record with third student during these couple of pages by having them too read quietly. Students finish the book silently. The fourth and final running record should be taken using this portion of the text. Once they have finished the book, they should identify, replace, and discuss the final vocabulary word (equally). Then, draw their attention to the timeline on pg 14-15. Is this a nonfiction component? How might we use this component? What information does it give us? Then, also attention to draw students’ the glossary at the end of the book again. Is this a component of nonfiction? How might we use this component in our reading After: While students are still on glossary page. Have them read out the vocabulary that is listed or them. They should read the word and the provided definition for the vocabulary word. Then, in closing discussion the students should explain the vocabulary in their own words, make connections to the story using the vocabulary, explain how it related to the story, and even ask for examples from the story in some cases. Step Five: Title: Rose Parks Bus Ride to Freedom Accuracy: _____ % – Level: Level J DRA 18 WCPM: _______ – Running Record RR: Prosody: Will record on a Xeroxed copy of the text Missed Words: for each individual student as they are reading the text. Overall Comments: Step Six: Instructional Activity: Comments: Pass out Character Map worksheets to Writing in Response to students and have them complete the Reading graphic organizer on Rose Parks. They should identify important events in her life, her accomplishments, what she was like based on what the story tells us, and how the student feels about the person. When students are finished, they should read over
record with third student during these couple of pages by having them too read quietly. Students finish the book silently. The fourth and final running record should be taken using this portion of the text. Once they have finished the book, they should identify, replace, and discuss the final vocabulary word (equally). Then, draw their attention to the timeline on pg 14-15. Is this a nonfiction component? How might we use this component? What information does it give us? Then, also draw students’ attention to the glossary at the end of the book again. Is this a component of nonfiction? How might we use this component in our reading After: While students are still on glossary page. Have them read out the vocabulary that is listed or them. They should read the word and the provided definition for the vocabulary word. Then, in closing discussion the students should explain the vocabulary in their own words, make connections to the story using the vocabulary, explain how it related to the story, and even ask for examples from the story in some cases. Step Five: Running Record Title: Rose Parks – Bus Ride to Freedom Level: Level J – DRA 18 RR: Will record on a Xeroxed copy of the text for each individual student as they are reading the text. Accuracy: _____ % WCPM: _______ Prosody: Missed Words: Overall Comments: Step Six: Writing in Response to Reading Instructional Activity: Pass out Character Map worksheets to students and have them complete the graphic organizer on Rose Parks. They should identify important events in her life, her accomplishments, what she was like based on what the story tells us, and how the student feels about the person. When students are finished, they should read over Comments:
Guided-Reading.docx