Guided Reading (Observed) Lesson Number 2
Name: Marjorie Eubanks
Subject/Grade level: Guided Reading-K
Date lesson taught: 11/26/2012
Group size: 4
School: Randolph Elementary
Goals Students will learn to draw conclusions, introduce and read words with the short
vowel /i/ and reinforce their understanding of the high frequency word “come”.
IRA Standard(s) Standard 6- Students apply knowledge of language structure,
language conventions (e.g., spelling and punctuation), media techniques, figurative
language, and genre to create, critique, and discuss print and non-print texts.
ALCOS Standard 2.) Demonstrate letter-sound association, including matching
letters to corresponding spoken sounds and blending letter sounds into onesyllable words, using printed materials.
Examples: initial consonant sounds, final consonant sounds, medial short vowel
sounds
Prerequisite Skills/Concepts Knowledge of the following sight words: “come” and “in”
Letter sound relationships for sounding out one syllable words
Knowledge of the short vowel sounds /a/, /e/ , /o/
Objectives (action verb – Bloom’s)
Assessment
Blend sounds to read one syllable words
with the short vowel /i/
Utilize the word “come” in an original
sentence.
Draw conclusions about a text.
Anecdotal Notes
Procedures
Should include labeling within the section
based upon subject (Before, During, After
Reading). Procedures should be bulleted
OR include proper spacing to promote
easy reading for students and professors.
Before Reading TTW
• Gather needed materials
Materials & Resources
 Materials should be listed as they
are used in the plan.
• instruct students to come to the guided
Anecdotal Notes
Anecdotal Notes
-Wipe off board with objectives written on
it.
reading table.
Purpose
• Remember that good readers read with
purpose or they have a reason for reading.
Let’s look at the purpose for our reading
today.
(These will be written on a wipe off board
that has been prepared prior to small
group)
1. Reading words with /i/.
2. Thinking about the story.
3. Using the word “come” in
sentences.
Half Poster with Word Web pre-drawn to
fill out together.
Before reading
TTW:
• say, “Today, students, we are going to
BARN
read a book called “Come in the Barn”.
Can someone raise their hand and tell me
what a barn is? (allow for responses) Yes, a
barn is a place where animals live. Let’s
make a word web with the kinds of
animals that live in a barn. I want
everyone to put their fingers on their
Wipe off writing paper with the letter “I, i”
heads for “think time”. I don’t want you to written on it.
answer yet, just think about an animal that
you know that lives on a farm. When you
have thought of it, raise your hand. TTW
then call on students one at a time and fill
in the circles on the word web.”
• say, “Excellent, now before we read our
book, we need to talk about this sound
right here. (TTW write the letter I and i).By
raising your hand, who can tell me, what
the name of this letter is (allow for 1
student response) Correct! This is the
letter “I”. This is the uppercase I (point to
it) and this is the lowercase i (point to it).
Now this letter can make another sound.
That sound is /i/. When I point to you, I
want you to say the sound /i/. Let’s look at
the cover of our book. Look at this word
here “in”. This word is in. When I point to
you, I want you to say that word. “in”.
Great! The sound in this word is /i/. When
I point to you say the name of this letter.
(I). When I point to you, say the sound
that this letter makes /i/. Great!”
Teacher’s copy of the book
•say, “Let’s practice listening for the short
vowel and reading the sound /i/. I am
going to show you a picture of something
that has the sound /i/. You are going to
take turns moving the initial letter sound
to the correct box and then we will read
the word together. (wig, pig, dig, and big
will appear on the I Pad)”
I Pad game with short vowel /i/
• say, “Let’s look at the cover of this book
and see if we can think about the people in
this book.(TTW ask the following questions
and ask for responses)
Remember to raise your hand if you know
the answer:
-Are the people in this book happy or sad?
-How do you know?
-Who are the people in this book?
-What makes you think so?
-Where are the people in this book?
-Why do you think so?”
Vocabulary cards with the words “come”
and “barn” written on them.
• say, “Let’s look at our two vocabulary
words before we read. We have already
been over them, but let’s read them
together.”
Come-this word means to go
somewhere.
Barn-remember that this is a place
where animals live.
During Reading
TTW
• say “Alright, let’s read this book
together.”
Pass out one book to each student.
When you get your books, open to the first
page. Be sure to put your finger under
each word as we read.”
• They will read pages 2-4 and TTW say,
“You are all doing great. Let’s stop there
for a minute. (point out the /i/ in pig on
page 2)Who can raise their hand and tell
me where the story is happening? When is
this story happening? How do you know?”
• say, “Great, let’s continue”. (They will
read pages 5-6) Who can raise their hand
and tell me which animal is carried into the
barn? (call on students)”
• say, “Now let’s finish the book” (read to
the end, pointing out the /i/ in Tim and sis)
“Where is mom calling the children to
come?”
After Reading
TTW ask the following questions for
discussion
-Why are Tim and Sis leading the animals
into the barn (draw conclusions)
-Why do you think mom is calling the
children? (Think about book)
-What chores do you do at home (Think
about book)
Conclusion
TTW
• say, “Great job today! Let’s review.
What were our purposes in reading
today?”
1. Did we read words with the short
vowel /i? Yes!
2. Did we practice using the word
come in sentences? Yes!
3. Did we think about the book? Yes!
Individual Assignment
• see extensions
Accommodations (e.g. alternate explanation of material, struggling readers, ESL,
special needs, enrichment for gifted students)
Struggling readers and ELL can use picture cards included in the text.
Cow, Cat, Pig, Hen
Struggling readers and ELL can have practice with the short vowel /i/ with pre-teaching
take home sheet.
Modifications (IEP)
This would be determined by the IEP directives for each individual student.
Extensions (additional activity to reinforce lesson objective(s))
TTW say, “I want you to go back to your seat and put the correct short vowel (/i/ , /a/ ,
/e/ , /o/) into the following words from the story. Then using the pictures as clues, I
want you to practice reading the words.”
Pre-teaching word list
Parents-please go over the following vocabulary words
with your child this weekend, as we will be using these words
in a story next week.
1. Barn-a place where animals live.
2. Come-to go somewhere
Also, please have them practice reading the following
words using the short vowel /i/:
Pig
In
Tim
Sis
Wig
Dig
Thanks for all you do as a partner in education!
Name___________________________________________
Fill in the blanks with the correct letter: i , a , e , o
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