to name the 4 different seasons. Have each student say what their
favorite season is, why its their favorite season, and what they do during that season
that makes it their favorite. Ask students what the weather is like in each of the
different seasons. Tell students that today we will be reading a book about the four
seasons and different things that people do during different seasons.
2. Read the title and name of the authors.
3. Ask the following questions:
1. Cover: What are the children in the picture doing? What season do you think it

b.
c.
d.
e.

b.

is? How can you tell?

2. Title page: What kind of weather do you think these children expect? Why?
Picture walk. What are the children doing in each picture? What season is it? Point out
the different season words and other words that students may struggle with. Read
some pages aloud to students. Connect tough words to pictures in the book.
Set purpose: I want you to read to find out what kids wear and why they wear those
things during the different seasons.
Have students whisper read the book.
Ask comprehension questions:
1. What kind of day was it for swimming? (sunny)
2. To go pick apples, the children put on __________. (jackets)
3. The children put on their boots because (it was a rainy day)
4. What are some clothes people use in different kinds of weather? (boots,
swimsuits, jackets, hats, mittens, etc.) CREATE WEB TITLED CLOTHES
FOR DIFFERENT WEATHER
5. What is this book mostly about? (how people dress for the weather at different
times of the year) Have students give supporting details from pages.
6. What can you tell about the weather when the children go skating? (cold) How
do you know? (hats, mittens, etc.)
Ask students to share any specific places that they go during their favorite season? Is
this a place that they can only go to during that season? Why?

2nd group:
1. Prompt: My favorite season is __________ because ___________.
2. Make sure students stay on topic and use proper punctuation and capitalization.
3. After students have written their sentence, they will draw and color a picture that
demonstrates what their sentence states.
4. If they finish early, they should write another sentence about something else they like
to do in the winter and add to their picture.
Products: writing activity
Summarizer (Closure): Ask students to share any specific places that they go during their
favorite season? Is this a place that they can only go to during that season? Why?
Criteria for Success (Assessment): questioning, listening to students read independently,
writing activity
Homework: none
Differentiation: I will listen to each student read individually. If they struggle with a word I will
assist them in decoding the word and figuring out what it is. I will encourage them to use
reading strategies.
Materials/Equipment: Across the Seasons books, paper for writing activity, dry erase board

Teacher: Patterson

Class: Small Group

Guided Reading Intervention Group

Period:

Date: Friday 2/26/16

40 mins (20/group)

SOL:
1. 1.10 TSWBAT read and demonstrate comprehension of a variety of nonfiction texts.
2. 1.6 (b) The student will apply phonetic principles to read and spell.
EKS (Content Outline):
1. Read and reread familiar stories, poems, and passages with fluency, accuracy, and
meaningful expression.
2. Use word patterns to decode unfamiliar words.
Blooms: apply, analyze
Objective:
1st group:
Today I will: reread a story fluently with accuracy and meaningful expression.
So that: I can understand stories better and make the book sound like it is coming to
life and capture interest and engage my audience with the story I am reading.
I know that Ive got it when I can: reread a story making less than 5 mistakes and
read with meaningful expression.
2nd group:
Today I will: use two-letter consonant blends to spell single-syllable words.
So that: I can learn a new strategy/pattern to decode and spell words. The more
strategies and patterns I know, the more words I can read!
I know that Ive got it when I can: match the correct blend/onset and rime and then
use the words I create accurately in a sentence.
Activator (Lesson Opening): Ask students to recall what their favorite part of the book was
and why.
Connection: Tell students that today we will be rereading the story and then doing an activity
about things that we wear during the different seasons.
Procedure (Instructional Strategies/Processes):
1st group:
1. Ask students to recall what their favorite part of the book was and why. Tell students
that today we will be rereading the story and then doing an activity about things that
we wear during the different seasons.
2. Have students reread the book as I come around and listen to each student read.
3. Complete the Across the Seasons sorting worksheets with students. Encourage them
to look back through the book to find answers that they are unsure of.
4. If we get done with the Across the Seasons worksheet early, have students write about
their favorite thing to do in each season. In the spring I like to ________.
5. Assign each student a season. Have them list two-four things that people do during

that season. Must be season specific (i.e. playing games is not season specific, can
be done anytime, but playing in the snow can only be done in the winter).
2nd group:
1. Have students complete the Hovering Heights worksheet. If they finish early, have
them write a sentence using one-two of the words that they spelled on the front of the
worksheet.
Products: Hovering Heights worksheet, Across the Seasons worksheet
Summarizer (Closure): Assign each student a season. Have them list two-four things that
people do during that season. Must be season specific (i.e. playing games is not season
specific, can be done anytime, but playing in the snow can only be done in the winter).
Criteria for Success (Assessment): Hovering Heights worksheet, listening to students read
independently, Across the Seasons sorting worksheets, questioning
Homework: none
Differentiation: I will listen to each student read individually. If they struggle with a word I will
assist them in decoding the word and figuring out what it is. I will encourage them to use
reading strategies.
Materials/Equipment: Hovering Heights worksheets, Across the Seasons books, Across
the Seasons sorting worksheet, clipboards, pencils, crayons