Guided Reading: Example Lesson Plan for Early Reader (w/ Assistive Technology)

 (This lesson plan is also attached below.)

 

 David

Age 9

Label: Multiply HC, mild-moderate CP,  cognitive disability, limitedcommunication (nonverbal)

 

Communication: No speech, reliable yes/no response (points),points to pictures, points to word card choices, points to words in text,beginning to use Dynovox

 

Literacy:  Davidwill listen and attend to a picture book that is read to him. He often movesaround or looks away and sometimes stands up. He does respond to redirectionsuch as “Look at the words.” “Tracking now.”  He likes to track the print with his finger with physicalsupport. (He grasps teacher’s index finger and isolates his index finger.Gentle resistance helps him point more accurately.)

 

David appears to enjoy digital texts (e.g., Powerpoint oncomputer). During a recent informal assessment he attended through 4 differentpowerpoints, including  a ratherlengthy Powerpoint “e-book” on the Iroquois. There were ___ total slides in theIroquois book. Each slide had photos and 2-3 sentences about 4thgrade level social studies concepts. (See sample Powerpoint “Iroquois.”) David’s engagement with this morechallenging text was high.  Heappeared to look at the print as an adult helped him track with his finger andread aloud. Each time David hit the spacebar to advance to the next slide.

 

David also appears to have an extensive sight wordvocabulary. Throughout the powerpoint viewing, the assessor asked him to locatevarious words in text (e.g., longhouses, ….). He pointed quickly andconfidently. His responses to about 12 requests to find words were 100%accurate.  His special educationteacher confirmed that he can accurately select many words in whole textquickly.

 

Given David’s engagement with this more sophisticated text(equivalent to perhaps a late first grade reading level) and his apparent wordknowledge, I believe he may already be able to read new texts at hisinstructional level. Therefore, we will begin GUIDED READING INSTRUCTION dailyto further support and assess his abilities and needs in reading. We willexperiment with late first grade level texts in digital formats. David alsoseems to show a preference for nonfiction.

 

Guided Reading Lesson Plan

 

David

 

Objectives:

 

David will read a new level G book silently with visualsupport for tracking (i.e., computer  highlights eachword of text.)

 

David will demonstrate understanding of word solvingstrategy “read on and think about what makes sense” by choosing from 2 possiblechoices to solve an unknown (covered) word in the text.

 

After reading, David will complete a graphic organizer(cycle) matching graphics to key words from the text.

 

David will use his dynovox toshare one comment about the book.

 

David will use Boardmaker (whole word template) to completea sequence chart that includes key vocabulary from the book.

 

Today’s book: How do frogs grow? (Non Fiction, Level G)  Digital copy on computer in Boardmaker.

 

(Sample pages below)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Familiar Reading: David will re-read Sharing Our Earth(level F) on the computer with some support. David has read this book with ateacher several times in previous lessons. He needs to maintain visual trackingwith computer highlighting and operate adapted switch to turn the page. Teacherwill monitor for visual tracking, appropriate reading time before turning pages.

 

Book Intro: Today’s new book:How do frogs grow? (level G)

 

Display cover only.

 

David, today’s new book is about frogs and how they changefrom the time they are born until they are grown up.   People change too as we grow up. Do you ever look atyour baby pictures with mom and dad? Use your Dynovox.

 

(Yes/no)

 

I’m sure you look different now than when you were a baby.How have you changed since you were a baby?

 

(Vocab on Dynovox Big Small )

 

If necessary, prompt David toconsider big/ small on Dynovox.

 

If he chooses BIG (Yes you are big now)

If he chooses SMALL (Yes you used to be very small but notanymore.)

 

One way that frogs change isthey also get bigger. But frogs change in other ways too.

 

Show Cycle Graphic organizer with first stage (eggs) andlast (adult frog) complete with words and graphic. Frogs start out as eggs andthey change and go through different stages before they become adult frogs andlook like this.

 

Let’s look at these picturesbefore we read.

 

Picture walk—So like you these frogs are getting bigger. Butthey also look very different in some of these pictures, don’t they.

 

Strategy Mini Lesson

 

Present visual list of wordsolving strategies

 

David what are some things wecan do if we get stuck on a word while we read?

 

David uses GoTalk to “state astrategy.” Then he points to that strategy on the list.

 

Look at the picture, sound itout, look for a chunk …

 

Today I am going to show you another strategy that I usesometimes. Another thing we can do, is we can SKIP IT AND READ ON. THEN COMEBACK AND THINK ABOUT WHAT WOULD MAKE SENSE.

Watch and listen. Just to be sure that you play along, Ihave covered up the word I don’t know.

 

Open to print copy of book to pp/ 4-5. Pn p. 5 the word‘front” is covered with a sticky note. You need to look at the words and listento  me read and think.

 

Read and think aloud whilepointing to each word. (Note that David is watching text)

 

Two back legs begin to show.

Now the ____

 

Hmmm I don’t know this word.

I am going to skip it and read on. Then come back.

 

Two back legs begin to show

Now the [blank] legs start to grow.

 

What would make sense there?

 

Two back legs begin to show

Now the ____ legs start to grow.

 

Hey maybe it’s front legs. Thisfrog has front legs and back legs. I am going to try that.

 

Two back legs begin to show.

Now the front legs start to grow.

 

That makes sense.

Let’s look at the word (Uncover)  This looks like “front.” It starts with /f/.

 

SO ANOTHER STRATEGY WE CAN USE WHEN WE GET STUCK ON A WORKIS TO SKIP IT AND READ ON, THEN COME BACK AND THINK ABOUT WHAT MAKES SENSE.

 

You try one this time.

 

Turn to a new page with acovered word.

 

David read this in your head asI read it. Point and whisper.

 

Stop when you get to covered word.

David, let’s try the new strategy. Skip it, read on andthink about what would make sense.

 

Re read the whole sentence saying “blank” for the unknownword.

Present David with two possible words on the white board. Ask him if one ofthese would make sense.

 

When he points, say, Let’s try it and see.

Point while he reads with his eyes. Teacher reads aloudquiety. Ask David

 

Does it make sense? (yes/ no onDynovox)

 

If yes, uncover the word and talk about how it looks rightand it makes sense. Then restate the strategy.

 

 

SO ANOTHER STRATEGY WE CAN USE WHEN WE GET STUCK ON A WORKIS TO SKIP IT AND READ ON, THEN COME BACK AND THINK ABOUT WHAT MAKESSENSE.  Think about this new onetoday. You can also still use your other strategies—look at the picture, soundit out, look for a chunk…

 

 

 

 

Book Intro: Today’s new book: How do frogs grow? (level G)

 

Display cover only.

 

David, today’s new book is about frogs and how they changefrom the time they are born until they are grown up.   People change too as we grow up. Do you ever look atyour baby pictures with mom and dad? Use your Dynovox.

 

(Yes/no)

 

I’m sure you look different now than when you were a baby.How have you changed since you were a baby?

 

(Vocab on Dynovox Big Small )

 

If necessary, prompt David toconsider big/ small on Dynovox.

 

If he chooses BIG (Yes you are big now)

If he chooses SMALL (Yes you used to be very small but notanymore.)

 

One way that frogs change is they also get bigger. But frogschange in other ways too. Let’s look at these pictures before we read.

 

Picture walk—So like you these frogs are getting bigger. Butthey also look very different in some of these pictures, don’t they.

 

 

As you read pay attention to HOW FROGS CHANGE. Let’s look atthe first page. Here they are eggs. Then the eggs become tadpoles. They lookDIFFERENT don’t they?  Show Davidline drawings of each stage.  Let’sread the first page together. (Eggs) David show me which stage this page isdescribing.  (Present eggs andtadpole pictures) David should point to the eggs. Good—This is what goodreaders do. Think about what you are reading. Now read this page again. I wantyou to show me the word that tells us they are describing this picture (showeggs—but don’t say “eggs”0.  Davidshould re-read the sentence (you can whisper and point to words to track w/him). He should point to the word “eggs” on the page.

 

You are going to read the rest of these pages in your head.Think about what you are reading.

 

Point and track with David as hereads the next page silently.

 

Present 2-3 pictures of different stages (includingtadpoles). Ask David, “Which stage is this page describing?” He should point totadpoles. Okay—re-read and show me the word or words that tell me this page isdescribing this picture (Don’t say tadpoles). If he seems unclear or gives awrong response, re-read with him (track and whisper) and ask the questionsagain.

 

 

(Consider covering the pictures during question part? )

 

 

Discussion

 

Revisit cycle graphic organizer.

So we read that all frogs begin as eggs.

 

Let’s finish this by putting theother stages that you read about in order. 

 

After eggs, what stage camenext?  (Present 2-3 picturesincluding tadpole)

 

David points, I glue it on thepaper. Repeat for other 3.

 

Key words from book: swim,tail,  grow back legs, grow frontlegs

 

David we need to put some words with our pictures. How aboutthis stage, the tadpole? Show me the words from the book that go with thisstage. (Present 2-3: swim, tail; grow back legs, grow front legs)

 

Writing connection

 

David will complete sentences on Boardmaker using whole wordwriting template and touch screen:

 

All frogs begin as ________

 

Then they grow ___________ andcan swim.

 

Then they grow  ___________legs.

 

They they grow ________legs

 

They they are ____________.

 

 

David will use his dynovox to share a response to thebook  Present some choices. Helphim get to the correct “comment screen” first if necessary.

 

David tell me what you thought about this book. Here aresome things you could say:

 

I liked it.

 

It surprised me.

 

It was okay.

 

 

 

 

 

 

 

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