Two Large Stones (pages 22-31) -Why were the stones sad? -How come they were happy in the end. What changed? The Crickets (pages 32-41) -Why was the mouse frustrated? -What happened when she talked to the cricket? -How did she finally get the crickets to leave? The Thorn Bush (pages 42-51) -At first, the policeman tried to pull the thorns out of the chair. Why? -Why was the woman really crying? (her thorn bush was sick) -What happened when they watered the thorn bush? Conclusion (pages 52-64) -How did the mouse finally get away? -What happened to the weasel? -The mouse tricked the bees. The mouse tricked the weasel. What do you think about this? Is it okay to trick someone? As each child is reading, take note of the strategies the child uses while reading. What do they do when they encounter a difficult word? This is an opportunity for direct teaching. Help children with strategies for word-building How fluid is their reading? This will help you develop future guided reading lessons and mini lessons. Take note of this on your assessment sheet/checklist. Differentiation: For a child who has particular difficulty reading, have them read a smaller section, or offer to read aloud with them (letting them lead, of course!); You could also have them listen to an audio tape while reading to assist them. For advanced students, ask enrichment questions or give them a more challenging writing task in the writing connection. After/Post-Assessment Tying it together: Ask students to talk with a partner: What was this book about? Who were the characters? What did you like about this story? Come together as a group. Discuss their answers. else have we learned “What about while reading this book? Do you think we could make our own “soup” soup? Finish the KWL chart. Make sure assessment sheets have been filled out! Writing connection: Ask students : Pretend you were going to tell a story to the weasel like the mouse did. What would your story be? What ingredient would you have him make a STORY SOUP! Give students an opportunity to fetch? Let’s
Two Large Stones (pages 22-31) -Why were the stones sad? -How come they were happy in the end. What changed? The Crickets (pages 32-41) -Why was the mouse frustrated? -What happened when she talked to the cricket? -How did she finally get the crickets to leave? The Thorn Bush (pages 42-51) -At first, the policeman tried to pull the thorns out of the chair. Why? -Why was the woman really crying? (her thorn bush was sick) -What happened when they watered the thorn bush? Conclusion (pages 52-64) -How did the mouse finally get away? -What happened to the weasel? -The mouse tricked the bees. The mouse tricked the weasel. What do you think about this? Is it okay to trick someone? As each child is reading, take note of the strategies the child uses while reading. What do they do when they encounter a difficult word? This is an opportunity for direct teaching. Help children with strategies for word-building How fluid is their reading? This will help you develop future guided reading lessons and mini lessons. Take note of this on your assessment sheet/checklist. Differentiation: For a child who has particular difficulty reading, have them read a smaller section, or offer to read aloud with them (letting them lead, of course!); You could also have them listen to an audio tape while reading to assist them. For advanced students, ask enrichment questions or give them a more challenging writing task in the writing connection. After/Post-Assessment Tying it together: Ask students to talk with a partner: What was this book about? Who were the characters? What did you like about this story? Come together as a group. Discuss their answers. “What else have we learned about “soup” while reading this book? Do you think we could make our own soup? Finish the KWL chart. Make sure assessment sheets have been filled out! Writing connection: Ask students : Pretend you were going to tell a story to the weasel like the mouse did. What would your story be? What ingredient would you have him fetch? Let’s make a STORY SOUP! Give students an opportunity to
guided_reading_lesson_plan.docx