Level I Guided Reading Lesson Plan
How to Make Paper
Vocabulary:
 blend(er)
 frame
 machines
 mills
 paper
 pour
 pulp
 step
 supplies
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Skills:
 sequence
 adjectives
 similes
 /er/ sound
Day 1:
 Introduction of book: How to Make Paper
- In this text we will learn how to make paper at home or school.
- Have you ever thought about how paper is made? What do you think you
have to do to make paper?
- Look at the pictures. Discuss what students notice during the picture walk.
- What genre is this? (Nonfiction – the text informs you how to do something)

Quick Write (Need whiteboards and dry-erase markers)
- Review the Secret Story for /er/ on page 19 in the Secret Stories teacher
manual. Give one example of this vowel sound – “paper.”
- Have students write as many words with /er/ as they can think of on their
whiteboards. Go over their lists with them and praise or coach.

Vocabulary (Need word cards on rings)
- Go over the words on the vocabulary ring and remember to tell the students
what they mean.
- Say a sentence or definition for each word, and have students show you the
word that fits the sentence/matches the definition on their word ring.

Word Work/Making Connections:
- Review how important it is to tell steps in order when you are teaching
someone how to do something. For example, how would you tell someone to
make a peanut butter and jelly sandwich?
- Certain words are used to explain sequence of events. (first, second, next,
then, last/finally)
-
Add these words when telling how to make a sandwich. Do these words help
you remember/retell the order of events?

Fluency:
- echo reading

Comprehension
- oral questions on the cards in the masters sheets
Day 2:

Quick Write
- Review what an adjective is (a word that describes a noun).
- Have students write as many adjectives as possible to describe this book.

Vocabulary
- Say a definition and have the students find the word it goes with on their
vocabulary ring.

Word Work/Connections
- Similes – Have students turn to page 9 and read the first sentence aloud.
Write the phrase “thick as oatmeal” on the board, and explain that this is a
simile. Authors use similes to make their writing easier to picture in the
reader’s mind. A simile compares one thing with another by using the word
“like” or “as.”
- Have students read the second sentence on page 9. Who can identify the
simile in this sentence? (as thin as water)

Fluency
- choral reading

Comprehension
- oral questions on the cards in the set of masters sheets
Day 3:

Quick
-
Write
Find a vocabulary word in the text and write it on the whiteboard.
Write a sentence using that vocabulary word on the whiteboard.
Have students turn to pages 6-8 and write as many adjectives as they can
find on these pages. (first, old, one, small, thick, three, warm)

Word Work/Connections
- Use the graphic organizer in the master’s worksheets to review sequencing
by writing all the steps for making paper.

Fluency
- neurological impress

Comprehension
- Quiz