Guided Reading
Lesson Topic:
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Guided Reading-Cloudy with a Chance of Meatballs and Storm Chasers
Time Frame –6 days
DoDEA Standards:
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Science
S7 Earth & Space Sciences: The student demonstrates a conceptual understanding of
Earth materials, objects in the sky, and changes in Earth and sky; that is, the student:
o Standard: S7b: identifies patterns of seasonal changes in weather
 Components S7b1: observes and records seasonal changes in weather
(e.g. temperature, wind, and precipitation)
Reading:
E1b.4: Comprehension: By the end of second grade, we expect children to demonstrate
their comprehension of a variety of narrative, literary, functional and informational texts
that they read independently or with a partner, as well as texts that adults read to them.
For books that they read independently, including functional and informational texts,
we expect children at the end of second grade to be able to do all of the things we
expected of them in first grade, both orally and in writing. In addition, by the end of the
year, we expect them to:
• recognize and be able to talk about organizing structures;
• combine information from two different parts of the text;
• infer cause-and-effect relations that are not stated explicitly;
• compare the observations of the author to their own observations when
reading nonfiction texts; and
• discuss how, why and what-if questions about nonfiction texts.
E1b.2: Fluency
By the end of the year, we expect second-grade students to be able to:
• independently read aloud unfamiliar Level L books that they have previewed silently
on their own, using intonation, pauses and emphasis that signal the meaning of the text;
and use the cues of punctuation—including commas, periods, question
marks and quotation marks—to guide them in getting meaning and fluently reading
aloud.
Math:
M5 Data Analysis and Probability
Pre-Kindergarten through Grade 12 instructional programs should enable all students
to:
• formulate questions that can be addressed with data and collect, organize, and display
relevant data to answer them;
• select and use appropriate statistical methods to analyze data;
• develop and evaluate inferences and predictions that are based on data;
• understand and apply basic concepts of probability.
 M5d: read and interpret graphs and tables to identify main ideas, draw
conclusions, and make predictions;
Learning Objective: TSW create a weather forecast and answer math (reading graphs)
questions from the Storm Chasers worksheet. TSW read for fluency and comprehension.
Prior Learning: The students will need to know what weather is and how it works. The
students should also be able to recognize landforms. They should also know how the water
cycle works
Materials:
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Cloudy with a Chance of Meatballs and Scholastics-Storm Chasers
Guided reading note taking form
Cloudy with a Chance of Meatballs-definition worksheet
Cloudy with a Chance of Meatballs-weather broadcast activity
Storm Chaser extension math activity worksheets
Differentiation: The children that are in my reading group are the highest reading students
in the class. I am giving them challenging activities-writing a weather forecast and predicting in
order to keep them engaged and focused.
Assessment: I will asses the students on their participation during our reading and discussion
and their extension activities-weather forecast and math activity.
Technology: the students will be visiting several storm and weather websites to gain
background knowledge of weather.
Organization for instruction: we will work as a small group as we preview, read and
discuss the book. The students will work individually on their extension activities.
Transition: all materials-books/scholastic and activities-will be on the table so that all we
have to do is read, discuss the book/scholastic and complete the extension activity.
Vocabulary: tornado, snow, fog, forecast, meteorologist, hurricane, floods, sanitation
Lesson Implementation-Cloudy With a Chance of Meatballs:
Beginning (Pre-reading):
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Allow the children to look through the book and make predictions through a picture
walk
Explain to them that weather men make predictions called forecast
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Allow the children to give their predictions on what they think will happen in the book
Go over definitions-allow the children to give their thoughts on what the words mean
before you give them the definitions.
Middle (Reading-During and Post):
 Allow the children to silently read the book
 Once everyone is finished allow them discuss their favorite part
 Have students fill in the left side-what the storm really looks like on the definition
worksheet
 Then as a group re-read the story stopping and discussing when necessary.
 Have students complete second half of the worksheet drawing strange foods coming
from the sky-compare and contrast
Ending (Extension):
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Discuss with the students what a weather forecast is based on the story they just
read
Allow the children to (using the appropriate words) create a weather forecast and
draw the weather condition-visit madision.k12.com for more information
Lesson Implementation-Storm Chaser:
Beginning (Pre-reading):
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Allow the children to tell what they think a storm chaser does
Do you think it would be dangerous? Why?
What are storms do you think these storm chasers will be chasing?
What type of story do you think this is? Fiction or Nonfiction?
Middle (Reading-During and Post):
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Have children read out loud together and discuss together
Complete the activity on the back of the activity
Ending (Extension):
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Have students complete the math extension activities where they will read graphs
on Storms Across America (from Scholastics) and answer questions.
Evaluation of Student learning: I will evaluate student learning on their reading fluency
and comprehension-I will be continually making notes on their progress during guided reading.
Resources:
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Guided Reading Note Taking form-teacher made
Definition Worksheet-teacher made
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Weather Broadcast Activity: by Madison Metropolitan School District
www.madision.k12.com.wi.us/tnl/langarts/techlit/meatball.htm Accessed on 3/10/2009
Storm Chaser worksheet: SCHOLASTIC NEWS Edition 2 March 2008 and 2009
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Students will be recording the weather and reading about weather throughout the whole unit (two
weeks)
Guided Reading
Name of Book:_____________________________
Date:_________________
Skill:____________________________
Pre Reading:
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During Reading:
Post reading
Extension:
What’s the Weather?