2nd Grade Guided Reading Lesson Plan

Guided Reading Lesson Plan

 

Text Title: Beavers

Level: Guided Reading Level R, DRA 40, Lexile 750

Non-Fiction

 

Introduction:

• Students will be previously placed into their guided reading groups according to their DRA levels.
• I will call a group to the table.
• "Red group, please come to the table."
• Introduce the -ing suffix to the students.
• "Today we will be talking about suffixes. Do you know what a suffix is? Can you explain to me what a suffix is? Who can give me an example of what a suffix is?"
• "Correct! A suffix is an affix which is placed after the stem of a word."
• "Today we will be talking about -ing suffix. Who can give me a word that has a suffix of -ing?"
• "Good Job! Since we are talking about -ing suffixes today, while you read your book about beavers, listen for words that end in -ing in your text."
• "Now let's play bingo using -ing words to help you practice!"
• Phonics focus: CCSS.ELA-LITERACY.RF.2.3.D: Decode words with common prefixes and suffixes.
• Word Work Activity: Bingo!

 (words: building, sleeping, chewing, gnawing, flowing, working, swimming, and grinding)

 

Before Reading:

• Pass out individual copies of the book, Beavers to each student within the group.
• Introduce the book.
• "This book is called Beavers and it is about what beavers eat, the body of a beaver, and where beavers live. It is all about beavers! Let's read the first page to find out what beavers are."

 

 

• Ask students to listen and look for words that end with the -ing suffix.
• "I am going to start reading this book to you and I want you to follow along with your finger as I read. I will randomly call on someone to start reading where I finish and then I will call on someone else until the entire group has read. I will do this to make sure you boys and girls are following along with the story. When you hear or see a word ending in the -ing suffix, I want you to mark that page with your sticky notes that I have provided for you."
• "Let's practice by starting on page 5 of your text."

 

During Reading:

• I will start out by reading and then the students that I call on will start reading where I or the students before them have finished their reading.
• "Garrett, will you start where I left off? You will each read one page at a time and then I will call on the next person to read. Don't forget that you should be following along with your finger as the other members in your group are reading."
• Comprehension non-fiction
• "Does anyone know what type of text we are reading? (Pause and wait for the students to answer the question.)"
• Good job, so what did it say that beavers eat? (Pause for the students to respond and if it looks like they are having trouble remembering, then tell them to refer back to page 8 for help.)"

 

• "What do you think about beavers so far? Do you like them? (Pause and wait for the students to respond.)"
• Fluency and phrasing
• "Don't forget that you should be reading this with expression and not too fast! We want the other students to understand your reading and understand your expressions when you read."
• Word decoding
• "Okay guys, there are some really tough words in this book! What can we do to help us understand a word that we may not know? (Pause and wait for the students to respond and elaborate if needed to.)"
• "Let's turn to page 26 where is talks about canals and look at the picture. Do you think this picture may give us a clue what a canal might be? (Pause and give the students a few minutes to check out the picture.)"

 

After Reading:

• Discuss
• "Okay, who thinks they learned one pretty cool fact about beavers today? (Just allow the students to raise their hands, but keep their mouths shut.)"
• "Can anyone tell me what beavers eat? (Pause for students to respond.)"
• "Can anyone tell me what beavers look like? (Pause for students to respond.)"
• Writing Activity
• "Okay, now I want you guys to find one fact about beavers that you found interesting or your favorite thing about beavers."
• "You will write a paragraph about that fact or favorite thing, but I need you to tell me where you found it in the book."
• "Don't forget to use facts from the book to help you support your details!"
• "Remember to use your writing skills that you have already learned like punctuation at the end of your sentences and capital letters at the beginning of your sentences and of important places and names."

Supplies:

• Group set of the book Beavers by Emilie U. Lepthien
• Pencils
• Paper
• Sticky notes
• Bingo sheet for each student