Primary Guided Reading Lesson Plan
Title: Mapping Penny’s World
Genre:
By Loreen Leedy
RF
ISBN 0-8050-6178-9
Literacy Standard: Standard 7 Objective 2b
Content Standard: Standard 3 Objective 3a
Text Structure:
Narrative
Informational
Level:
M
Language Objective:
Ask questions about text read independently.
Enduring Understanding: (Purpose for reading)
Essential Questions:
Use map skills to identify features of the
neighborhood and community.
How can a map help us understand our
neighborhood and community?
Before Reading
Vocabulary: Introduce the words and have the
Phonics/Mechanics:
students fill out the vocabulary chart.
Compound wordsNeighborhood, symbol, key, scale, compass rose,
labels, measurement, directions, hydrant,
What is a compound word? A compound word is
odometer, three-dimensional, pedometer
two words put together to make a new word.
Activate/Build Prior Knowledge:
How do we use maps? What kind of different
maps are there? Do all maps look the same? How
do they look different? Does a dog need a map?
For example if I take butter and put it with fly what
new word do I get?
Use the compound word worksheet to give children
the opportunity to discover other compound words.
The story we are reading today is titled Mapping
Comprehension Strategy:
Penny’s World. When we look at the cover we see
a dog- this dog is Penny. If a dog needed a map,
Ask questions about text read independently
what would be on it?
As you are reading the story, you are going to
pretend that you are the teacher. You will need to
come up with and write down three questions that
you think a teacher would ask about this story.
You can either wait until you are completely done
reading the story or write questions as you are
reading the story. When you are done I want you
to re-read your questions and see if you can find
the answer in the book.
During Reading
Using appropriate Guided reading strategies, students will be reading at their own pace and teachers will
be listening to students read, monitoring, giving feedback, taking anecdotal notes and running records.
Suggested Pacing: One day
Attend to Comprehension Within, Beyond, & About the text:
After Reading
Have each child share one of his/her “teacher” questions about the story. As a group discuss the answer
and find it in the book. Once every child has had an opportunity to share a question, let students who
want to share other questions do so.
Attend to Comprehension Within, Beyond, & About the text:
Content Core Integration:(Science, Soc. St., Math, etc.) Social Studies
Assessment:
Activities:
Check to see if students understand the vocabulary
words based on their responses on their vocabulary Students write their own teacher questions.
chart.
Have students make a smaller version of a map
See if students can match up words to make
using graph paper to keep it to scale.
compound words.
See if students can come up with “teacher”
questions that relate to the story.
Listen to student responses to see if they are
appropriate for the material and questions.
*Not all activities will be done in each lesson. Some lessons may take multiple days to complete.
However, all students should be reading each time you meet.