3rd Grade Guided Reading Lesson Plan

Guided Reading Lesson Plan

 

Text Title: Dingoes at Dinnertime

Level: Guided Reading level M, DRA 24, Lexile 400
Fiction, Adventure

Introduction:

• Students will previously be grouped into guided reading groups according to their DRA levels.
• I will call my lowest reading group to the table.
• "Blue group, please come to the table."
• Introduce phonic focus for the lesson.
• "You all have been working on decoding multi-syllable words." 
• "The book that we are about to begin reading will have many unfamiliar words to you guys. I know that you guys will be able to figure them out though!"
• "Let's practice the skill before we read!"
• Phonics Focus: (CC): CCSS.ELA-LITERACY.RF.3.3.C: Decode multi-syllable words.
• Word Work Activity: Decoding Multi-Syllable Words
  

  

(words: backpack, afternoon, window, sunshine, kangaroo, animals, pictures, sunlight, sleepyhead, and notebook)

• Introduce vocabulary focus for the lesson.
• "You guys are going to learn a lot of new vocabulary through this book!"
• "Today we are going to focus on the new vocabulary words that you will come across when reading the story."
• Vocabulary Focus: The students will have a sheet of their vocabulary words and they are to search for the words in the dictionary to write the meaning of the words down on their piece of paper.
• Vocabulary Word Work Activity: The students will use the vocabulary word that they just found the definition for and they will use it in a sentence.
• Vocabulary words: cookout, sadder, softest, teaches, pack, bark, escapes, and bravest

 

 

Before Reading:

• Pass out individual copies of Dingoes at Dinnertime to each of the students.
• Introduce the book.
• "Today we will be starting a new book and it is called, Dingoes at Dinnertime. Just by looking at the title and the cover of the book, what do you guys think this book will be about? (Pause and let the students respond)."
• "Those are some good ideas! Now let's flip our book over to the back of the book and I want everyone to silently read the summary of the book. When you are finished, I want you to turn your books back over and look up at me."

 

• "This book may be a little challenging, but we will get through it together!"
• "As you read, I want you guys to remember the vocabulary that we discussed and I want you guys to remember the strategy we used to decode multi-syllable words if you don't know what they are."

During Reading:

• Comprehension fiction
• Students will discuss the book as a group as they read and if they have questions about something, then they will talk about it as a group.
• They will answer comprehension questions in their reading journals by themselves.
• "After reading chapter 1, we are going to discuss some questions about the chapter."
• Examples of comprehension questions:
• How did Jack and Annie feel when they heard Teddy's bark?
• Who did they need to get the last gift from?
• Where do kangaroo's live?
• Fluency and phrasing
• I will call on students to take turns to read aloud to the group. I will remind them that they are to read with expression and to not read too fast, so that the others in the group can understand them.
• "Garrett, we will start with you today."
• Word decoding and vocabulary
• The students will use the strategies we used at the beginning of the lesson to decode the multi-syllable words that they may not know or recognize.
• "Don't forget to be using the strategy that we used to decode those multi-syllable words that don't know or understand."
• They will use there definition worksheet to look at the words that they do not know when they come across them.
• They will also flag words they do not know using a post-it note, so they can look it up in the dictionary when they are finished reading.
• "If you come across one of your vocabulary words, do not forget to look at your definition worksheet to help you understand the meaning. If you come across a word that you do not know and that is not on your vocabulary worksheet, then flag it with a post-it note and you can come back to it when you are finished reading and look it up in the dictionary."

After Reading:



• Five finger retell (using three paragraphs).
• First paragraph: the character, setting, and problem.
• Second paragraph: two major events that led to the solution
• Third paragraph: solution and other events that happened at the end

 

Supplies:

• Group set of Dingoes at Dinnertime by Mary Pope Osborn
• Pencils for each student
• Construction paper for each student
• Markers for each student
• Vocabulary worksheet for each student
• Dictionary for each student
• Post-it notes for each student
• Reading journal for each student