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First Name Last Name, page 2 First Name Last Name permanent address/City, State zip code [email protected] /(XXX) XXX-XXXX LinkedIn URL POLICY/MANAGEMENT/LEADERSHIP/ETC EXPERIENCE (specify type of experience) Name of Agency or Company 2 , City, State Month Year – Month Year Position Title · Action Verb + project/task + result (qualify and quantify specifics) · Action Verb + project/task + result (qualify and quantify specifics) · Action Verb + project/task + result (qualify and quantify specifics) Name of Agency or Company 1 , City, State Month Year – Month Year Position Title 2 Month Year – Month Year · Action Verb + project/task + result (qualify and quantify specifics) · Action Verb + project/task + result (qualify and quantify specifics) · Action Verb + project/task + result (qualify and quantify specifics) 1 Template for Guided Reading Lesson Name: _EXAMPLE Length of Lesson: 10 to 15 minute Grade: _____1st Grade Guided Reading Group- Level J________ STANDARD ADDRESSED: Select one TN state ELA Standard: • 1.FL.PA.2.

Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • 1.FL.F.5 Read with sufficient accuracy and fluency to support compr ehension. LESSON OBJECTIVE(S)- Observable and Measurable: • Students can apply _Inference_ (one comprehension strategy) during guided reading. • Students can apply their understanding of _(AKE) (one word family) during word work section of the lesson. MONITORING STUDENT LEARNING - FORMATIVE ASSESSMENTS: • I will document students’ reading processes by observing and taking anecdotal notes as students read. • I will assess students understanding of the story and comprehension strategy/phonics pattern at the end of the lesson when I ask questions and review.

MATERIALS: • Dry eras boards & markers • Pointers • Key word card • -ake word list • Book: Word Family Tales: Jake's Cake Mistake (-ake) by Besty Franco PDF found at tales-jakes-cake-mistake-ake-.html This text is a Guided Reading Level J BACKGROUND and RATIONALE: • The key concepts/ideas are to read and identify CVCe words with the pattern -ake long vowel A in text. • Teachers need to know the vowel patterns of CVC (consonant-vowel-consonant, i.e. cat, dog, hug) and CVCE (consonant-vowel-consonant-silent e, i.e. love; take; wave). • Students need to know how to read CVC words and the sounds for short vowels as well as long vowels. 2 • This group of students are reading at the instructional reading level of J- the text was chosen specifically to support this group. • Guided Reading demonstrates many of the important tenants of constructivism modeling and release of responsibility.

Teachers group students into guided reading groups by finding their zone of proximal development which is the instructional reading level and support their practice throughout the lesson through prompting, questioning, and modeling PROCEDURES AND TIMELINE: Procedures: Provide a bulleted sequential description of the procedures and activities for the lesson. Include approximate times with each bullet. For each activity, include detailed directions you give and key questions you intend to ask. Introduction of word family & guided practice: (3 mins) • Introduce the word family using the key word card CAKE • I will explain the word family “AKE†, teach its sound as I write examples on the dry-erase board.

I will continue to write -ake words on a dry erase board, making a list and asking students to read them with me. Students will join me by writing the words on their dry-erase boards and then students will write several on their own. Introduction of text and comprehension strategy: (2 mins) • Introduce the comprehension strategy (Inferring) - I will explain that we will be working on the comprehension strategy of “inferenceâ€. I will remind them that an inference is an idea that is created by using your background knowledge (schema) and evidence from the text or a picture. I will tell students that a schema is what they already know (their background knowledge).

I will tell students that it is important to infer using pictures & text while reading. I will model this through a “think aloudâ€. • Introduce the text — We will look at the cover of the book and I will introduce the book. I will share why I chose this book with a “think aloudâ€: “Jake the Snake has baked quite a cake to share with his friends down at Drake Lake. This book is a funny story about a snake named Jake that has an adventure with his friends. We’re going to read about the funny things he does while we practice reading words in the -ake family. • Picture Walk — During the picture walk I will guide my students through the te xt, allowing them to discuss what they see in the pictures.

I will tell students that it is important to infer using pictures & text while reading- stopping to model some examples. Students Reading: (5 mins) • Students read the text aloud at their own pace, using the pointers or their finger as they read. During this time I will make observations, provide support, and make notes for about their reading behaviors. 3 After Reading: (1-2 min) • I will invite students to retell what happened in the story. I will remind students that whenever they read they need to remember to use the things they know and evidence from the text or pictures to make inferences.

I will revisit page 1 and use the picture of the thought bubble with cakes in it to ask the students what is happening. What does this mean? How do you know? • We will close the lesson by reviewinbg some of the -ake words from the text, reading them together. ASSESSMENT EVIDENCE • I will document students’ reading processes by observing and taking anecdotal notes as students read. • I will assess students understanding of the story and comprehension strategy/phonics pattern at the end of the lesson when I ask questions and review. Key Word Card: 6 Template for Guided Reading Lesson Modified Lesson Plan Length of Lesson: 10 to 15 minute Grade: ________________________ STANDARD ADDRESSED: · Select one TN state ELA Standard: TN State Curriculum Standards ELA LESSON OBJECTIVE(S)- Observable and Measurable : · Students can apply ______________________ (comprehension strategy) during guided reading. · Students can apply their understanding of __________________ (word family) during word work section of the lesson.

