READ 30280

Teaching Literacy
Signature Assignment: Comprehension Lesson Plan for Guided Reading

Lesson Plan Outline Format

Your Name: Jada Griggs
Text Title (APA): Fear, S. (2004). National parks. Harlow: Pearson Longman.
Written by Sharon Fear, the next National Parks is an informative non-fiction text
about different national parks around the world. A description and definition of a national
park is provided. Six national parks are explained in this text. Each park is provided with a
depiction of where it is, how it was discovered/formed, what it looks like, a description of
the landscape, the animals that live there, and the people that interact with the park. There
are pictures to support the details explained in the text. Included is a glossary of the words
highlighted throughout the text and an index.

Text Complexity
Guided Reading Level: Q
Lexile Measure: 840L
Overall, the text is somewhat complex with some simple text features. The layout is that
of a simple text because it has a larger plain font with regular word and line spacing.
Theres graphics and captioned photos along with a short glossary and supportive
enhancements. The structure of the text is also simple because the organization of the book
and the connections within the book are predicable and clear. The purpose and the meaning
of the text are somewhat complex because it involves a range of ideas with detailed
information. The language features are also somewhat complex because there are simple
and compound sentences and contains high factual content. Finally, the knowledge
demands are also somewhat complex because the vocabulary is familiar with some new
words.

Reader Characteristics
Sam
Guided Reading: Level Q
Independent Reading: Level N
Interests: hands-on activities, camping, animals, and outdoor activities
Strengths:
Working in small groups
Writing stories
Challenges:
Struggles reading grade level texts
Fiction Comprehension- making predictions and making inferences
Nonfiction Comprehension- determining most important main ideas
Struggles with experimenting using dialogue
Difficulty writing informational texts- especially providing details

Focus of Instruction:
I chose for this text specifically for this small group consisting of 5 to 6 students

READ 30280
Teaching Literacy
Signature Assignment: Comprehension Lesson Plan for Guided Reading
because it includes the reader Sam. He enjoys outdoor activities and animals, so when
selecting a text I chose one that he would be most interest in. National Parks by Sharon
Fear is a nonfiction text about different national parks of the world, what theyre like,
where they are, what people live in that area, and what animals are found there. Sam
struggles with determining the most important main ideas in a non-fiction text. So, I chose
this text to teach these students about text features that can help them to determine the main
ideas of passages. This texts draws attention to what the most important points of each
national park are through its headings and subheadings, so when the small group is taking
part in todays activity they will learn how to best determine the main ideas.
Objective(s):
ELA CCSS Standards:
Students will be able to determine the
CCSS.ELA-LITERACY.RI.5.1
main ideas within a non-fiction text using a
CCSS.ELA-LITERACY.RI.5.2
graphic organizer.
CCSS.ELA-LITERACY.RI.5.10

List of materials

A copy of National Parks by Sharon Fear for each student and myself
2 graphic organizers for each student, and 1 for me
1 for us to practice together
1 for them to work on independently

Lesson Procedures
Before:
First, I will tell my small group what text we will be reading together this day. I will
show them the cover of the book and ask if any of them know what a National Park is. After
a couple minutes will read the first section together comparing our definition of a national
park with the books definition.
To model the skill and strategy that I will be teaching, we will read the second section of
the book, Grand Canyon National Park, United States. This is where I will point out
specific text features to them. I will show them how headings and subheadings will explain
to them what the main idea of that paragraph will be, and it can help them in determining
the most important supporting details. Headings can be formed into questions, and the
content that appears after that should answer that question, and that is the main idea.
The students will be given a Bubble Map graphic organizer worksheet with 7 bubbles
on it. The students will be instructed to put the national park name in the center bubble.
Next, they will add the 6 main ideas of this park in the bubbles surrounding it, making sure
to create full sentences in each bubble.

During:
Each student will take turns reading different parts of the text until it is finished. I will
give prompts or clues the student needs them. I could say to them: "Try that again. Does
that make sense? Look at how the word begins." This book is set at these students
instructional level, so it is expected that they may struggle and extra guidance may be
needed.
To practice together, the students will be given another park that is listed in the text.
They will work to determine this new parks 6 main ideas and fill out another Bubble
Map graphic organizer (this will be collected for assessment). To guide the students along,
I will select the national park so that each student is completing a map for the same one. It

READ 30280
Teaching Literacy
Signature Assignment: Comprehension Lesson Plan for Guided Reading
will be Glacier National Park, Canada. As the students do this, I will observe, listen, and
only interject if necessary.

After:
To support independent application of the skill and strategy, I will encourage the
students to create their own story map organizers, like those we filled out during the lesson,
when reading independently. They can draw and fill out their own bubbles to keep track of
a text on a plain sheet of paper. I will clarify that not every story only has 6 main ideas.
Some will have more, and some will have less. Looking at headings and creating them into
questions about the information following them to determine the main ideas are skills that
they can apply to other texts and genres, not just non-fiction.

Method of Assessment
To assess the students ability to meet the objective, I will collect their story maps that
they completed independently. I will check to make sure that they completed it correctly, or
if certain students need more assistance in grasping the concept of determining main ideas.

Criteria for Success

The students will be filling out a graphic organizer independently on the Glacier
National Park, Canada, so when looking over their work I will be checking to see that they
used the skill of looking at the headings and subheadings to determine the main ideas of the
park correctly. I will be able to see they met the objective because by looking at their
answers. I do next expect them to have the same answers word for word, but I will have
specific key words to be looking for in their work. This will determine if they understand
where and how to find the main idea of a text.

READ 30280
Teaching Literacy
Signature Assignment: Comprehension Lesson Plan for Guided Reading