Guided Reading Lesson Plan (Levels M-Z)

Title: Amber Brown is Not a ra!on Level: N "#BN: $-%&$-'%(&&-) *a+ter , Before Reading: (5-7 min.) *Summarize plot (M) * nfamiliar !oo" language#c$aracter names (S)

*Discuss picture (M) *Dra% upon students& e'periences (M)

Loo- at t*e .over o/ t*e boo-0 1*at do !ou noti.e about t*ese .*ara.ters2 Loo- at t*eir e3+ressions4 des-s4 and t*e wa! t*e! are dressed0 T*ese .*ara.ters are Amber Brown and 5ustin 6aniels0 T*is boo- is about t*eir relations*i+ and *ow it .*anges in a wa! t*at Amber doesn7t li-e0 1*at do !ou t*in- mig*t .*ange a /riends*i+2 Let7s begin to read to /ind out about t*is s+e.ial /riends*i+0 (e't )a*out#+ords: *,e% or important %ords (-) * nusual aspect of te't la*out (-)

+ass+ort (8) stirru+ +ants (,,)

Suggested (eac$ing .oint (Be$a/iors to ,otice and Support) or 0ompre$ension Strateg*: connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance Readers ma-e .onne.tions0 Toda! as !ou read t*in- about !our /riends*i+s and *ow t*e! are li-e Amber and 5ustin7s /riends*i+. During Reading: (12-15 min.) Students silentl* read t$e te't3 or *ou ma* c$oose to listen to a fe% %$isper read t$e te't. +$ile students are silentl* reading3 *ou can start anot$er group or conference %it$ students. 4fter Reading: (5-12 min.) *Discuss t$e stor* -clarif* confusion3 re/isiting parts of t$e te't t$at posed pro!lems for readers -ac"no%ledge partiall* correct responses3 see"ing to understand students& perspecti/es *0onnect discussion to teac$ing point and#or compre$ension strateg* 1*at *a++ened in .*a+ter ,2 1*ere is t*e .lass going2 9ow are t*e! doing t*e tri+ in t*eir .lassroom2 6es.ribe w*at Amber loo-s li-e and *er +ersonalit!0 1*at .onne.tions .ould !ou ma-e to t*e stor!2

+ritten Response: (optional) 1rite about Amber and 5ustin7s /riends*i+0

Guided Reading Lesson Plan (Levels M-Z)

Title: Amber Brown is Not a ra!on Level: N "#BN: $-%&$-'%(&&-) *a+ter : Before Reading: (5-7 min.) *Summarize plot (M) * nfamiliar !oo" language#c$aracter names (S)

*Discuss picture (M) *Dra% upon students& e'periences (M)

;esterda!4 Amber7s .lass was going on a tri+0 1*ere were t*e! going2 1*at words did we use to des.ribe Amber2 Toda! we7ll be reading about +ro<e.ts t*at t*e! do /or t*eir tri+ to *ina0 " t*in- !ou will t*in- t*e! sound /un0

(e't )a*out#+ords: *,e% or important %ords (-) * nusual aspect of te't la*out (-) Suggested (eac$ing .oint (Be$a/iors to ,otice and Support) or 0ompre$ension Strateg*: connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance Readers ma-e .onne.tions0 1e also dis.ussed ma-ing a .onne.tion to t*e stor! b! t*in-ing about our /riends*i+s0 Toda! as !ou read4 " want !ou to .ontinue to loo- at Amber7s relations*i+ wit* 5ustin0 During Reading: (12-15 min.) Students silentl* read t$e te't3 or *ou ma* c$oose to listen to a fe% %$isper read t$e te't. +$ile students are silentl* reading3 *ou can start anot$er group or conference %it$ students. 4fter Reading: (5-12 min.) *Discuss t$e stor* -clarif* confusion3 re/isiting parts of t$e te't t$at posed pro!lems for readers -ac"no%ledge partiall* correct responses3 see"ing to understand students& perspecti/es *0onnect discussion to teac$ing point and#or compre$ension strateg* 1*at does 5ustin de.ide t*at Amber s*ould do /or t*eir +ro<e.t and w*!2 9ow .an Amber relate to 5ustin7s dad wor-ing in anot*er state and *ow t*at /eels /or 5ustin2 1*at did Bobb! sa! t*at u+set Amber2 A/ter t*e! ate lun.*4 w*at u+set Amber about t*e /ortune .oo-ies2 1*at .onne.tions .ould !ou ma-e to t*e stor!2 +ritten Response: (optional) 1rite about w*at !ou learned new about Amber and 5ustin7s relations*i+ .

