Guided Reading Lesson Plan 

Historical Fiction Lesson Plan "Little House on the Prairie" 

by Laura Ingalls Wilder 

Level: 760 L

Fiction  

Standards: CCSS.ELA-LITERACY.RL.4.3

                   Describe in depth a character, setting, or event in a story or drama, drawing on        specific details in the text (e.g., a character's thoughts, words, or actions).

                  CCSS.ELA-LITERACY.L.4.4.A

                  Use context (e.g., definitions, examples, or restatements in text) as a clue to the     meaning of a word or phrase.

Book Introduction: 

• Summary Read: 
• I will have the students read the summary of this book before we join at the table for our group discussion. They will be able to read this at our reading time or at home the previous night. (The previous class meeting, I will have introduced this book to the students by reading the title, the author, and a quick explanation of my expectations..."I want you to read the summary of this book before our next meeting." 
• At the Reading Center Table
• I will call the group to the table (asking them to bring their writing journals and their book). 
• Blue group- based on DRA level.  
• I will ask the students their thoughts on the summary. 
• "What will this book be about?" 
• "Who is the main character?"
• "What person is this book written in?" 
• We will, as a small group, look at the Context Clue poster and discuss what to look for. 
• Before the students begin to read, I will tell them to look for context clues and write them in their graphic organizer (provided below) as they read. 
• The students will open the front cover and we will begin to read the first chapter. 

Context Poster

Phonics Focus: (CC): Context Clues 

Word Work Activity (Hyperlink) 

Vocabulary Focus:

            Word Work Activity        The students will participate in a Context Clue discussion. We will talk about what to look for and what to write on the graphic organizer. (Note: use the Context Clues poster for discussion). 

During Reading 
            The students will read independently. 

            Comprehension fiction: I will monitor the students' reading and take anecdotal notes of each students' reading while they read. 
                 *Anecdotal notes will be taken on sticky notes. These will be put in their file after the read. 

Fluency and phrasing: Using the anecdotal notes, I will also document their notes taken on the Graphic Organizer. I will make note of the words they put on their paper. 

Word decoding: The students will use the Graphic Organizer below to guide their understanding. This will also help them to keep track of their ideas. 

Context Clue Organizer

After Reading 

       We will, as a group, look up the dictionary definition of each word that is written in the graphic organizer. Each student will look up the words that are written on their graphic organizer. After, we will Round Robin read one word from our list and read the context clue that was used with the definition of the word.
                     Example: word- meager, context clue- "who cherish our little community far more than our meager possessions.", dictionary definition- lacking in quantity or quality

            Writing Activity: The students will write a paragraph explaining the characters, setting, and events in the story using their graphic organizer. 

• Teacher: Write a paragraph about who the characters are, the setting, and the events that occurred in the first chapter. Be sure to use 1-2 words from your graphic organizer and use specific details from the text. 

During Reading Resource Ideas

Ideas

anecdotal notes- sticky notes to go into file
graphic organizer to define words the students are unaware of
read independently

After Reading Resource Ideas

The students will use this covered wagon to write their paragraph. 

Supplies: 

    Book, one for each student 

    Graphic organizer, one for each student

    Sticky notes, for teacher

    Writing activity, covered wagon, one for each student