MONITORING STUDENT LEARNING - FORMATIVE ASSESSMENTS: · I will document students’ reading processes by __________________________. MATERIALS : · List of all materials you will use as part of the lesson: · What is the leveled text you will use? BACKGROUND and RATIONALE : · What we do we know about student learning that makes this lesson developmentally appropriate? · From what learning theories (Constructivism, Behaviorism, etc.) does this lesson/instructional procedure of guided reading draw? PROCEDURES AND TIMELINE: Procedures : Provide a bulleted sequential description of the procedures and activities for the lesson. Include approximate times with each bullet.

For each activity, include detailed directions you give and key questions you intend to ask. 1. Introduction of word family & guided practice: 2. Introduction of text and comprehension strategy: 3. Students Reading: 4.

After Reading: 5. Closure (How will you review and end the lesson?) ASSESSMENT EVIDENCE: · Anecdotal Records

Paper for above instructions

Assignment Solution: Guided Reading Lesson Plan for 1st Grade
Introduction
Guided reading is an instructional practice where teachers work with small groups of students who read at similar levels. The focus is on helping students develop fluency and comprehension skills by actively engaging them in reading and textual analysis. This lesson plan aims to assess 1st-grade students' ability to read and infer meaning from the text, with a specific focus on words that contain the "-ake" word family.
Background and Rationale
According to Vygotsky’s theory of social constructivism, students learn best in a social context where they can interact with peers and teachers. A guided reading group aligns with this theory by allowing for social interaction and support (Vygotsky, 1978). The lesson incorporates both visual and auditory elements to help students grasp CVCe words, which are crucial for their reading development (Duke & Roberts, 2010). Additionally, students typically possess a basic understanding of CVC words, which allows them to expand their vocabulary by learning CVCe patterns through scaffolding.
Standards Addressed
- TN ELA Standard: 1.FL.PA.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- TN ELA Standard: 1.FL.F.5: Read with sufficient accuracy and fluency to support comprehension.
Lesson Objectives (Observable and Measurable)
- Students can apply inference as a comprehension strategy during guided reading.
- Students can recognize and use words from the "-ake" family during the word work section of the lesson.
Materials Required
- Key Word Card: Example word "CAKE"
- Dry Erase Boards and markers for each student
- Pointers for tracking text
- Word List: A list of words from the "-ake" family
- Levelled Text: Word Family Tales: "Jake's Cake Mistake" by Betsy Franco
Monitoring Student Learning - Formative Assessments
- Documenting students' reading processes through observation and anecdotal notes.
- Assessing students' understanding of the story and their comprehension strategy at the end of the lesson through targeted questions and group discussion.
Procedures and Timeline
1. Introduction of Word Family & Guided Practice (3 minutes)
- Introduce the word family using the key word card "CAKE".
- Explain the sound of the "-ake" pattern while writing examples on the dry-erase board.
- Invite students to join in writing words on their boards and to contribute their own examples.
Key Questions to Ask:
- "Can anyone think of another word that sounds like 'cake'?"
- "Let’s sound out ‘take’ together!"
2. Introduction of Text and Comprehension Strategy (2 minutes)
- Introduce the comprehension strategy of ‘inference’.
- Explain that inference is formed by using prior knowledge (schema) and evidence from the text or picture.
Key Questions to Ask:
- "Based on the title and cover, what do you think this story will be about?"
- "What pictures do we see that can help us make an inference?"
3. Students Reading (5 minutes)
- Let students read the text aloud at their own pace while tracking the text with pointers.
- During this time, circulate the room to make observations and provide support based on individual needs.
Key Questions to Ask During Reading:
- "What do you think is happening in this section?"
- "Can you identify any '-ake' words you see?"
4. After Reading (1-2 minutes)
- Encourage students to retell the story elements and discuss how they used inferences while reading.
Key Questions to Ask:
- "What was Jake's mistake with the cake?"
- "How did Jake feel, and how do you know that?"
5. Closure (1 minute)
- Close the lesson by reviewing the learned '-ake' words from the text and reading them together as a group.
Assessment Evidence
- Utilize anecdotal records to track students’ reading processes and their ability to articulate inferences.
- Use questioning to assess their understanding of the text at various points during the lesson.
Conclusion
Guided reading provides an incredible opportunity to foster literacy in young learners. In offering structured support, students can grow their reading capabilities while also enhancing their comprehension strategies. Using methods grounded in educational theory ensures that instruction is developmentally appropriate, allowing both teachers and students to engage effectively.
References
1. Duke, N. K., & Roberts, K. (2010). The importance of connecting reading with writing. The Reading Teacher, 64(8), 568-571.
2. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
3. Fountas, I. C., & Pinnell, G. S. (2017). Guided Reading: Good First Teaching for All Children. Heinemann.
4. Allington, R. L. (2013). What Really Matters in Response to Intervention: Research-Based Designs. Pearson.
5. Rasinski, T. V. (2003). The importance of fluency in reading. Educational Leadership, 61(6), 46-51.
6. National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read. NIH Publication.
7. Paris, S. G., & Hoffman, J. V. (2004). Teaching interactive comprehension. The Reading Teacher, 58(5), 444-453.
8. Reutzel, D. R., & Cooter, R. B. (2019). Strategies for Teaching Reading: A Balanced Approach. Pearson.
9. Snow, C. E. (2002). Reading for Understanding: Toward a Research and Development Program in Reading Comprehension. Rand Corporation.
10. Torgesen, J. K. (2004). Lessons learned from intervention research: The effectiveness of instructional approaches for struggling readers. Reading Psychology, 25(3), 233-258.
This lesson plan not only aligns with state standards but also embodies effective practices grounded in educational research, ensuring that students gain valuable literacy skills.