Guided Reading - 3rd Grade
Rationale:
Standards:
Objectives:
Of Whole Lesson and Stations:
Objectives of Just Guided Reading Station:
Procedure:
Stations
o Center 1: Word Join (Fig. 1) - Students will use the letters provided to make their spelling words on the board. This is very similar to the game Scrabble. The students will place the first word on the board. Building off of that word they will make another spelling word and so on. The students will work as a team so the students do not worry about what player needs to go first.
o Center 2: The Museum Center (Fig. 2) - Random items (magnet, clothespin, tiny pencil, jack from a jacks game, toy truck, etc.) are placed in a bag. Students choose a task card that requires them to use critical thinking skills as they examine and write about the objects. Cards range from tasks that ask them to sort the objects according to pre-determined and self-selected categories, to speculative tasks about how a future civilization would view us if they found only this bag of objects as remains from our culture.
o Center 3: Weird Facts (Fig. 3) - This center will include National Geographic magazines, Time for Kids, Scholastic News, and science-related books for kids that will be rotated out each time this workstation is used. Students read stories and then record an interesting ("weird") fact they read in the binder provided. The binder is a page that asks students to record their names, the date, the title of the publication they read, the title of the article, the author, and what the weird fact was. The binder allows enough room to keep the same book years, so students can enjoy reading what previous classes and current classmates read about.
o Center 4: Guided Reading With Teacher – At this station students will work with the teacher to help build comprehension skills that they can use w while reading individually. The teacher should create groups based off of reading levels, that way the teacher can read an appropriate text for each group he/she meets with.
Guided Reading Station
o Have students lead introduction of text and make predictions on the author’s purpose.
o Introduce story by saying,
§ “This is a book about Egypt and its people.”
§ “What do we already know about Egypt?”
§ “What predictions can you make about Egyptians?”
o Have students read the story independently while writing down facts about the Egyptian people and at least one inference on post-it notes.
§ “Does the author tell us why the Egyptians built the Great Sphinx? What can you infer?”
§ “Based on what the author has already said, what can the reader tell about Egypt?”
§ “Which sentence(s) best shows you that pets were important to the Egyptians?”
Materials:
Assessment:
Sources:
Rationale:
- The purpose of this lesson is for students to develop reading strategies that can help them understand text during individual reading. Class will be broken up into five groups. Four groups will go to different center workstations while the fifth group meets with the teacher to supply whatever assistance or guidance students need in order for them to read a selection successfully.
Standards:
- CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- CCSS.ELA-LITERACY.RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
Objectives:
Of Whole Lesson and Stations:
- Students will be able to utilize reading strategies during the independent reading of a text.
- Students will be able to develop comprehension skills better.
- Students will be able to participate in different workstations to help build spelling skills and critical thinking skills and be able to use those skills in the future.
Objectives of Just Guided Reading Station:
- Students will be able to make and explain inferences from texts such as determining important ideas, and cause/effect, making predictions, and drawing conclusions. Determine the difference between right there (explicit) and think and search (implicit) responses and give support from text.
- Students will be able to support interpretation or conclusion with examples drawn from text.
- Students will read regularly in instructional-level materials.
Procedure:
Stations
- Before the lesson begins, you will need to set up three different center workstations. The fourth station will be the guided reading table with the teacher. The reason for these stations is to keep the other students busy while also building different types of skills while the teacher is meeting with the guided reading group. The centers allow for the teacher to devote her attention to the small group for reading and will not have to worry what the other students are doing.
- I will set up the following stations (pictures of each station at end of lesson). 15 minutes will be spent at each station, this allows for an hour time gap for the whole lesson.
o Center 1: Word Join (Fig. 1) - Students will use the letters provided to make their spelling words on the board. This is very similar to the game Scrabble. The students will place the first word on the board. Building off of that word they will make another spelling word and so on. The students will work as a team so the students do not worry about what player needs to go first.
o Center 2: The Museum Center (Fig. 2) - Random items (magnet, clothespin, tiny pencil, jack from a jacks game, toy truck, etc.) are placed in a bag. Students choose a task card that requires them to use critical thinking skills as they examine and write about the objects. Cards range from tasks that ask them to sort the objects according to pre-determined and self-selected categories, to speculative tasks about how a future civilization would view us if they found only this bag of objects as remains from our culture.
o Center 3: Weird Facts (Fig. 3) - This center will include National Geographic magazines, Time for Kids, Scholastic News, and science-related books for kids that will be rotated out each time this workstation is used. Students read stories and then record an interesting ("weird") fact they read in the binder provided. The binder is a page that asks students to record their names, the date, the title of the publication they read, the title of the article, the author, and what the weird fact was. The binder allows enough room to keep the same book years, so students can enjoy reading what previous classes and current classmates read about.
o Center 4: Guided Reading With Teacher – At this station students will work with the teacher to help build comprehension skills that they can use w while reading individually. The teacher should create groups based off of reading levels, that way the teacher can read an appropriate text for each group he/she meets with.
Guided Reading Station
- Introduce the text.
o Have students lead introduction of text and make predictions on the author’s purpose.
o Introduce story by saying,
§ “This is a book about Egypt and its people.”
§ “What do we already know about Egypt?”
§ “What predictions can you make about Egyptians?”
- Read the text.
o Have students read the story independently while writing down facts about the Egyptian people and at least one inference on post-it notes.
- Discussion
§ “Does the author tell us why the Egyptians built the Great Sphinx? What can you infer?”
§ “Based on what the author has already said, what can the reader tell about Egypt?”
§ “Which sentence(s) best shows you that pets were important to the Egyptians?”
- Assessment/ Writing Activity
Materials:
- The book Ancient Egypt
- Posit-its.
- Paper
- Playing board, instructions and letters for center 1
- Random items in a bag and instruction folder for center 2.
- Binder and instruction folder for center 3.
Assessment:
- Assessment will take place during the final step at the guided reading table. The summary of the story that the students create and the facts they have found about Egyptian people can tell the teacher what they have found.
Sources:
- Teresa Cavazos for AISD
- Thecornerstoneforteachers.com
- Angela Watson for The Cornerstone