Artifact #5: Guided Reading Lesson Plan EDL 550 Developmental Literacy

Overview
This lesson plan for guided reading is my fifth artifact. It address planning for instructing
a group of 4-6 students who are in need of more assistance to improve their reading skills. As a
former ESL teacher in Korea I seen firsthand the importance of reading as it contributes to a
student success. It was one area which I felt was neglected by the ESL industry as a whole and if
it was attempted, it was done so inadequately. The focus of the lesson was to work closely with
students to address the five elements of literacy: phonemic awareness, phonics, vocabulary,
fluency and comprehension, while reading a story book that was level appropriate for the
children. Students would move through the class starting with a reading to gain familiarity with
the material. From this, there would be a step by step movement through the activities of the
lesson plan to address each literary component.
This artifact focuses primarily on planning and instruction with respect to student literacy
development. A teacher must possess strong skills in this area since building competent literacy
skills in students are essential for both short term and long term educational success. The work
shown here shows that I am capable in planning instruction that addresses individual areas of
literary concerns and providing effective activities that help students improve upon their current
reading levels. Other competencies that are covered in this lesson plan are an understanding of
curriculum standards and considerations for learner accommodation, both demonstrated in
curriculum standard specifications and the reflection portion of the lesson plan.
The planning demonstrated in this artifact shows adherence to the ideas put forth by that
of Marzano. Students must have a good understanding of important vocabulary and basic facts
that are critical to their success in reading competency. To address these considerations specific

lesson plans must be created to ensure that students understand the basic relationships of the
information being learnt. The coverage of each of the five areas of literary focus ensures that
this is done and will provide students an opportunity to go over the material that will be crucial
when building upon it later. In doing so the student will be better prepared to participate in
constructive learning which relies heavily on a students prior learning. When students dont
have the prior knowledge to participate, it becomes a hindrance to working at higher levels of
Blooms taxonomy. As the lesson progresses, initial focus on the building blocks of words and
the vocabulary itself leads into comprehension. This in itself is instruction with regard to blooms
taxonomy, although the process to higher levels is limited for a thirty minute class.

Connections to Standards
INTASC STANDARDS
INTASC Standards 1 7 apply to this artifact:
Standard #1: Learner Development is addressed by focusing on areas that the student is
having difficulty with.
Standard #2: Learner Differences are addressed by using storybooks that represent a
diverse student body.
Standard #4: Content knowledge is demonstrated by incorporating the five pillars of
literacy into the lesson plan.
Standard #5: The application of content is shown by combining the standards used by the
NYS P-12 Common Core standards and the Ontario ELA curriculum.
Standard #6: Assessment is completed in a continuous manner throughout the lesson plan
by immediate feedback via student answers to verbal questions.

Standard #7: Planning for instruction is completed here by drawing upon content areas
and pedagogy to create instruction that meets learning goals.
NYS Code of Ethics for Educators:
Principles one and two apply to this artifact because it shows efforts to help students
build up their skills by individual instruction. Challenging learning environments are created by
using questions and illustrations in a way that gets students involved with the storybook.
P-12 NYS Common Core Learning Standards:
Standard Strand: Reading Standards: Foundational Skills (K-5)
Grade: 1
Topic: Key Ideas and Details
Item Number and Statement: 1. Ask and answer questions about key details in a text.
3. Describe characters, settings, and major events in a story, using key details.
7. Use illustrations and details in a story to describe its characters, setting, or events.
Topic: Vocabulary Acquisition and Use
Item Number and Statement: 4. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 1 reading and content, choosing flexibly from an
array of strategies.
a. use sentence-level context as a clue to the meaning of a word or phrase.
5. With guidance and support from adults, demonstrate understandings of word relationships and
nuances in word meanings.
c. Identify real-life connections between words and their use.
Topic: Comprehension and Collaboration

Item Number and Statement: 2. Ask and answer questions about key details in a text read aloud
or information presented orally or through other media
Topic: Phonics and Word Recognition
Item Number and Statement: 3. Know and apply grade-level phonics and word analysis skills in
decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs.
4. Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive
readings.
Ontario Ministry of Education Expectation:
Standard Strand: Grade 1 reading
Grade: 1
Topic: 1.Reading for Meaning
Item Number and Statement: 1.3 identify a few reading comprehension strategies and use them
before, during, and after reading to understand texts, initially with support and direction.
1.4 demonstrate understanding of a text by retelling the story or restating information from the
text, including the main idea.
Topic: 3.Reading with Fluency
Item Number and Statement: Reading Familiar and Unfamiliar Words
3.1 automatically read and understand some high-frequency words and words of personal interest
or significance, in a variety of reading contexts.

