Guided Reading Hats

EDR 317 Guided Reading Template 2019
Group Name and Grade: Group Green / Kindergarten
Book Title Hats by Sara Shapiro and illustrated by Helen Tudor

Level: B
Standards: CC.1.3. K. A
▪ One for reading CC.1.3. K. G
▪ One for word work CC.1.1. K. C
Warm-up (emergent only): Have students independently reread the book Kites.
Students independently
reread the previous lesson’s
text
Introduce the text Debug:

▪ Engage student - P. 8 Bills
interest - Define Features and Patterns
▪ List points, pages Engage:
needed to debug text - Have the students turn to page 1 of the book (title page).
Ask the students to look at the illustration on the page. Ask
them: Do you notice anything about the hats? How many
hats do you see? Tell them, I notice that there are 7 crazy
hats. I wonder if I will see these crazy, fun hats in the story.
What do you think? Let us find out!
Students independently read Tell students that they get to read the book alone now. Once they
the text are finished, they get to read it again or sit quiet and wait for all of
▪ What will early our friends to be finished.
finishers do?
Listen to the students reading and guide them when they make a
miscue. Jump in and help anytime you hear a miscue.
Discuss and revisit the text If you could design your own hat, what would it look like? Think
▪ Begin in an open- about the different patterns, features, colors that the animals in the
ended way book had and create your own, unique hat design.
▪ Guide discussion
toward big ideas or Once all of the students have shared their hat ideas ask them: Are all
larger message of your hats the same or different? What about all of the hats in the
book? Do you think that having different hats is a good or bad thing?
Do you think differences in people (friends, classmates) is a good
thing? Why?
Teaching points Making connections between illustrations and text to define words
▪ Based on your
observation of Turn to page 7. Reread page 7 silently and look at the details in the
students, select a illustrations. When I look at this page I see the hat feature of humps.
teaching point or two Then I look at the illustration and see that the camel has curves on
that will help readers her back. I also notice that the hat has the same curves. This must
expand their ability to mean that the curves I see are called humps. Can you think of a time
read all texts in the book where you see the connection between the hat feature
and the illustration? Go to that page and share with us.
Work with letters/words Connection to Plurals
▪ Provide 2-3 minutes Explain to student that when a word names more than one thing,
active, inquiry-based such as cats, it is called a plural. A plural often ends with a s.
word work Have the students look at the title of the book, Hats. Ask if the word
▪ Focus on any aspect means one or more than one. Ask the students why they think the
of word solving/ book is called Hats (if needed prompt them by asking why would it
vocabulary building be called Hats and not Hat). Then ask the students to go through the
book and find other plurals (stripes, sports, feathers, horns, spikes,
humps, bills). Work with the students to turn each of these words
into its singular form by removing the s. Do this by having the
students write down the plurals they see. Then ask them to change
the word to make it singular (erase the ending s). Otherwise, if the
students are in need of more support, given the students a regular
word and ask them to rewrite it as a plural. Make sure to give a
variety of words, including one that does not fit the rule of just
adding an s to the end to make the word plural.
Reflection on instruction What is the rationale for selecting the resources within your lesson
▪ what strategies need plan?
to be taught, I choose to use white boards for the working with
reinforced letters/words portion of the guided reading lesson plan. This
▪ what level will you was an intentional decision. White board offer a great
proceed with resource for “students to work collaboratively in small
tomorrow groups” (ADMIN). This is an ideal format for guided reading.
In addition to this, white boards allow for students to easily
“fix their errors, revise their thinking, and rewrite their
ideas” (ADMIN). This unique format that the white boards
offer is perfect for teaching plurals, which is what I was
teaching in this lesson. Along with this, students find it a lot
of fun to work with the white boards. This makes it a great
resource to use within lesson plans.
In general, how successful was the lesson (were the objectives met)?
What evidence supports your conclusion?
In my guided reading lesson today, I made sure to explain to
students that a spelling rule is not set in stone. There are
always exceptions to the rules of spelling within the English
language. This is an important concept to teach. Otherwise
students will get frustrated when the rule their teacher
taught them turns out to not be true. For many young
children this can be both confusing and hurtful (Picard,
Invernizzi, Johnson & Bear, 2018, p.33). In order to make
sure this did not happen in my lesson about how to write
plurals, I gave a counter example of grass. In this word, the
plural form is the exact same as its original form. The
students easily caught onto the concept and were not
frustrated by this change in the rule, because it was explicitly
introduced to them in their learning process of the rule.
Through this, students can learn the patterns of spelling
without the finality of concrete rules. This supports the
successfulness of my lesson, because it directly connects to
the objective of teaching plurals.
How were students empowered to take responsibility for their own

learning?
While there were many aspects in this lesson that allowed
for students to take this ownership over their learning, there
was one specific area that I felt was fantastic. I had all of the
students look back into the book and think about what they
liked about the different hats. Then I had the students come
up with their own hat design. Once they had decided on
their designs, I had them share their ideas to the rest of the
small group. This gave the students the opportunity to apply
what they have learned from the story to their own lives. It
also empowered the students to be creative in their learning
and design process. Through this, all of the students were
able to take responsibility of their own learning.
What would you do differently if you had to teach the lesson again
to the same group of students?
The major change I would make is to emphasize the making
connection portion of the lesson more, within the teaching
point. While I made sure to do a think aloud of how I made a
connection between the text and illustrations, I did not
make the students do the same. I suggested for students to
make this connection, but only one of the students actually
verbalized their connection. The other students never
shared the connection they made on their own. If I were to
redo this lesson plan, I would have all of the students go
back into the book and share their connection to the rest of
the small group. This would be done instead of making the
sharing portion of this activity optional for the students. By
having all of the students do this, I am able to check in with
each of them to make sure they understand the teaching
point.
Sources Bibliography
Picard, M., Invernizzi, M., Johnson, F., & Bear, D. R. (2018). Words
Their Way. New York, NY: Pearson.
ADMIN. (2019, January 21). Why use whiteboards in a classroom?
Retrieved July 16, 2019, from
https://exploringphysics.com/teaching-tips/why-use-
whiteboards-in-a-classroom/

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EDR 317 Guided Reading Template 2019

Group Name and Grade: Group Green / Kindergarten

Book Title Hats by Sara Shapiro and illustrated by Helen Tudor

Introduce the text Debug:

How were students empowered to take responsibility for their own

Their Way. New York, NY: Pearson.

ADMIN. (2019, January 21). Why use whiteboards in a classroom?

Retrieved July 16, 2019, from

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