Small Group Guided Reading Lesson Plan Teacher Candidate: Grade Level: Kindergarten Date:

Small Group Guided Reading Lesson Plan
Teacher Candidate:
Grade Level: Kindergarten
Date: March 1, 2016
Unit/Subject: ELA
Instructional Plan Title: Dr. Seuss Week DAY 3 SMALL GROUP
I. Planning
Lesson Summary and Focus
Students will easily read high frequency words: am, it, and the –at family.
Classroom and Student Factors
21 students, 18 full-time, 3 with IEPs
National/ State Learning Standards
RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Specific learning target(s)/objectives:
I can read the sight words am and it with 90% accuracy.
I can write the sight words am and it with 90% accuracy.
I can identify words from the –at family in my reading and writing with 80% accuracy.
Teaching notes:
This lesson falls on day 3 of a 5 day unit.
Identify the (1) opening of the lesson: gather at the smart board for mini-lesson 10 minutes; (2) learning and teaching activities. Students dismissed to corners and small group – meet 20 minutes; and (3) update on what we will do next time we meet.
Formative assessment:
Informal observations will be made while students are reading and writing both at small group and throughout the corner activities.
Academic Language
Key vocabulary:
Word Family – The patterns in words help you read and write them. Today we are going to look at the pattern at.
Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.
Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.
Instructional Materials, Equipment and Technology
Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books
Brody, Jaxon, Joshua, Rylee, and Makinley will be pulled for guided reading.
II. Instruction
A. Opening
Prior Knowledge Connection
This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.
Anticipatory Set
Students will be excited to sing and rhyme identifying –at family words.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do
Students Do
Focus: High Frequency Word Fluency
Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at.
Next we will see how we can take the word hat and change the first letter to make new words in the –at family.
Book Intro:
Have you ever been to the zoo?
What animals do you see at the zoo?
Today we are going to read about animals that wear different colored hats on hat day at the zoo.
Do a book walk and identify the H sound in hat/hippo/has. Ask children the names of the animals.
Children will then read independently with teacher listening on.
After reading: What kinds of hats did the animals wear? What color was the hat? What was your favorite animal?
Writing task for second half of guided reading group (This may occur on the next day.) What color hat would you wear for hat day?
Students build the words and then put their finger under it and read it. Students use dry erase markers to write the words quickly.
We looked at the -at family. Examples may include at, cat, bat, mat, and sat.
Students raise hands offering answers and participating.
Behavior was reinforced by praising a student’s desired behavior.
Guided Reading Group
Once the mini-lesson is over, corner time begins. Students are then pulled in small groups for guided reading. Today meet with Brody, Jaxon, Joshua, Rylee, and Makinley. All other students are working independently at their corners.
Summative Assessment
Summative assessment will occur at the end of the unit.
Giving different students a chance to form new -at words will provide an opportunity to demonstrate understanding.
Page 4 of 4
© 2017 Grand Canyon University. All Rights Reserved.