Emergent Guided Reading Lesson

Kelly Krevey

Book Title: Going Away Level: C

Book Introduction:

A. Build InterestI. Ask the students: “What are some places you like to go away to.” and “How do you

get there?” II. Read the title of the book, Going Away, and say, “Tell me some ways people can get

to the places they need to go?”B. Picture Walk/Language Patterns

I. Complete a picture walk, giving students enough time to look through all the pictures.

II. Make sure to stress the language pattern, “We can ________.” C. Anchor Words

I. Have students frame (using their pointer fingers and placing them on both sides of the word) important or frequently occurring words during the picture walk (we, can, away, balloon, rocket, pedal)

D. StrategiesI. Have students review strategies for figuring out words by asking, “What can we do

when we come to a word we don’t know?” Students should be able to generate at least 3 strategies.

II. Review the hand strategies that include:1. Look at the picture2. Get your mouth ready3. Does it make sense?4. Go back and reread5. Look for chunks

E. Comprehension FocusI. Provide a focus for thinking about the story for the students by stating, “As you

read, think about all the ways you can travel.” Write this statement on the chart paper.

During Reading:

A. Reading the TextI. Have students start reading independently at different times to ensure students

aren’t copy/echo each other’s reading. B. Teacher’s Role

I. Observe students while reading. Look for the strategies they are using while they read (finger-pointing, cross-checking pictures with beginning sounds, using language patterns, going back to reread, self-correcting, etc.)

II. Take notes on what you are observing the students doing to make teaching points for after reading instruction.

After Reading:

A. Revisit the StoryI. Allow students to share what they thought about the book. II. Refer back to the chart for the comprehension focus. Have students list the forms of

transportation as mentioned in the story.B. Sentence Strips

I. Make sentence strips for each page in the book. II. Give or let each student choose a sentence strip. III. Have students read their strip to themselves. If they are stuck remind them of

different problem solving strategies they can use. Students can to go back to the book and look at the pictures for clues. They can also use the language pattern and their reading strategies to help them figure out their sentence.

IV. Have each student read their sentence strip aloud to the group.C. Teaching Points

I. Review notes you took while the students were reading.II. Point out strategies that students used. Or review a word that might have “tricked”

some of the students.

Word Work:

A. Sight Words Activity I. Give each student a container of scrabble tiles to make the word away. II. Start by having students frame the word away on each page.III. Complete a say it, build it, write it activity as they practice making the word away.

B. Phonics Activity (Chunks)I. Reread the page that says, “We can get on a train.”II. Give each student a dry erase board with the –ain pattern listed 5 times.III. Ask the children to add beginning sounds to make: rain, drain, pain, main, and brain

Running Records/Assessments:

Once the student has completed the book and the activities, complete a running record to determine if the student can then move on to the next level of text or needs more practice on that level.

Book used for Emergent Guided Reading Lesson: