Guided Reading/Directed Reading Activity (DRA) p.1
EDCI 461
Guided Reading/DRA Instructional Lesson Plan Form
Your Name
Johnny Macario
Reading Level(s) of Students in
Group and How Determined
Grade
3rd Grade
Title of
Lesson:
Predictions
with A Gold
Star for Zog
Duration of Lesson (minutes)
DRA Group Size
6 students
Genre of Text and Text Level (Fountas &
Pinnell Leveling System)
21-28 min
Narrative, Text Level M
Circle: On, Above, or Below Grade
Level
I. Purpose and Rationale of the Lesson
What will the students learn or continue to practice?
The students will continue to make predictions by examining details provided in the images and text.
How does this lesson fit within broader curricular goals for that grade?
This lesson contributes to the common core standards by allowing students to refer to the text for the
basis of their answers. Also, making predictions can allow students to specifically use characters actions
to foreshadow events in the text.
Why is this lesson meaningful, necessary, and appropriate?
Making predictions is a skill that can be applied in many different school subjects. For example, science is
filled with many opportunities for students to make proper predictions based on the evidence that they are
given. Also by making predictions, students can learn to think more critically over the different texts that
they are required to read, by focusing on the different types of evidence that are relayed to the reader.
What will the students write, say, and/or do that will serve as evidence of learning?
Students will have the opportunity to write their own predictions down and also explain to the teacher the
reasoning behind these predictions.
How will you document that?
As students are making their predictions, I will be asking them questions over their reasoning behind
these predictions. Along with their responses, I will be taking notes. I will also collect their predictions that
they have written down.
Common Core State Standards Citation
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events.
Lesson Objective (The students will…in order to… OR The students will be able to … by …)
The students will be able to make predictions concerning the text A Gold Star For Zog by exemplifying
and summarizing the illustrations/text that is provided.
Plan for Formative Assessment and Documentation
The documentation of student’s assessment will recorded by collecting the worksheet in which
they have written their predictions and reasoning behind it. Also, their verbal responses will be
evaluated as the formative assessment.
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II. Instructional Procedures for the Guided Reading/DRA Lesson – What instructional
strategies and sequences will I use to ensure that every child is a successful learner?
Instructional Materials (complete bibliographic citation), Handouts (e.g., graphic organizers), and
Technologies (e.g., power points, websites)
7 copies of A Gold Star for Zog (1 actual book and 6 pre-printed copies with highlighted words)
Donaldson, Julia, and Axel Scheffler. A Gold Star for Zog. New York: Arthur A. Levine, 2012.
Print.
7 copies of worksheet
Cup of pencils sufficient for every student
7 small whiteboards with markers and erasers included
Management Considerations (Procedures, Transitions, Materials, Behavior, Rest of Class)
Students will already be assigned to proper reading groups depending on their reading level
Students will also already be aware of the process of group reading and the rest of the class will be
working on their specific centers.
Students will be aware of the “ask three before me” rule while they are in their centers
Students arriving upon the reading group will receive their own whiteboard with marker and eraser along
with the pre-printed copies of the text
Each student will be given an opportunity to answer questions and discuss their answers
Instructional
Sequence
Before Reading
Before-reading
activities introduce
students to the text
through brief activities
that motivate and
prepare students to
read and that activate
prior knowledge (e.g.
picture walk, word
framing, making
predictions, discussion
of genre and topic).
Specific vocabulary is
listed in the lesson
plan. Vocabulary is
introduced and steps
are taken to support
recognition and
conceptual
understanding of
challenging words in
the text.
An active purpose for
reading is set that is
aligned with the genre,
Approximate
Time
Procedures and Scripting
5-7 min
Students will arrive at the reading table as the rest of the class will
be in their proper centers, the teacher will hand out the 6 preprinted copies of A Gold Star for Zog, along with the whiteboards
including the markers and eraser as they seat in their appropriate
seats. Students will be asked questions concerning the cover of the
text. Remember to allow students to take turns to answer
questions and to allow them response time.