3.2 predict the meaning of and quickly solve unfamiliar words using different types of cues
including.

Semantic cues (e.g., familiar words, phrases, sentences, and visuals that activate existing

knowledge of oral and written language)

Syntactic (language structure) cues

Graphophonic (phonological and graphic) cues (e.g., letter clusters with-in words; onset

and rime; common spelling pattern; words within words; visual features of words such as shape
or size)
Topic: Reading Fluently
Item Number and Statement: 3.3 read appropriate, familiar texts at a sufficient rate and with
sufficient expression to convey the sense of the text to the reader
TEAC/CAEP Claims:
The TEAC claims one and two apply to this artifact because it shows an understanding of
literacy and its instruction using best teaching practices.
Council for Exceptional Children (CEC):
CEC Standards 1.1 and 1.3 apply to this artifact. Learning outcomes are maximized by
focusing on the instruction of individuals in smaller groups allowing for greater amounts spent
on the material and using it interactively. Assessments are done on an ongoing basis that
examines the learning progress of all students.

Guided Reading Lesson Plan

Peter Kolodziej
Medaille College
EDL 550
Professor Julie Eldridge
April 1, 2015

Lesson Data
A. Teacher Candidates First & Last Name: Peter Kolodziej
B. Subject/Content Area: English Language Arts
C. Grade Level (PK 12): Grade 1
D. Unit Topic: Guided Reading
E. Lesson Topic: 5 elements of literacy: phonemic awareness, phonics, vocabulary, fluency and
comprehension
F. Duration of the Lesson: 30 minutes
G. Materials
Effective Planning
Two websites for curriculum standards from NY State and Ontario reference.
1. http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf
2.http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_learning
_standards_ela.pdf
Instruction and Implementation
Story book: The Class Trip
Instructional Process
A. Standards
New York State Common Core Standards
Standard Strand: Reading Standards: Foundational Skills (K-5)
Grade: 1
Topic: Key Ideas and Details
Item Number and Statement: 1. Ask and answer questions about key details in a text.

3. Describe characters, settings, and major events in a story, using key details.
7. Use illustrations and details in a story to describe its characters, setting, or events.
Topic: Vocabulary Acquisition and Use
Item Number and Statement: 4. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 1 reading and content, choosing flexibly from an
array of strategies.
a. use sentence-level context as a clue to the meaning of a word or phrase.
5. With guidance and support from adults, demonstrate understandings of word relationships and
nuances in word meanings.
c. Identify real-life connections between words and their use.
Topic: Comprehension and Collaboration
Item Number and Statement: 2. Ask and answer questions about key details in a text read aloud
or information presented orally or through other media
Topic: Phonics and Word Recognition
Item Number and Statement: 3. Know and apply grade-level phonics and word analysis skills in
decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs.
4. Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate rate, and expression on
successive readings.
Ontario Curriculum Expectations
Standard Strand: Grade 1 reading

Grade: 1
Topic: 1.Reading for Meaning
Item Number and Statement: 1.3 identify a few reading comprehension strategies and use them
before, during, and after reading to understand texts, initially with support and direction.
1.4 demonstrate understanding of a text by retelling the story or restating information from the
text, including the main idea.
Topic: 3.Reading with Fluency
Item Number and Statement: Reading Familiar and Unfamiliar Words
3.1 automatically read and understand some high-frequency words and words of personal interest
or significance, in a variety of reading contexts.
3.2 predict the meaning of and quickly solve unfamiliar words using different types of cues
including.

Semantic cues (e.g., familiar words, phrases, sentences, and visuals that activate

existing knowledge of oral and written language)

Syntactic (language structure) cues
Graphophonic (phonological and graphic) cues (e.g., letter clusters with-in words;
onset and rime; common spelling pattern; words within words; visual features of
words such as shape or size)

Topic: Reading Fluently

Item Number and Statement: 3.3 read appropriate, familiar texts at a sufficient rate and with
sufficient expression to convey the sense of the text to the reader.
C. Objectives
At the end of the lesson students should be able to.

1. Identify and associate several phonics patterns that make a specific phonetic sound s
found in irregular and other words.
2. Follow along with the story and answer questions aimed at improving comprehension
of vocabulary and the story.
3. Be able to focus on the beginning phonetic pairings of written words in the text.
D. Assessment Plan
The teacher will assess the students formatively by listening and guiding the students
while they are reading the text out loud. Answers to questions asked by the teacher will assess
the ability of the student to understand what is happening in the story. This will also be
evaluated formatively.
E. Opening/Anticipatory Set
The teacher will have the students answer a question about a field trip students went on
this year. Teacher Talk: Where did everybody go for their field trip this year or last?
F. Main Body/Procedure
Title: The Class Trip Level: G

ISBN: 0-439-45159-0

Publisher: Scholastic Inc.

