{"id":9524,"date":"2022-04-21T10:04:38","date_gmt":"2022-04-21T14:04:38","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=9524"},"modified":"2022-04-21T10:34:41","modified_gmt":"2022-04-21T14:34:41","slug":"guided-reading-teaching-plan-outline","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/toolkit-grade-1\/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\n<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 <br>\nfocus for a first reading if you think students need practice with a particular strategy. <\/p>\n<p>Changing the comprehension focus is an easy task. You need to modify the original lesson in three areas: <\/p>\n<ul>\n<li>Before Reading: Set a new purpose for reading that focuses on the comprehension strategy you have selected. <br>\n<br>\n<\/li>\n<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 <br>\nalso wish to assess the selected strategy when you monitor. <br>\n<br>\n<\/li>\n<li>After Reading: When you revisit the purpose for reading, focus on the modified comprehension purpose you established in the Before Reading phase.<br>\n<\/li>\n<\/ul>\n\n<div id=\"Section-Two\" class=\"section\"><\/div>\n\n\n<h2 id=\"Example_of_a_Guided_Reading_Lesson_First_Reading_with_a_New_Comprehension_Focus\" class=\"Heading3\"><span class=\"heading\"><span class=\"heading1\"><a name=\"readinglesson\" id=\"readinglesson\"><\/a><\/span><\/span>Example of a Guided Reading Lesson (First Reading) with a New Comprehension Focus\n<\/h2> \n\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.\n<span class=\"Blue_hi-lite\"><br>\n<br>\nText:<\/span> We Can Help (Level C)<br>\n<strong><span class=\"Blue_hi-lite\">Original Comprehension Focus:<\/span><\/strong> Evaluating<br>\n<span class=\"Blue_hi-lite\"><strong>New Comprehension Focus<\/strong><\/span><strong><span class=\"Blue_hi-lite\">:<\/span><\/strong> Making connections\n\n\t\n<figure class=\"wp-block-table is-style-regular wp-block-table-spacing\">\t\n<table width=\"524\" border=\"1\" cellpadding=\"5\" cellspacing=\"0\">\n\n<tbody><tr>\n<td width=\"139\" height=\"1303\" valign=\"top\"><span class=\"author\">BEFORE READING<\/span> <br>\n<br>\nMaking connections<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\nPrint tracking\/making connections<br><br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\nAnalyzing<br>\n<br>\n<br>\n<br>\n<br>\n<br>\nAnalyzing\/inferring<br>\n<br>\n<br>\nInferring<br>\n<br>\n<br>\n<br>\nMaking connections\/<br>\nsynthesizing<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\nVisual literacy<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\nText features<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n\n<br>\n<br>\n<br>\n<em>Making connections\/ comparing<\/em>\n<br>\n<br>\n<\/td>\n<td width=\"359\" valign=\"top\"><strong><br>\nActivating and Building Background Knowledge<\/strong><br>\n\n\t<p class=\"speach-bubble left\">Let&#8217;s look throught this comic together. What do you notice? How is a comic different from a storybook? What&#8217;s special about it?<\/p>\n\t\n\t\u2022 Using your copy of the<br>\ncomic, look through\nthe pages with the\nstudents and invite\nthem to talk about\nany comics they may\nhave seen or  read.\n<br>\n<br>\n\n\n<p class=\"speach-bubble left\">In this comic you&#8217;re going to find out how two children help out at home. How do you help out at home? Share your ideas with a partner<\/p>\n\t\n\t\u2022 Turn to the first page. \nRead the title out loud \nand use your finger to \ntrack print as you read. \n<br>\n<br>\n\n<strong>ELL Note<\/strong>: Ask students to raise their hands if they help do chores at home: wash the dishes, set the table, feed the dog, tidy up toys, and so on. Props such as cutlery or a dish towel can assist comprehension.<br>\n\n<br>\n<strong>Discussing Supports and Challenges<\/strong><br>\n\u2022 Hand out copies of the comic to each student. <br>\n<br>\n\u2022 Ask students to closely examine the illustrations on<br>\nthe first page, paying focused attention to the small <br>\ndetails of the pictures. <br>\n<br>\n\u2022 Use prompts to discuss the comic\u2019s content, purpose, <br>\nand features: <br>\n&#8211; In the first picture, do you see any clues \nthat tell you these children want to help \nout around home? Why do you think that? \n&#8211; In the second picture, what clues do you             see about how Mom\nis feeling as she\nshovels the snow?<br>  <br>\n\t\n\t<p class=\"speach-bubble left\">In the first two pictures you notice the lines the illustrator had drawn to show how excited the children are feeling and how Mom is shivering in the cold air. Keep looking at the pictures for clues as you read the comic.<\/p>\n\t\n          &#8211;\nHow might the \nchildren help Mom \nfeel better? What \nmakes you think \nthat?<br>\n<br>\n\n\t\n\t<p class=\"speach-bubble left\">How do we know who&#8217;s talking in each of these pictuers? Yes, the children&#8217;s words look as though they&#8217;re coming out of their mouths in speaking balloons<\/p>\n\n\u2022 Point out that\nspeech bubbles\ncontain the \ndialogue in a comic.\n<br>\n<br>\n\n<p class=\"speach-bubble left\">Reading a comic isn&#8217;t quite the same as reading a book. On the first page we see two parts &#8211; one at teh top, and one at the bottom. Point to where we start reading. Run your finger under the words and stop at the last word on this page.