Guided Reading Lesson Plan (Levels M-Z)

Title: Amber Brown is Not a ra!on Level: N "#BN: $-%&$-'%(&&-) *a+ter = Before Reading: (5-7 min.) *Summarize plot (M) * nfamiliar !oo" language#c$aracter names (S)

*Discuss picture (M) *Dra% upon students& e'periences (M)

1*at was t*e +roblem wit* t*e /ortune .oo-ies !esterda!2 1*! did t*is u+set Amber so mu.*2 Toda!4 Amber and 5ustin are at 5ustin7s *ouse0 #omet*ing is *a++ening t*at worries Amber0 Let7s read to see w*at t*at is0

(e't )a*out#+ords: *,e% or important %ords (-) * nusual aspect of te't la*out (-)

an.*ovies (:&)

Suggested (eac$ing .oint (Be$a/iors to ,otice and Support) or 0ompre$ension Strateg*: connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance Readers t*in- about t*e +lot o/ t*e stor!0 Toda!4 !ou are going to learn about a +roblem t*at is bot*ering Amber0 Read .losel! to /ind t*e +roblem and be +re+ared to dis.uss it0

During Reading: (12-15 min.) Students silentl* read t$e te't3 or *ou ma* c$oose to listen to a fe% %$isper read t$e te't. +$ile students are silentl* reading3 *ou can start anot$er group or conference %it$ students. 4fter Reading: (5-12 min.) *Discuss t$e stor* -clarif* confusion3 re/isiting parts of t$e te't t$at posed pro!lems for readers -ac"no%ledge partiall* correct responses3 see"ing to understand students& perspecti/es *0onnect discussion to teac$ing point and#or compre$ension strateg*. 1*at *a++ened in toda!7s reading2 1*at was t*e +roblem2 6es.ribe *ow 5ustin and Amber eat >reo .oo-ies0 1*! didn7t Mrs0 6aniels want a mess in t*e *ouse2 9ow .ould Amber tell t*at Mrs0 Bradle! li-ed t*e *ouse2 1*at did Amber sa! to ma-e Mrs0 Bradle! t*in- t*at t*e *ouse wasn7t good2 1*at was t*e <o-e about t*e +i??a t*at t*e! were going to *ave delivered2

+ritten Response (optional): 9ow does Amber /eel about t*e 6aniels7 /amil! +ossibl! selling t*eir *ouse2 1rite about t*at0

Guided Reading Lesson Plan (Levels M-Z)

Title: Amber Brown is Not a ra!on Level: N "#BN: $-%&$-'%(&&-) *a+ter ' Before Reading: (5-7 min.) *Summarize plot (M) * nfamiliar !oo" language#c$aracter names (S)

*Discuss picture (M) *Dra% upon students& e'periences (M)

1*at was t*e +roblem t*at Amber en.ountered at t*e 6aniels7 *ouse2 1*at made Amber /eel uneas! about t*e visit /rom Mrs0 Bradle!2 Toda!4 Amber and 5ustin are in a great mood0 T*at will all .*ange in a big wa!0

(e't )a*out#+ords: *,e% or important %ords (-) diorama (=:) * nusual aspect of te't la*out (-) Suggested (eac$ing .oint (Be$a/iors to ,otice and Support) or 0ompre$ension Strateg*: connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance Readers ma-e .onne.tions0 Toda!4 " want !ou to t*in- about *ow !ou would /eel i/ !ou were Amber or 5ustin at t*e end o/ t*is .*a+ter.

