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K-5 VOCABULARY #3

Guided Reading Lesson

Grades K-1

 

 

VOCABULARY

 

Common Core State Standards

• L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
a. Identify new meanings for familiar words and apply them accurately.
• L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
• L.1.4 Determine or clarify the meaning of unknown and multiple-meaning 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.
• L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to simple relationships.

 

 

 

Rationale:

Guided Reading is focused on coaching children to use reading strategies with a text on their instructional level, not too hard and not too easy. Instructional level is a text read at an accuracy rate of 90% - 94%. Vocabulary instruction is part of that instruction, and in small group guided reading the teacher should reflect the following practices:

  • Before reading: Use rich language and vocabulary to develop background knowledge and set purpose for reading. Also, briefly explain meanings of unfamiliar words, and locate the words in the text.

  • During reading: Prompt students to use strategies for meaning, such as “Think about the story.” “What would make sense there?” “Check the picture.”

  • After reading: Discuss big ideas in the text.

 

 

Materials Needed: Two Little Ducks Get Lost by Annette Smith (Rigby PM Plus Story Books Level 10)

 

Direct Explanation: “This is a story about two little ducks that get lost from their mother because they were playing with a new friend and didn’t watch where they were going. Have you ever been playing and running and find yourself in a new place you weren’t planning to go? It’s a little scary! We’re going to read to find out what happens to them and if they find their mother again! But first, let’s look at a couple of words that we need to know.”

 

Model (Before Reading) puddle and quack:

1. The ducks decide they want to play in some puddles one day. Open to page 2 and show the picture. A puddle is a little pool of water that’s not very deep. Where is the puddle in the picture?” Have a student point. Say puddle.PUDDLE.What letter would you expect to find at the beginning of the word puddle?” P “Find the word puddle on page 3 and frame it with your fingers.”

2. “On page 11, we’re going to read a word that is a sound that a duck makes. It begins with /qu/. Who can tell me that word that begins with /qu/ that is the sound a duck makes?” QUACK. “Right, quack! Say that word.” QUACK. “What letter would you expect to find at the beginning of the word quack?” “Right, Q. Find the word quack with your fingers. Is it on the page more than once?” “Yes, it’s there three times. Those ducks must have been excited!”

 

 

Guided Practice:

(During reading) Students will recognize the words, puddle and quack, as they do the first independent reading. The teacher will listen to them read and prompt students who have difficulty with them, Say the first sound in that word. or Think about the story. What would make sense there?”

 

(After reading) So what was going on here? Can someone tell me the story from the beginning?” Prompt the use of the words puddle and quack in the retelling.

 

 

Tier I Application/Assessment:

  • Student rereads the story with a partner or alone

  • Running Records

 

We would expect students to be able to recognize and understand the words quack and puddle in other texts. When they read this book again in the Familiar Reading component of the literacy block, they will have additional opportunities to rehearse the words.

 

 

Tier II Additions/Accommodations:

  • Give students a more extensive overview of the story, linking it to their own experiences of jumping puddles and playing outside

  • Listen to students as they do the first reading and be ready to provide explicit coaching through prompts that draw attention to the strategies that the students already know, such as, “Check the first letter.” “Get your mouth ready to say the first sound.” “What would make sense there?” “Does that sound right?” “Does that look right?” and etc.

  • Allow student to do a second reading as quickly as possible with a buddy

 

Tier II Additions/Accommodations: (cont.)

  • Allow student to do a choral reading of the book with the teacher during the next small group session

  • Teacher may read a line and the students may echo read the same line, one after another, until the page is read

  • Same echo reading may take place with a reading buddy on the second reading

 

Tier II Assessment:

Same as Tier I after appropriate additions

 

 

Tier III Modifications:

  • Teacher will follow the same procedure as for Tier II Interventions, but use a text at a lower difficulty level

  • Choose a book with similar vocabulary

  • Repeat the vocabulary words several times, connecting them to meaning, during the book introduction

  • Show students the vocabulary word on a card before asking them to find the word in the text

 

Tier III Assessment:

Same as Tiers I and II with appropriate modifications

 

 

Tier IV Modifications:

  • Use any previously listed additions and/or accommodations that the student may need

  • In a small group setting pre-teach the target vocabulary

  • Pre-read the story prior to going into a group or class setting

  • Allow student to use pictures/icons and/or drawings to help with learning and retaining vocabulary

  • Allow student to use sensory input and sensory clues to learn and retain vocabulary

  • Simplify the language of the story retaining the target vocabulary

  • Allow student to hear multiple repetitions of the story on tape while he/she follows along with the story

  • Tape student reading the story

 

Tier IV Assessment:

Student would read the story with appropriate accommodations and/or modifications.

 

 

Tier V Modifications:

  • Use any previously listed additions and/or accommodations that the student may need

  • In a small group or 1:1 setting pre-teach the target vocabulary

  • Pre-read the story prior to going into a group or class setting

  • Allow student to use pictures/icons and/or drawings to help with learning and retaining vocabulary

  • Allow student to use sensory input and sensory clues to learn and retain vocabulary

  • Simplify the language of the story retaining the target vocabulary

  • Allow student to hear multiple repetitions of the story on tape while he/she follows along with the story

  • Read the story leaving out target words and have student supply them from a choice of two words

 

Tier V Assessment:

Teacher or paraprofessional will read story and omit the target word, allowing student to supply target word from two given word choices.

 

 

References:

Apprenticeship In Literacy, Dorn, French, and Jones

 

Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or sold for Commercial use or profit. ADE employees are not authorized to waive these restrictions.

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