The new text that I have for you today is A Gold Star for Zog. What
stands out in the cover? (Students possible answers may be 5
dragons, a big orange dragon in the middle, an orange dragon with
a gold star, the orange dragon has a band-aid). Who could Zog be?
(One of the dragons, the biggest dragon in the middle). Why could
Zog be wearing a gold star? (He did a good job, he could have
completed his work, or he could have saved someone). When and
where do you earn a gold star? (We get our gold stars when we do
a good job; we get a star when we complete our work). What else
do you notice about Zog? (He is the largest dragon; he is orange;
he has a band-aid on).
After looking through the cover, the teacher will open their own
book to the fourth page while asking students to keep their own
books closed.
Let us look at this page. What is Zog doing? (Zog is flying; he is
practicing to fly). What other actions do dragons do? (dragons
breathe fire, they fly, some can grow very large).
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standard, and lesson
objective.
The teacher will then flip over to page 15-16 in their own book.
What are the dragons doing in these two pages? (They are running.
They can be practicing to kidnap a princess. They may be having a
race). What clues help you make this decision? (They are holding a
fake princess. They seem like they are chasing each other. They
have a picture of a princess).
At this point, the teacher will be hand out the worksheets to the
students. On the top of the page the word “predict” will be typed.
What actions were we just doing while we were looking at the
pages of the book? (We were guessing what will happen next. We
looked at the pictures at what they had). List on the whiteboards
these actions that you took. (Students can write; guess, predict,
preview, wonder).
The teacher should guide students to write words that are
synonyms with predict. For example, conclude, guess, determine,
and reason
Using the words that the students have listed, together with the
help of the teacher they will create a definition for inference
Great. Now looking at the words that you have listed, we can come
up with a definition for predict. Predict means to estimate that a
specified thing will happen in the future. Now on your worksheets,
under the word predict, let us write the same definition.
After students have finished writing the definition.
To make an prediction, it is important to have evidence and
reasoning. Today we will read, A Gold Star for Zog, and make
certain predictions using the illustrations and the text that the author
has provided for us.
During Reading
During-reading
activities include
students in the actual
reading of the
selection. How are
students reading?
Silent? Choral?
Whisper? (NOT
round robin)
The reading selection
is divided into
segments identified
by page #, followed
by specific
comprehension
questions to check
comprehension after
each segment.
12-15 min
Okay. Now turn over your worksheet and put your own copy of A
Gold Star for Zog in front of you. You will read in a whispered voice
until you reach the first highlighted word in page 4 which is “tree”.
When you have reached tree just stop, and eyes with me.
Teacher should be listening to the students reading in their whisper
voice. Teacher should be attentive for student reading fluency and
for any difficulty with the word. Teacher should also be writing down
notes over nay concerns or improvements from students. After the
students have finished reading, check for understanding.
Who attended Madam Dragon’s school? (Young dragons and Zog).
What did Madam Dragon teach at her school? (She taught them all
the things that dragons needed to know). Show me a sentence in
the text that describes what she teaches. What are the things that
dragons do? (Fly, breathe fire, hunt, and eat). What made Zog
different from the rest of the dragons? (He is the biggest dragon.
He is the keenest of them all). Find evidence in the text that helps
us see that Zog is different. What do you think will happen next?
(Zog will learn new things. He will learn to breathe fire. He may
learn how to fly).
Now that you have finished, continue reading the book until the
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Are you revisiting your
objective? Are you
revisiting your active
purpose and/or
identified strategy for
reading?
The teacher’s active
role in guiding
students through the
reading selection is
clearly evident. You
have written the script
of everything you will
say.
Different types of
questions are posed to
assess different aspects
of comprehension. Be
sure to include higher
order thinking
questions (inferential
and beyond the text
ones)
next highlighted word in page 10 which is the word “blue”. You will
again stop at the highlighted word and eyes will be on me when you
are done.
