Title: Guided Reading Groups
Grade Level: Second Grade
Lesson Objectives:

1. Students will be able to discuss the events occurring in their story.
2. Students will be able to answer questions based on their story.

National Standards:

• IRA 1.4: Demonstrate knowledge of the major components of reading (phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.
• IRA 2.1: Use instructional grouping options (individual, small-group, whole-class, and computer-based) as appropriate for accomplishing given purposes.

Rationale:
It is important for students to have instructional reading practice where the teacher can provide small group support with books geared towards the students' level. This week, all four groups are reading chapter books (ranging from emergent to advanced) on the topic of Thanksgiving (fiction and nonfiction).

Suggested Time: 45 Minutes: 15 minutes per group

Organization of Instruction:

• Group Blue
• Group Pink
• Group Yellow
• Group Orange

Materials/Resources Needed:

• Pink:
• Magic Tree House: Thanksgiving on Thursday by Mary Pope Osborne
• Reading Packet/Pencil
• Blue:
• Magic Tree House Research Guide: Pilgrims by Mary Pope Osborne and Natalie Pope Boyce
• Reading Packet/Pencil
• Yellow:
• Henry and Mudge: Under the Yellow Moon
• Reading Packet/Pencil
• Yellow:
• Pee Wee Scouts: Peanut Butter Pilgrims by Judy Delton
• Reading Packet/Pencil

Procedure:

• Group Blue:
• Focus: discussion and popping the beginning sound.
• Discuss SSR pages 22-23 and packet q.1; have a student summarize events.
• Discuss and answer q.2 together.
• Partner read p.24-27
• Discuss
• Popcorn read p.28-29; emphasis popping the beginning sound of unknown words.
• Group Pink:
• Focus: new vocabulary and discussion
• Discuss SSR p.35-37 (Wampanoag)
• Discuss and answer packet q.1; vocabulary a-b
• Popcorn read p.38-41
• Discuss; answer q.3 and vocabulary c-d.
• Teacher q.1-5 can be used to guide discussion of important events
• Group Yellow:
• Focus: connecting and reflecting
• Jared = summarize
• Who is Aunt Sally? Does Henry like her?
• Reread for fluency rest of chapter.
• Discuss and answer q.1-2 together
• Discuss teacher q.1-2 to check for further comprehension
• Connecting/Reflecting
• What does this story make you think of?
• Other Henry and Mudge stories?
• Group Orange:
• Focus: bear backtrack when stuck on an unknown word
• Discuss SSR p.19-21
• Partner read rest of chapter
• Discuss and summarize main points together
• Answer packet q.1-2
• Teacher q.1-3 can be used to guide discussion
• Popcorn read p.25-26; discuss with partner

Assessment:
Formative

• Each individual group has a specific focus that the teacher will be looking for.
• Observe students: Students should participate in discussion and talk about the events of the story.
• Look at student reading packets; are students relating their answer to the story?