During Reading: (12-15 min.) Students silentl* read t$e te't3 or *ou ma* c$oose to listen to a fe% %$isper read t$e te't. +$ile students are silentl* reading3 *ou can start anot$er group or conference %it$ students. 4fter Reading: (5-12 min.) *Discuss t$e stor* -clarif* confusion3 re/isiting parts of t$e te't t$at posed pro!lems for readers -ac"no%ledge partiall* correct responses3 see"ing to understand students& perspecti/es *0onnect discussion to teac$ing point and#or compre$ension strateg* 1*! was 5ustin *o++ing around2 1*at did *e do a/ter t*at2 1*at *a++ened at t*e end o/ t*eir ra.e to t*e *ouse2 1*! didn7t Amber /eel li-e a winner2 1*at .onne.tions did !ou ma-e to t*e stor!2 +ritten Response (optional): 1rite about *ow !ou would /eel i/ !ou were 5ustin0

Guided Reading Lesson Plan (Levels M-Z)

Title: Amber Brown is Not a ra!on Level: N "#BN: $-%&$-'%(&&-) *a+ter % Before Reading: (5-7 min.) *Summarize plot (M) * nfamiliar !oo" language#c$aracter names (S)

*Discuss picture (M) *Dra% upon students& e'periences (M)

;esterda! w*en we /inis*ed4 somet*ing *orrible *ad *a++ened0 1*at was it2 9ow do !ou t*in- Amber and 5ustin will *andle it2 9ave !ou ever *ad to move2 1*at was t*at li-e2 6o !ou t*in- t*at Amber and 5ustin will /eel t*e same or di//erentl! about t*e move2 1*! do !ou t*in- t*at2 (e't )a*out#+ords: *,e% or important %ords (-) sar.asti. (=&) * nusual aspect of te't la*out (-) Suggested (eac$ing .oint (Be$a/iors to ,otice and Support) or 0ompre$ension Strateg*: connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance Readers ma-e .onne.tions0 Toda!4 " want !ou to t*in- about *ow !ou would /eel i/ !ou were Amber at t*e end o/ t*is .*a+ter0 During Reading: (12-15 min.) Students silentl* read t$e te't3 or *ou ma* c$oose to listen to a fe% %$isper read t$e te't. +$ile students are silentl* reading3 *ou can start anot$er group or conference %it$ students. 4fter Reading: (5-12 min.) *Discuss t$e stor* -clarif* confusion3 re/isiting parts of t$e te't t$at posed pro!lems for readers -ac"no%ledge partiall* correct responses3 see"ing to understand students& perspecti/es *0onnect discussion to teac$ing point and#or compre$ension strateg* 1*ere *as 5ustin been2 1*! is t*ird grade t*e worst grade /or Amber2 9ow are 5ustin and *is mom treating Amber2 1*at .onne.tions did !ou ma-e to t*e stor!2

+ritten Response (optional): 1rite about *ow Amber is /eeling and w*!0

Guided Reading Lesson Plan (Levels M-Z)

Title: Amber Brown is Not a ra!on Level: N "#BN: $-%&$-'%(&&-) *a+ter 8 Before Reading: (5-7 min.) *Summarize plot (M) * nfamiliar !oo" language#c$aracter names (S)

*Discuss picture (M) *Dra% upon students& e'periences (M)