<\/p>\t\n\n\u2022 Reread the title, and\nask students to \nidentify where to\nstart reading. After \nreading the first \npanel, have\nstudents identify \nwhere to read next. \nDiscuss how a \ncomic is read from\ntop to bottom on\neach page. <br>\n<br>\n\n\n<strong><em>Setting a Purpose for Reading<\/em><\/strong><br>            <em>\n\t\n\t<p class=\"speach-bubble left\">As you read, think about how you help at home and see if these children help in the same way.<\/p>\n\t\n\t\u2022 Focus the readers on the \ncomprehension purpose.<\/em><\/td>\n<\/tr>\n<tr>\n<td width=\"139\" height=\"575\" valign=\"top\"><span class=\"author\">DURING READING<\/span> <br>\n<br>\n<br>\n<br>\n<br>\n<em><br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<\/em>\n<em>        Making connections\/ comparing<\/em><br>\n<br>\nAnalyzing\/inferring<br>\nEvaluating<br>\n<br>\nSelf-monitoring\n<br>\n<br>\n<br>\n<br>\nPredicting\n<br>\n<\/td>\n<td width=\"359\" valign=\"top\"><br>\n\u2022 Ask each student to read the text independently, \n<em><\/em>keeping in mind the purpose for reading.<br>\n<br>\n<strong>ELL Note<\/strong>: When reading with the ELLs, use facial expressions and gestures to communicate the meaning of words like \u2018sad,\u2019 \u2018hungry,\u2019 \u2018cold,\u2019 and \u2018tired\u2019<em>.<\/em> Use such words when prompting ELLs so they gain more exposure to these words. For example, \u201cIs Mom cold?\u201d \u201cIs the dog hungry?\u201d The ELLs answer, \u201cYes, Mom is cold.\u201d<br>\n<br>\n\u2022 Observe and listen to students as they read quietly,\nand assist them with navigating the comic\u2019s features,\nword solving, vocabulary, and punctuation. Respond \nto students\u2019 comprehension and word recognition \nqueries as needed, and offer prompts to help \nthem problem solve. Possible prompts:\n\n<br>\n<em>&#8211; Do you help when your Mom or Dad is \ncleaning the kitchen? Do you help in the \nsame way as the children in the comic? <\/em><br>\n&#8211; How did the children help their mother?<br>\n&#8211; Why did the boy ask the dog \u201cAre you\nhungry?\u201d <br>\n&#8211; Did that make sense? Reread that part \nand think what would make sense and \nsound right.<br>\n<br>\n\u2022 If students finish early, ask them to reread\n<em><\/em>independently or with a partner. Ask them to \n<em><\/em>discuss what else the children could do to help \n<em><\/em>their family.<br>\n<br>\n\u2022 Note successful reading strategies and any remaining <br>\n<em><\/em>reading challenges. <em>You may wish to assess the new <br>\ncomprehension strategy.<\/em><br>\n\n<blockquote>\n\n<\/blockquote><\/td>\n<\/tr>\n<tr>\n<td width=\"139\" height=\"514\" valign=\"top\"><span class=\"author\">AFTER READING<\/span><br>\n<em>Making connections\/ comparing<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<br>\n<\/em>Synthesizing<br>\n<br>\nEvaluating\/making connections\n<br>\n<br>\n<br>\nMaking connections<br>\n<br>\nPredicting<br>\n<br>\n<br>\n<br>\nAnalyzing\/making connections\n\n<br>\n<br>      <\/td>\n<td width=\"359\" valign=\"top\"><em>\n\t<p class=\"speach-bubble left\">Did you think about how you help at home as you read? Do you do the same things to help as these children, or different things? Do you work as hard<\/p>\n\t\n\t\u2022 Revisit the purpose for \nreading by comparing \nhow the students help \nat home with how \nthe children in the <br>\ncomic help out.<\/em><br>\n<br>\n<br>\n\u2022 Extend comprehension by offering prompts to\n<em><\/em>initiate group discussion:\n\n<br>\n&#8211; Why do you think the children are wearing\n<em><\/em>cloaks? <br>\n&#8211; Check out the pictures at the bottom of \n<em><\/em>page 2 and the top of page 3. Who do \n<em><\/em>you think built the tower of blocks? Why \n<em><\/em>do you think that? <br>\n&#8211; Who is talking in the bottom picture on \n<em><\/em>page 4? How do you know? <br>\n&#8211; If there was another page in this comic, \n<em><\/em>what do you think the two children might \n<em><\/em>do to help out next?<br>\n<br>\n\n\t<p class=\"speach-bubble left\">Kyle did a great job noticing the clues in the last picture. Kyle said the children are smiling because the baby&#8217;s feeling better. The hearts show how much the children love the baby. The exclamation mark shows how happy the children are.<\/p>\n\t\n\t\u2022 Comment on \n<em><\/em>any effective \n<em><\/em>reading \n<em><\/em>strategies \n<em><\/em>you observed. <\/td>\n<\/tr>\n<\/tbody><\/table>\n\t\n\t<\/figure>\t\n<span class=\"Blue_hi-lite_noItalics\"><br>\n<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.\n<br>\n<br>\nUse the <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/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.\n<span class=\"heading2\"><br>\n<\/span>\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 practice 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":9518,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-9524","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/9524","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=9524"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/9524\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/9518"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=9524"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}