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    Guided Reading Commotion in The Ocean

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    The document outlines a guided reading plan focused on having students read a narrative text about life under the sea, develop their understanding of vocabulary words related to ocean life, and demonstrate comprehension through class discussions, graphic organizers, illustrations, role plays and the creation of an ocean diorama with labeled sea creatures and plants. The plan incorporates preparing students with background knowledge, pre-reading activities, during reading support, post-reading comprehension checks, and an extension project applying what was learned across other subjects.

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    Guided Reading Commotion in The Ocean

    Uploaded by

    api-510480846
    519 views5 pages
    The document outlines a guided reading plan focused on having students read a narrative text about life under the sea, develop their understanding of vocabulary words related to ocean life, and demonstrate comprehension through class discussions, graphic organizers, illustrations, role plays and the creation of an ocean diorama with labeled sea creatures and plants. The plan incorporates preparing students with background knowledge, pre-reading activities, during reading support, post-reading comprehension checks, and an extension project applying what was learned across other subjects.

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    The document outlines a guided reading plan focused on having students read a narrative text about life under the sea, develop their understanding of vocabulary words related to ocean life, and demonstrate comprehension through class discussions, graphic organizers, illustrations, role plays and the creation of an ocean diorama with labeled sea creatures and plants. The plan incorporates preparing students with background knowledge, pre-reading activities, during reading support, post-reading comprehension checks, and an extension project applying what was learned across other subjects.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    519 views5 pages

    Guided Reading Commotion in The Ocean

    Uploaded by

    api-510480846
    The document outlines a guided reading plan focused on having students read a narrative text about life under the sea, develop their understanding of vocabulary words related to ocean life, and demonstrate comprehension through class discussions, graphic organizers, illustrations, role plays and the creation of an ocean diorama with labeled sea creatures and plants. The plan incorporates preparing students with background knowledge, pre-reading activities, during reading support, post-reading comprehension checks, and an extension project applying what was learned across other subjects.

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    Commotion in the Ocean Guided Reading Plan

    Standard(s):
    NJSLSA.R2. Determine central ideas or themes of a text and analyze their development;
    summarize the key supporting details and ideas.

    W.2.2. Write informative/explanatory texts in which they introduce a topic, use evidence-based
    facts and definitions to develop points, and provide a conclusion.

    Objective: Students will read and discuss narrative text and engage in discussion of key concepts
    and vocabulary through the development of graphic organizers and journal entries to demonstrate
    comprehension at a level of (3) proficiency based on a 4 point rubric scale.

    I. Preparation for Reading

    A. Activate/Build Prior Knowledge

    Develop discussion relating to the ocean or beach and what students saw while being there.
    Students will share their experiences either at the beach and in the ocean. Ask students if they
    have ever been to the beach? At the beach, what did they do? What was there favorite memory or
    activity? Discuss the articles of the book: Where is the title? What does author mean? What does
    illustrator mean? include front and back. Discuss the front cover illustrations and if they ever
    seen any of the same characters while at the beach?

    B. Preview Text and Make Predictions

    Preview the reading material with the students by conducting a Picture-Walk. Guide students in
    exploring the pictures that are provided in the book in the order they are given. Discuss what
    kinds of characters they see as we take out picture walk. Based on the title, what could the
    commotion be all about in the ocean?

    C. Develop Vocabulary Knowledge

    During the picture walk students are encouraged to explore the picture and pay attention to
    vocabulary. Students will discuss their definition of the vocab words as well as supplied with a
    dictionary for the definition. Students will also have the ability to go back in the text and locate
    the vocabulary words and see how it is used in a sentence. Provide a direct instruction lesson as
    to the meanings of the vocabulary words: commotion, scamper, balance, giant

    Commotion – a noisy and busy area

    Scamper- run really fast

    Balance- something is equal to another item

    Giant- very big


    Academic Language Demands:

    The job/function students will need to be able to perform, in terms of language, is to answer who,
    what, when, and where. Students will have a better understanding of the importance of the words
    and how to correlate it with stories. Students will also understand the variety of sea creatures that
    live in the ocean and their differences.

    Function: Vocabulary: Discourse/Syntax:


    What is the function we are Consider the following –
    performing with language? What are the considerations
    What “job” are we doing with  Tier 2 words regarding the structure of
    the use of the language to  Phrases and/or key words language and/or students
    support comprehension? How ability to use language to
    is language helping us in the  Figurative language discuss or write in support
    process of comprehension? of comprehension?