Amber *as lots o/ reasons t*at t*ird grade is t*e worst0 1*at are some o/ *er reasons2 9ow would !ou /eel i/ t*ose t*ings *ad all *a++ened to !ou2 Toda!4 5ustin returns0 As !ou read4 loo- /or .*anges in 5ustin0 (e't )a*out#+ords: *,e% or important %ords (-) * nusual aspect of te't la*out (-) Suggested (eac$ing .oint (Be$a/iors to ,otice and Support) or 0ompre$ension Strateg*: connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance Readers ma-e .onne.tions0 Toda!4 " want !ou to t*in- about *ow !ou would /eel i/ !ou were Amber listening to 5ustin tell about *is tri+ to Alabama0 During Reading: (12-15 min.) Students silentl* read t$e te't3 or *ou ma* c$oose to listen to a fe% %$isper read t$e te't. +$ile students are silentl* reading3 *ou can start anot$er group or conference %it$ students. 4fter Reading: (5-12 min.) *Discuss t$e stor* -clarif* confusion3 re/isiting parts of t$e te't t$at posed pro!lems for readers -ac"no%ledge partiall* correct responses3 see"ing to understand students& perspecti/es *0onnect discussion to teac$ing point and#or compre$ension strateg* 1*en 5ustin .ame ba.- to s.*ool w*at was going on in t*e .lassroom2 1*at did 5ustin tell t*e .lass2 9ow did t*is ma-e Amber /eel2 1*at .onne.tions did !ou ma-e to t*e stor!2

+ritten Response (optional): 1rite about *ow !ou t*in- 5ustin /elt about Alabama0

Guided Reading Lesson Plan (Levels M-Z)

Title: Amber Brown is Not a ra!on Level: N "#BN: $-%&$-'%(&&-) *a+ter @ Before Reading: (5-7 min.) *Summarize plot (M) * nfamiliar !oo" language#c$aracter names (S)

*Discuss picture (M) *Dra% upon students& e'periences (M)

"n .*a+ter 84 5ustin told t*e .lass about *is tri+ to Alabama0 9ow did t*is ma-e Amber /eel2 9ow would !ou *ave /elt i/ !ou were Amber2 9ow would !ou des.ribe t*e relations*i+ between Amber and 5ustin now2 Toda!4 as !ou read4 t*ings are going to .*ange0 9ow do !ou t*in- t*e! are going to .*ange2

(e't )a*out#+ords: *,e% or important %ords (-) * nusual aspect of te't la*out (-)

meteor (%')

lobs (8,)

Suggested (eac$ing .oint (Be$a/iors to ,otice and Support) or 0ompre$ension Strateg*: connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance Readers ma-e .onne.tions0 As !ou are reading4 t*in- about *ow !ou would /eel i/ !ou were Amber or 5ustin0

During Reading: (12-15 min.) Students silentl* read t$e te't3 or *ou ma* c$oose to listen to a fe% %$isper read t$e te't. +$ile students are silentl* reading3 *ou can start anot$er group or conference %it$ students. 4fter Reading: (5-12 min.) *Discuss t$e stor* -clarif* confusion3 re/isiting parts of t$e te't t$at posed pro!lems for readers -ac"no%ledge partiall* correct responses3 see"ing to understand students& perspecti/es *0onnect discussion to teac$ing point and#or compre$ension strateg* 9ow does t*e boo- des.ribe t*e 6aniels7 *ouse2 1*at was t*e <ob t*at 5ustin *ad to do2 9ow did t*is .ause a +roblem between Amber and 5ustin2 1*! do !ou t*in- t*e gum ball in.ident u+set Amber so mu.*2 1*at .onne.tions did !ou ma-e to t*e stor!2 +ritten Response (optional): 1rite about w*! !ou t*in- 5ustin didn7t want to tal-0

Guided Reading Lesson Plan (Levels M-Z)

Title: Amber Brown is Not a ra!on Level: N "#BN: $-%&$-'%(&&-) *a+ter ( Before Reading: (5-7 min.) *Summarize plot (M) * nfamiliar !oo" language#c$aracter names (S)

*Discuss picture (M) *Dra% upon students& e'periences (M)

