{"id":9393,"date":"2022-04-14T15:51:31","date_gmt":"2022-04-14T19:51:31","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=9393"},"modified":"2022-04-20T16:32:24","modified_gmt":"2022-04-20T20:32:24","slug":"guided-reading-teaching-plan-outline","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/kindergarten\/toolkit-kindergarten\/guided-reading-teaching-plan-outline\/","title":{"rendered":"Guided Reading Teaching Plan Outline"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n\t\n\t<p>You may modify any Guided Reading teaching plan to focus on any appropriate comprehension strategy. For example, you may wish to change the comprehension focus for a first reading if you think students need practise with a particular strategy. <\/p>\n\t<p>Changing the comprehension focus is an easy task. You need to modify the original lesson in three areas:<\/p>\n\t<ul>\n\t<li> Before Reading: Set a new purpose for reading that focuses on the comprehension strategy you have selected.\n\t\n\t<\/li>\n\t<li>During Reading: Add a prompt that focuses on the new comprehension strategy when you hear selected students read aloud for diagnostic purposes. You may also wish to assess the selected strategy when you monitor.\n\t\n\t<\/li>\n\t<li>After Reading: When you revisit the purpose for reading, focus on the modified comprehension purpose you established in the Before Reading phase.\n\t\n\t<\/li>\n\t<\/ul>\n\n<\/div>\n<div id=\"Section-Two\" class=\"section\">\n\n<h2 id=\"Example_of_a_Guided_Reading_Lesson_First_Reading_with_a_New_Comprehension_Focus\" class=\"heading\"><a name=\"readinglesson\" id=\"readinglesson\"><\/a>Example of a Guided Reading Lesson (First Reading) with a New Comprehension Focus<\/h2>\n\t\n\t\n\t<p>\n\t\t\n\t\t\n\t\t\n\tAn example of a modified teaching plan with a new comprehension focus is provided. Read the original lesson and then look over the changes indicated in italics.<\/p>\n\t<p><strong><span class=\"Blue_hi-lite\">Text:<\/span><\/strong> Lost Cat (Level D)<br>\n\t<strong><span class=\"Blue_hi-lite\">Original Comprehension Focus:<\/span><\/strong> Evaluating<br>\n\t<span class=\"Blue_hi-lite\"><strong>New Comprehension Focus:<\/strong><\/span><strong><span class=\"author\"><\/span><\/strong> Making connections<\/p>\n\t\n\t<figure class=\"wp-block-table is-style-regular wp-block-table-spacing\">\n\t<table width=\"515\" border=\"1\" cellpadding=\"5\" cellspacing=\"0\">\n\t<tbody><tr>\n\t<td width=\"140\" valign=\"top\"><strong class=\"table_bold_bluehilite\">BEFORE READING<\/strong> <br>\n\tMaking connections<br>\n\t<br>\n\t<br>\n\t<br>\n\t<br>\n\tMaking connections    <\/td>\n\t<td width=\"375\" valign=\"top\"><strong>Activating and Building Background Knowledge<\/strong>\n\t\t\n\t\t<br><br>\n\t\t\n\t\t\n\t\t<p class=\"speach-bubble left\">I left the gate open and my dog got out. Have you lost a pet? How did you feel?<\/p>\n\t\t\n\t\t\n\t\u2022 Ask students if they have a family pet and if they have ever lost this pet.<br>\n\t<br>\n\t\u2022 Ask students what you can do if a pet is missing.<br>\n\t<br>        \n\n<p class=\"speach-bubble left\" style=\"clear: both\">The family who lost their cat made a flyer. They made copies to let people know their cat was lost. Who do you think they gave copies of the flyer to? Why do you think that?<\/p>\t\t\n\t\t<strong>Discussing Supports \n\tand Challenges<\/strong><br>\n\t\t\n\t\t\n\t\u2022 Show a copy of the  <em>Lost Cat<\/em> flyer and  explain what the  family did to try to  find their pet cat  Fluffy.<br><\/td>\n\t<\/tr>\n\t<tr>\n\t<td width=\"140\" valign=\"top\"><br>\n\t<br>\n\t<br>\n\t<br>\n\tPredicting\/inferring      <br>\n\t<br>\n\tAnalyzing<br>\n\t<br>\n\tVisual literacy\/ <br>\n\tsynthesizing<br>\n\t<br>\n\t<br>\n\tMaking connections\/ inferring<br>\n\t<br>\n\t<br>\n\t<br>\n\tWord solving and <br>\n\tbuilding <br>\n\t<br>\n\t<br>\n\t<br>\n\t<br>\n\t<br>        <em><br>\n\tMaking connections<\/em><\/td>\n\t<td width=\"375\" valign=\"top\">\u2022 Hand out a copy of the flyer to each student.<br>\n\t<br>\n\t\u2022 Read the flyer heading out loud and use prompts to <br>        discuss the flyer&#8217;s content, purpose, and features:\n\t\t\n\t\t<br><br>\n\t &#8211; What do you think they&#8217;d put on a flyer  about their missing pet? Why? <br>\n\t&#8211; How will people let the family know if  they find Fluffy? <br>\n\t&#8211; How does the flyer persuade you to look for the cat? (e.g., big headline, question \n\tabove the photograph, starred request  for help, big print, photo of cat)<br>\n\t&#8211; They&#8217;d hand out copies to neighbours. Where else could they put the flyer to catch people&#8217;s attention?\n\t<br> <br>       \n\t\t\n\t\t<p class=\"speach-bubble left\">We know the cat is called Fluffy. Say the cat&#8217;s name slowly. What sounds do you hear at the beginning of the word? Can you find the word &#8216;Fluffy&#8217;?<\/p>\n\t\t\n\t\t\n\t\u2022 Help students to      recognize a key      word.<br><br>\n\t       <strong><em><br>\n\tSetting a Purpose for Reading<\/em><\/strong><br>\n\t\t\n\t\t<p class=\"speach-bubble left\">What do you know about cats that might help you to find Fluffy?