Teacher should continue to listen to students reading in their
whisper voice, checking for fluency and proper pronunciation.
Who did Zog meet? (He met a young girl). Is she a friendly person
or is she mean to Zog? (She is nice to him. She is nice because
she gave him a band-aid to feel better). Do you think Zog is taking
small steps to earning his gold star? (Yes, he is trying his best).
We will continue reading the book until page 16 and you will stop at
the highlighted word “grown”. Again, when you have reached the
word, stop and eyes on me.
Allow for students to continue reading the following pages. Teacher
should be following the same methods as the precious two times in
listening for correctness and writing down notes over students
answers.
Using examples from the previous pages of the text make a
prediction on what will happen in the next couple of pages. Write
down your answer on the whiteboard. Markers down when you are
finished.
The teacher should guide the students to make their own
predictions using the text. Ask students questions if they seem to
be having trouble making their own predictions.
What patterns have occurred in the text? (The girl always helps Zog
when she can. Zog always needs help. Zog practices whenever he
can). Has Zog always practiced what he has learned? (Yes, he
always does). Who always helps him? (The young girl always helps
him). Make a prediction if she will help him again? (Yes, she will
help him again).
If I have read your prediction, you can flip your worksheet over and
rewrite your prediction in the box where it says “I predict that…” and
on the second box where it says, “The reasons I have predicted this
are…” will be where you fill out the reasoning for your prediction.
Remember, predictions require both evidence and reasoning.
Now you will finish reading the book. One last time you will be in
your whisper voice. Keep in mind the predictions that you have
made. Did Zog receive any help? Was he able to reach the gold
star that he has worked hard for? Do you remember working hard
for something that you have wanted to achieve? After you have
finished, close your book and erase everything that you have
written on your whiteboards.
Now let’s quickly summarize all the information that has happened
in the book.
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3-5 min
After Reading
Ask students to summarize the text.
What did Zog have to learn to earn his gold star? (He had to learn
to fly, breathe fire, steal a princess and fight a knight). Was he
capable of accomplishing that on his own? (No, he needed the help
of the young girl). How long did Zog take to learn all the different
activities? (He learned each activity every year).
After-reading
activities include
questions to check
students’ overall
reading
comprehension and
are appropriate for the
lesson’s objective.
Now let’s look at the predictions that we made. Choose a partner to
discuss the prediction you made and discuss what evidence and
reasoning you had for this prediction.
Allow for students to discuss with their partners.
Now that you have heard someone else’s prediction, for the final
box in your worksheet, think about the whether your prediction went
along with the text and if it fit properly with what happened. Then
complete the box by writing how you personally felt about your
choice.
Let students write their reflections in the corresponding box.
1 min
Closure
The teacher provides
closure for the lesson
with questions and a
statement that
emphasizes what was
accomplished and the
new learning that took
place.
While we were reading, we started making predictions over the
actions the different characters had taken and why they took these
actions. We made these by looking at certain things, what did we
use to make these predictions? (We used the illustrations, the text,
and we looked at the patterns within the text).
The teacher should guide students to recognize that illustrations
and text provided examples to make inferences. They also used the
information they summarized to make these inferences.
Thank students for their hard work and attention. Collect students’
worksheets and ask them to return to their proper seats.
Implementation
of Assessment
Actions and
Documentation
Assessment was
ongoing throughout the
lesson, with activities
that are clearly
explicated and directly
related to the lesson
objective and
activities.
Students will be asked to fill out a worksheet which they will turn in
completed which will demonstrate their understanding of the
vocabulary, self-assessment, and the application of the term.
Students will also be formatively assessed by the responses they
give to the different questions and by how they summarized the
text. Teacher’s notes will also serve as form of assessment by
describing which students were struggling and which students have
improved.
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