At t*e end o/ t*e last .*a+ter Amber was not ever s+ea-ing to 5ustin again0 1*at *a++ened to .ause *er to /eel t*at wa!2 6o !ou t*in- s*e will ever s+ea- to 5ustin again2 1*! or w*! not2 "n t*is .*a+ter4 Amber *as some issues to deal wit*0 Let7s read to see w*at *a++ens0 (e't )a*out#+ords: *,e% or important %ords (-) obno3ious (8=) rabies (8=) * nusual aspect of te't la*out (-) Suggested (eac$ing .oint (Be$a/iors to ,otice and Support) or 0ompre$ension Strateg*: connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance Readers ma-e .onne.tions0 Toda!4 Amber is wor-ing t*roug* a +roblem0 T*in- about *ow !ou .an relate to Amber0 During Reading: (12-15 min.) Students silentl* read t$e te't3 or *ou ma* c$oose to listen to a fe% %$isper read t$e te't. +$ile students are silentl* reading3 *ou can start anot$er group or conference %it$ students. 4fter Reading: (5-12 min.) *Discuss t$e stor* -clarif* confusion3 re/isiting parts of t$e te't t$at posed pro!lems for readers -ac"no%ledge partiall* correct responses3 see"ing to understand students& perspecti/es *0onnect discussion to teac$ing point and#or compre$ension strateg* 1*! did Amber *ave to .*oose a new /riend2 1*! was it su.* a *ard tas- /or *er2 1*at did *er mom do to tr! to *el+ *er2 6id t*e tal- wit* mom *el+ Amber2 1*at did mom sa! t*at seemed to *el+ t*e most2 (.onne.tion) 9as !our mom or dad ever *el+ed !ou solve a +roblem2 +ritten Response (optional): 1rite about a time t*at !ou *ad a +roblem t*at !ou *ad to wor- t*roug* and *ow !ou did it0

Guided Reading Lesson Plan (Levels M-Z)

Title: Amber Brown is Not a ra!on Level: N "#BN: $-%&$-'%(&&-) *a+ter & Before Reading: (5-7 min.) *Summarize plot (M) * nfamiliar !oo" language#c$aracter names (S)

*Discuss picture (M) *Dra% upon students& e'periences (M)

"n .*a+ter (4 Amber *ad a *uge +roblem0 9ow did s*e go about solving *er +roblem2 1*at do !ou t*int*at s*e will do a/ter *er tal- to mom2 6o !ou t*in- t*at Amber will ma-e u+ wit* 5ustin2 9ow will s*e *andle t*e /inal move2 Let7s read to see i/ !ou are rig*t0

(e't )a*out#+ords: *,e% or important %ords (-) * nusual aspect of te't la*out (-) Suggested (eac$ing .oint (Be$a/iors to ,otice and Support) or 0ompre$ension Strateg*: connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance Readers ma-e .onne.tions0 Amber is dealing wit* 5ustin7s moving0 T*in- about *ow !ou would deal wit* !our best /riend moving0

During Reading: (12-15 min.) Students silentl* read t$e te't3 or *ou ma* c$oose to listen to a fe% %$isper read t$e te't. +$ile students are silentl* reading3 *ou can start anot$er group or conference %it$ students. 4fter Reading: (5-12 min.) *Discuss t$e stor* -clarif* confusion3 re/isiting parts of t$e te't t$at posed pro!lems for readers -ac"no%ledge partiall* correct responses3 see"ing to understand students& perspecti/es *0onnect discussion to teac$ing point and#or compre$ension strateg* At t*e beginning o/ t*e .*a+ter4 *ow were Amber and 5ustin treating ea.* ot*er2 1*at event *a++ened t*at led to Amber and 5ustin tal-ing2 1*at gi/t did 5ustin give Amber2 9ow did t*is ma-e *er /eel2 Amber sa!s w*en s*e t*in-s o/ t*ird grade4 s*e7ll t*in- o/ w*at2 9ow is t*is di//erent /rom w*at s*e said earlier in t*e boo-2 1*at .onne.tions did !ou ma-e to t*e stor!2

+ritten Responses (optional): 1rite about w*i.* .*ara.ter !ou .onne.ted wit* t*e most4 Amber or 5ustin4 and *ow !ou .onne.ted0