Familiar Read: (5 min.)

Vocabulary Building/Writing: (5 min.)

The questions can assist the student in forming

fluency.
1. fast What is fast? 2. want What do you want? 3. seat What color is your seat? 4. wonderful
What game is wonderful? 5. fight What animal fights with a cat?
Word patterns: (2 min)
1. Chimps 2. Teacher 3. chatter 4. stay 5. stand 6. scare
Before Reading: (5 min.)

The Class Trip: Ask questions to address the comprehension of a student and have him/her start
to think about the possibilities in a story before reading it.
1. What is a class trip? What do you do on a class trip?
2. Where have you gone for your class trips? How did you get there?
3. Where do you think these children are going for a class trip? Why do you think they are
going there?
4. Where would you like to go on a class trip? Why?
Difficult Words/Vocabulary: p17 Wonderful

Suggested Teaching Point: Readers must focus on the initial letter combinations to start the word
with the right phonetic sound.

During Reading: (13 min.) Note: The focus of the reading is to take his/her time and focus on
the initial letter combinations to create the correct phonetic sound to lead off the word.
Questions to support the reader:

Lets see it these two words have the same beginning sound?

Does s and l make the ch sound? What sound would ch make? Lets think what sounds these
letters make before we put them together. Now, what sound do they make when you put them
together?
After Reading: (5 min.) Comprehension and Fluency
Storybook Events:
Talk about what happened in the book and the problem that happened for Sam.
What did the children do on the bus?
What kind of hat did the teacher wear on her head?

Where did the class go?

What animals did Sam and children see?
What happened that scared Sam?
How did he find his teacher?

Return to Teaching Point:

Go back to the book and look for the words that they used to answer the questions above.

Remind the students what the words were and use the sound (drawn out) to help them hear the
sound and find the corresponding words from the text.

When asking the questions above have the students look at the pictures to help them understand
and find out what is going on.

G. Closure/Ending
The class will end by writing either a word from the lesson down on a piece of paper and
have the student read the words before they leave. These words can be either from the book or
from the lesson. Any words that the teacher noticed was mispronounced by the student.

Section III Reflection

1. Culturally Responsive Teaching
The book is one good for representing student from different ethnicities. There are a total
of 6 students represented in the book. Three are from ethnic minorities and one is in a

wheelchair. It is good for students to see themselves or someone like them represented in books.
The teachers background is also ethnic which is important since the image doesnt fit the
stereotypical one of a teacher. The questions asked by the teacher to the students are open,
meaning that the response given depends on their experiences and ideas drawn from their
backgrounds.
2. Accommodations
To help ELL learners the words will be modeled for the students and the teacher will
encourage and assist the student to place a finger under the word while the story is being read out
loud. This helps the students see the spelling and the sound associated with the word. It can
really help students gain confidence when reading along with the story. The sentences are
shorter and have few to a page which will help the pace of the story move along so students with
learning disabilities wont get discouraged.
3. Pre-requisite Skills
Students must be able to understand basic phonetic awareness with individual letter
sounds. A plus would have the students show an ability to listen and follow along with the
reading. The ability to persevere when wrong or having difficulty will be good to have, but this
will be something the teacher will have to reinforce and encourage in the student.
4. Anticipated Misconceptions
If students are having difficulty it may be primarily psychological. When students who
are having difficulty come to a road block with a word or letter group that is challenging to them
they may just shut down. Encouraging them prior, during and after the lesson will become a
very important task. I would imagine that these students have problems when they see other

getting things that they are not. Telling them that we all have issues with certain things and
helping them through will be crucial in getting them over that hump and continue to work.
5. Academic Language
The main goal of this class is to review and encourage the phonetic pairing of letter
groups and re-enforcing new written vocabulary. These books should not be new for the students
and this will help to go over material to help them learn. It will be important to review these
words and take them into the construct already present in their spoken vocabulary. One of the
reasons I wanted to ask questions using certain vocab words was to tie previous experiences into
the written word. If the students will create an understanding between these things then the
written word can be cemented for the student.

References
New York State P-12 Common Core Learning Standards for Mathematics. (n.d.). in New York
State Education Department. Retrieved Feb. 5, 2015, from
http://www.p12.nysed.gov/ciai/common_core_standards/
The Ontario Curriculum Grades 1 -8 Language. (2006). in Ministry of Education Government of
Ontario. Retrieved Feb.13, 2015. from
http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf