Guided Reading Lesson Plan- 4th Grade

Text Title: What’s Up with the Weather?

Level: Lexile 870; Interest Level 3-8

Fiction/NF: Nonfiction

Objective: The students will know and apply grade level phonics, vocabulary, and comprehension to the book What's Up with the Weather? in an informational journal write including 5 key details and 2 vocabulary words. 

Book Introduction (Before Reading)

The students will in pre-determined groups. The students will be grouped into numbers and there will be 4-5 students per reading group. These groups will be based on how they did on previous reading assessments and their DRA reading level. I will call the students to the table, "Can group 1 please come to the table?" Continue with each group.

I would start by introducing the book to the students:

The book is called What's Up with the Weather?

• “What is the title of this book?” What’s Up with the Weather?
• “What do you think this book is about, based on the title, cover page, and pictures?” This book is about the different types of weather and what they all are.
• “What are some text features you notice about this book?” contents, chapter titles, photographs, chapter headings, glossary, maps, index, experiments, captions, sidebars, and diagrams.
• “Be looking for some new vocabulary or some tricky words that will we see in this book.”

Phonics Focus: (CC):

CCSS.ELA.LITERACY.RF.4.3.a

Know and apply grade-level phonics and word analysis skills in decoding words.
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multi-syllabic words in context and out of context.

• The students will use their knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multi-syllabic words in context and out of context. 
• So the students will use all of their knowledge to decode unfamiliar words with multiple syllables. 
• So i will ask the students what syllables are? How will you use the knowledge you have of syllables to decode unfamiliar words?
• These unfamiliar words will be vocabulary words from the text. 
• VOCABULARY WORDS: climate, current, deciduous, drought, equator, evaporating, global warning, habitat, hemisphere, humidity, latitude, monsoon, plateau, pole, precipitation, steppe, tropics, tundra, wind. 

Word Work Activity (Hyperlink):

Refer to the link below for practice decoding multi-syllable words.

Practice decoding multi-syllable words

            Word Work Activity

             Students will refer to page 23 in their book, "What's Up with the Weather?". This is the glossary page of the text. The students will use their decoding skills to figure out how many syllables are in each vocabulary word. Students will think-pair-share with their elbow buddy (person closest to them) about their findings. Then students will fill out a diagram, grouping vocabulary by syllable. 

Vocabulary Focus:

             Before reading the books, we will cover some of the basic vocabulary of the book. Most of these will be covered in the word work activity. But we will start with a picture walk, paying attention to the text features in the text. We will discuss what the students think the vocabulary words mean before reading the text. They can discuss and you context clues and pictures to come up with their assumption. All of the vocabulary will be covered. Go around the circle and have a student say a vocabulary word, spell it, and then define it aloud using the glossary on page 23.


           Vocabulary Words Used: climate, current, deciduous, drought, equator, evaporation, global warning, habitat, hemisphere, humidity, latitude, monsoon, plateau, pole, precipitation, steppe, tropics, tundra, and wind. 

REFER TO PICTURE ABOVE FOR DEFINITIONS OR PAGE 23 IN TEXT.

During Reading

Students will start reading the book. They will read to themselves in a whisper voice. Give students a sticky note before they begin reading. Remind them to write down words that are unfamiliar to them in the text while reading. These notes will be used later in the lesson. 

            EXAMPLE: pg. 23-24 discusses the Equator, Tropic of Cancer, Tropic of Capricorn. 

            Comprehension non-fiction

In checking for comprehension after the students read the text. The students will stop after reading each chapter. There are 5 chapters in the text, after the 1st chapter, have the students stop and think-pair-share about what they read. Make notes of what the students say during this time. Continue to do this after each chapter reading.

• Some questions to check for understanding? 
• Summarize some key words from the text? Where did you find those key words? What do                 they mean?
• What was the main topic of the chapter you read? 
• What were some text features in this chapter? How did they help you with understanding the               chapters content?
• (After ch.5) What kind of text is this? 

Fluency and phrasing

To check for fluency, after reading the whole book. I would have the students turn back to a specific chapter. In this case have them turn to chapter 1 (pg. 4-5), have each student read aloud parts of chapter 1 until the whole chapter has been covered. During the students reading, take notes on words they don't decode well and text read incorrectly. See if the students read with expression as well. When coming across words in bold, have the student describe what that word means (they should know from all the above work and comprehension). This will check for fluent understanding.

Word decoding

When focusing on word decoding in the text. The students will pull out the sticky notes that the used during reading the text. They will work individually, and then with a partner on decoding how to properly say the words they didn't understand. The goal is for students to self-correct and practice decoding or for their partner to help them in the process. 

After Reading

After reading, students will complete an information write about the text. This will show their comprehension. They will need to include at least 5 key details and asked to summarize some key words from the text, including at least 2 of the words in bold from the book (vocabulary words). I will scaffold this with my students by giving them an example beforehand. We will work together as a group and i will show them how to find those key details in the text and provide them with an example. I will remind them to use their phonological knowledge and decoding skills to use some of those words that were introduced to them as new in this informational text. This will reinforce their phonics knowledge.

I will make sure to ask the students if they have any questions about what we did during our reading. making sure that they fully understand the phonics, vocabulary, and comprehension of the informational text that we read as a group. 

            

Supplies:
Classroom supply of book
Sticky Notes
Pencils
Journal Write
Example of journal write