Guided Reading Lesson

Name: Kain Lucero Reading Level: Kindergarten Text: The Way I go to school
1. Objective(s): By the end of the lesson students will be able to read the book,
The Way I go to School and use pictures to connect to the words that support
the text.
2. Colorado Academic Standards: Content Area: Reading, Writing, and
Communicating Standard: 2. Reading for All Purposes
Prepared Graduates:
Interpret how the structure of written English contributes to the pronunciation and
meaning of complex vocabulary
Demonstrate comprehension of a variety of informational, literary, and persuasive
texts
Grade Level Expectation: Kindergarten
Concepts and skills students master: A concept of print to read and a solid comprehension
of informational text are the building blocks for reading
Evidence Outcomes:
Students can: Use Integration of Knowledge and Ideas to:
i.
With prompting and support, describe the relationship between illustrations and
the text in which they appear (e.g., what person, place, thing, or idea in the text an
illustration depicts). (CCSS: RI.K.7)
3. Decoding words in print requires alphabet recognition and knowledge of letter sounds
Follow words from left to right, top to bottom, and page-by-page.
3. Learning Target(s): I can look at the pictures to help me read words I dont know.
4. Assessment: Students will read the book in a small group as we go around the table.
Each student will have the opportunity to read the whole book. Each student will read the
book on their own as I go around the room and have each child read to me. This will give
me more of a feel how well they can read this text.
5. Materials: Copies of the book The Way I go to School
White board, marker
6. Guided Reading LessonA. Book introduction: Good morning boys and girls today we are going to read the
book, The Way I go to School. It deals with the different ways each child gets to school
in the morning. I would share with the student how I get to school in the morning. Then
inform them I go to school by walking. The word in the text I would show and model for
them is the word school. This can be a tricky word to spell and most kids spell this
word like skol. I would say, /ch/ makes /k/ and oo makes the oo sound like in pool. I
would then say, Most of the words in this book you guys know; however, if you dont

know a word look at the pictures and I bet youll be able to read the word after looking at
the picture. I would not mention their sight/high frequency words that they should know.
These words include go or cvc words that they can sound out phonetically. I will then
mention to the students this book follows a pattern and lets see if we can figure the
pattern out by the end of the book.

* Script exactly what you will say (you wont read this exactly, but scripting it helps
when you are planning these guided reading lessons).

B. Reading: I would walk around the room and have each student read out loud to me. I
would also keep an ear open for the other students reading out loud so I could help them
as well. If I am reading with one child and I hear another child make a mistake I would
ask that student to reread that page to me so I could help them out. I would do this
process throughout the guided reading lesson so I can assess how each child reads. I
would focus on a few strategies. The first strategy I would focus on is to use the pictures
to help you identify a word they dont know. Next, I would say look at the initial sound
and see if you know what that sound makes. I would then say get your mouth ready and
see if the first sound, sounds right.
C. Closure: I would have the students share with me the ways he/she gets to school.
Alright boys and girls I want you to think how you get to school in the morning. Once
you are ready to share put your finger on your nose. I would then call on a few students
to share out how they got to school.
7. Differentiation: How will you address different needs that students in your group may
show? Think about providing extra support and also what you will do with students when
they have finished reading or doing word work easily.

I will provide extra scaffolding for students that struggle. Also, if a student is struggling
with a text I would ask a student that can read the text a little better to follow along why a
student reads to him/her. After, they follow along and hear the text read by a classmate I
would have them read the book by themselves. If a student has finished reading the book
I would ask them to read it again and if they read the text again I would ask them to
identify things in the text we are working. Can you find the sight words on, go, in,
school in the text and write them on a sticky note.

Guided reading is an activity I see everyday in my field study. Observing my teacher

during the guided reading lesson really helped me when I taught my lesson. I think my clinical
teacher does a great job with guided reading; therefore, I tried to mimic him as best as could
during my lesson. Guided reading is important for all students and assisting each student can be
tricky at times. At times it is hard to catch all student errors when each student is reading at the
same time. The teacher might miss and error here and there and a student might not get the
correction they need for future reading. After sitting in on many guided reading lessons, students
seem to enjoy reading to the teacher or in a small group. I believe it makes them feel more
comfortable because if they make a mistake the whole class wont know. I also like the fact that
during guided reading all children are at the same level and can discuss the book with each other.
Guided reading is great activity to implement in all classrooms. I am definitely going to use
guided reading in my future classroom.
I thought my lesson went better than I thought it would. I think watching my clinical
teacher everyday during guided reading gave me jump-start when I taught my lesson. During the
book introduction I thought I did a good job saying we are working on concepts about print,
pointing to each word as we read, and if you come across a word you dont know look at the
picture to try and identify the word. I also reiterated check to the picture to identify a word
multiple times. I also stated that this was a pattern book and the beginning of each page will look
the same. After, I stated the introduction I focused on the words on and in because students
tend to mix these words up in their reading. Students mix up the /o/ and /i/ in these words;

therefore, I wrote each word on the board and ask students to read the word on multiple times.
I ask the students to sound out each letter and blend the letters together. I then asked the students
what letter on starts with. Each student answered and then I repeated this same process with
the word in. After going over each word I wrote both words on a whiteboard and asked the
students if they noticed any difference between the two words. I had both students answer and
then sound out each word and blend the words, I think this went really well because it gave each
student a chance to blend the two words and identify the differences. I also had the students tap
out the sounds of each word and then blend them together. As a group we read the first page
together and then I had a each student read the first page once; therefore, they can see and hear
the pattern and each student had the opportunity to read the first page. I thought this went well
because students had the opportunity to read the pattern three times before beginning the story.
Another thing I thought went well during the lesson was that my peers said I did a good job
listening to both readers and catching the mistakes. For example, Kylee was reading to me and I
heard Kelly made a mistake and I asked Kelly to go back and reread me the page she was on so I
could identify and correct her error. I used two strategies and they were get your mouth ready to
sound out the first sound and look at the pictures to help you identify a word. My peers also said
I did a good job helping a student with the word boat. Instead of explaining to my student what
a diphthong was, I told her /oa/ makes /o/. At the end of the reading I asked students to share
with me how they get to school in the morning to connect to their personal lives.
What didnt go well from what my peer wrote was, When we read together, keep in
mind that the teacher reads faster than the students and I read a page faster than the students.
That something that didnt go well in my lesson. Also, one of my peers said I could have reread
the first page more to help students grasp the concepts better.

The way I would change this lesson if I taught it again was to read the first page slower
as a group. I dont want to read the page faster than the student because it does not benefit them.
Also, I would change how we read the first page. If I could do this again I would read the page
first to the class, then we would read the page together as a group, then each student would read
the page out loud. Another thing I would change that my peers noted was to have them write the
words on and in; therefore, they have practice acknowledging the differences between each
word. I learned that my students due well with pattern books and can identify words by looking
at the pictures. I will look to explicitly reveal this strategy to the whole class.