<\/p>\n\t\t\n\t<em>\u2022 Offer a prompt that \n\tfocuses the students \n\ton Making connections.<\/em><\/td>\n\t<\/tr>\n\t<tr>\n\t<td width=\"140\" valign=\"top\"><strong class=\"table_bold_bluehilite\">DURING READING<\/strong> <br>\n\t\n\t\n\t<br>        <em>Making connections<\/em><br>\n\tEvaluating<br>\n\t<br>\n\tAnalyzing\/making <br>\n\tconnections<br>\n\tInferring<br>\n\t<br>\n\tInferring<br>\n\tInferring\/synthesizing<br>\n\tSelf-monitoring<br>\n\t<br>\n\t<br>\n\tPredicting<\/td>\n\t<td width=\"375\" valign=\"top\">\u2022 Ask each student to read the text independently,       keeping in mind the purpose for reading.<br>\n\t<br>\n\t\u2022 Observe and listen to students as they read    quietly, assisting them with navigating the flyer&#8217;s       features, word solving, vocabulary, and       punctuation. Respond to comprehension queries     and offer occasional comprehension prompts to       help them to problem-solve.<br>\n\t<br>\n\tPossible prompts:<br>\n\t<em>&#8211; Where would you take this flyer if Fluffy was your cat? <\/em><br>\n\t&#8211; How will putting the photo on the flyer help the          family to find Fluffy?<br>\n\t&#8211; Which part is her belly? <br>\n\t<br>\n\t&#8211; Does she really have three white socks on her feet?   What does that mean? <br>\n\t&#8211; What colour do you think her fourth foot will be? <br>\n\t&#8211; How do you think Fluffy\u2019s family feels? <br>\n\t&#8211; Did that make sense? Reread that part and think    what would make sense and sound right.\n\t<p>\u2022 If some students finish early, ask them to reread  independently or with a partner. Ask them to  discuss whether they think the cat was found.<strong><\/strong><\/p>\n\t\u2022 Note successful reading strategies and any  remaining reading challenges. <em>You may wish to  assess the new comprehension strategy.<\/em><\/td>\n\t<\/tr>\n\t<tr>\n\t<td width=\"140\" valign=\"top\"><strong class=\"table_bold_bluehilite\">AFTER READING<\/strong> <br>        <em>Making connections<\/em><br>\n\t<br>\n\t<br>\n\t<br>\n\t<br>\n\t<br>\n\t<br>\n\tInferring<br>\n\t<br>\n\tPredicting<br>\n\tEvaluating\/self-monitoring<br>\n\tEvaluating<br>\n\t<br>\n\tSelf-monitoring\n\t<p>  <br>\n\t<br>\n\t<\/p><\/td>\n\t<td width=\"375\" valign=\"top\">\n\t\t<p class=\"speach-bubble left\">Do cats like to play? What do they like to play with? How could knowing that help you find Fluffy?<\/p>\n\t\t\n\t\t<em>\n\tRevisit the purpose for reading: What do you know about cats that might help you to find Fluffy?<\/em>\n\t\t\n\t\t\n\t\t<em><br>\n\t<br>\n\t<\/em>\u2022 Extend comprehension by offering prompts to initiate       discussion:<br>\n\t&#8211; How do you think the family felt when they were    making this flyer? Why do you think that? <br>\n\t&#8211; Do you think they found Fluffy? <br>\n\t&#8211; If you were doing a flyer about a missing pet, what  would you do the same\/differently? <br>\n\t&#8211; Could they have done anything else to find Fluffy? <br>\n\t<br>\n\t\n\t\t\n\t\t<p class=\"speach-bubble left\">Chandra read the flyer and then went back to look at it. She noticed she&#8217;d forgotten to read the words in the star shape, so she pointed to them. It&#8217;s a good idea to check you&#8217;ve read everything on a flyer.<\/p>\n\t\t\u2022 Comment on       an effective  reading  strategy you observed.    <\/td>\n\t<\/tr>\n\t<\/tbody><\/table>\n\t\t\n<\/figure>\n\t\n\t<p><span class=\"Blue_hi-lite_noItalics\"><strong>Teaching Tip:<\/strong><\/span> Many texts can be modified to fit a selection of comprehension strategies. However, choose your comprehension strategy carefully as some texts lend themselves to particular strategies, for example, a \u201cHow to\u2026\u201d text usually asks a reader to sequence information and a text that requires a reader to visualize may lend itself to a focus on inferring.<\/p>\n\t<p>Use the <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/toolkit\/guidedreadplanoutline.pdf\" target=\"_blank\" rel=\"noopener\">Guided Reading Teaching Plan Outline<\/a> to jot down changes you will make in modifying a lesson. It can also be used to jot down ideas for a Guided Reading lesson, using materials you already have in your classroom.<\/p>\n\t<p class=\"heading2\"><br>\n\t<\/p>\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>You may modify any Guided Reading teaching plan to focus on any appropriate comprehension strategy. For example, you may wish to change the comprehension focus for a first reading if you think students need practise with a particular strategy. Changing the comprehension focus is an easy task. You need to modify the original lesson in [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":0,"parent":9374,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-9393","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/9393","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/comments?post=9393"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/9393\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/9374"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=9393"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}