    Tier 2 words: commotion, A graphic organizer will be


    scamper, strange, giant completed with arms that
    Students will complete a graphic have a descriptive word of
    organizer with descriptive words Terms/phrases: What color each sea animal. 
    describing the animals in the are they? Do they have a fin
    book. or a tail? What may they eat?
    Where do they live? 

    D. Set a Purpose for Reading

    A graphic organizer will be completed with arms that have a characteristic of each sea animal. 

    II. Read Silently


    Instruct students to read silently and draw any sea animal they came across they found interesting
    while reading. Monitor students process and make sure they have a clear understanding of what
    each word means and how to apply it to the story. If students are struggling a visual graphic
    organizer as well as example will be presented on the board. Students then will draw a picture
    that corresponds to the sea animal they picked. After, students will share their favorite sec
    creature they learned about and present to either the class or small group.

    I. Respond to Reading to Develop Comprehension

    A. Revisit Purpose Setting Question

    Develop discussion relating to what students have discovered about the sea creatures they
    explored in the book. Students will share what they discovered throughout the book. Students
    will be asked what descriptions they got from the story on that particular sea animal. They also
    will include their physical appearances as well as any other interesting facts they came across.
    explaining who, what, when, where will help students have an understanding. For instance, if a
    student is explaining a sea turtle, sea turtle should be in the middle and what branches off can be ,
    ocean, four legs and a brown shell, and green

    B. Clarify Additional Concepts/Vocabulary

    Continue developing discussion with students about what they discovered about each sea creature
    in the ocean. Ask students what may cause commotion in the ocean. Why sea creatures may have
    to scamper in the ocean blue. Ask if they have seen anything strange before or if they thought
    that one of the sea creatures was strange in the story. For students that are still having difficulty
    understanding the vocabulary words, pictures being correlated to the vocabulary words for a
    visual aspect. A demonstration of vocab words will be done as well as definition and used in a
    sentence will be written on the board. 

    C. Supporting Comprehension of Structure

    Students will summarize and share the information they learned throughout the story and present
    their illustrations to the class. Guide students will make the key words associated with the correct
    description and illustration. Model the key words and how it correlates to that particular
    illustration. The key words: What color are they? Do they have a fin or a tail? What may they eat?
    Where do they live?

    D. Seeking Additional Sources for Information

    Inspire students to seek additional information about the signal words within the story. For
    example, students can either pick a sea creature that was mentioned or something in the
    background they found. Help students begin their new investigation and how to appropriately
    explore other information then within the given text. From there, this will lead to a science
    content about sea creatures and life under the sea. Model excitement and interest in exploring
    new ideas. If a student asks a question, even if the answer is known, research it anyway.

    E. Additional Purpose Setting Questions:

    Encourage students to continue reading the story and pay close attention to the detail in the
    background. Descriptive text is supplied from the author describing each sea animal. Remind
    students they are understanding the physical features of sea animals as well as any other interesting
    characteristic that was mentioned. After a new sea creature is discovered, have an open discussion
    on what the essential aspects are about that sea creature.

    II. Review/Reread and Explore Strategies

    Students will pick a sea creature they learned from the story. Fill out a chart based on who, what,
    where and when. From there, students will collaborate with another student that picked the same
    sea creature and create a role play. Students will act like the sea creature of choice and summarize
    all the wonderful information that was learned.

    V. Applying the Literature/Extending Reading Across the Curriculum


    Engage students in the task of exploring life under the sea. Students will pick a sea creature from
    the book. Students then will create an ocean diorama. Diorama’s can be made out of shoeboxes,
    posters, or even online presentation. Within the diorama students will include a descriptive
    writing describing their diorama. Dioramas must cover at least two sea creatures that were
    mentioned in the story and two sea creatures that were not. Students will have to do research
    which will be guided and assisted during class time. Students will also have to include at least one
    type of plant that is located under the sea. All plants and sea creatures are to be labeled within the
    diorama and detailed descriptive essay to go along with it. Students are to answer questions about
    their diorama as well as why they chose the sea creatures and plants they did. Students will have
    the choice to present their diorama to the class or in a small group.

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