Guided Reading Lesson Plan - Tales of a Fourth Grade Nothing

Tales of a Fourth Grade Nothing

Chapter 8 - The TV Star

Guided Reading

Standards:

RL 4:

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

RF 4:

3. Know and apply grade-level phonics and word analysis skills in decoding words.

a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

4. Read with sufficient accuracy and fluency to support comprehension. 

a. Read on-level text with purpose and understanding.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Objective: The student will compose a summary of chapter 8 of the book Tales of a Fourth Grade Nothing using the someone/wanted/but/so then strategy.

Materials:

• Tales of a Fourth Grade Nothing by Judy Blume (6)
• Chart Paper
• Flip chart markers
• Someone/wanted/but/so then worksheets (6)
• Pencils (6)

Teachers note: Tales of a Fourth Grade Nothing is a Q level text for the 'on grade level' group. Inferences, providing textual evidence, and creating text connections are featured in this lesson, with the main focus of the lesson on summarizing. Each chapter provides a 'Someone/wanted/but/so then' scenario. The end of book focus will be on sequencing with students mapping out the order of the book.

Procedures:

Before the Reading:

1. TTW introduce the chapter by initiating a small group discussion.
   1. “What has happened so far in Tales of a Fourth Grade Nothing?” (APK)
      1. The last thing they might mention is that Peter got a latch on his door, TTW ask if the students think that will keep Fudge out of trouble.
   2. “This chapter is called 'The TV Star' can anyone make an inference about what might happen in this chapter?”
      1. TTW write down several inferences for the students to remember while reading.
   3. “What do we know about Peter's father so far in the book?”
      1. Possible answers: He works a lot, not around much.
      2. T: “Exactly. So far in the story it has really only been Peter and his mother trying to keep Fudge's crazy antics under control. In the next two chapters though, Fudge and Peter will be watched by their father when their mother goes out of town.”
2. TTW introduce the “Somebody...Wanted...But...So then” chart. This establishes purpose for reading.

During the reading:

3. TSW read quietly Chapter 8 of Tales of a Fourth Grade Nothing, stopping at page 90.
4. TTW observe the students reading, providing help as students read.
5. TTW ask the students once they reach page 90 what they think the 'Somebody' is and what they 'wanted'.
6. TTW ask the student at page 90 what they infer the 'But' will be.
   1. Anticipated answer: Fudge will misbehave in some way.
   2. TTW write the student responses on chart paper.
7. TSW read quietly the rest of chapter 8
8. TTW listen to student reading, providing support.

After the reading:

9. TSW complete the Somebody... chart.
10. TTW lead a discussion about the chapter inferences.
    1. TTW ask: Did the students predict the chapter correctly? If so, where did they realize they were correct in the text? If not, where did they realize their predictions were incorrect? (Supporting with textual evidence)
11. TTW lead a discussion reviewing the Somebody... chart.
    1. What did the students put for their answers? At what point in the text did you find the information? (Textual evidence)
    2. TSW identify pieces of the text that they realized their inference was supported or unsupported.
    3. “What have you noticed about the 'So then' part of our charts?”
       1. Anticipated answer: Peter always solves the problem. (Text-to-text connection)
    4. “Do you think it's right that Peter always has to help the adults with Fudge? If you were Peter would you do the same? Or do you sometimes have to do the same thing Peter has to do with your younger siblings?” (Text-to-self connection)

Assessment:

1. Formative assessment:
   1. Observe students comprehension assessment through recall ability.
   2. Fluency assessment through quiet reading of the chapter.
   3. In-reading comprehension assessment through mid-chapter inference check and summary questions.
2. Summative assessment:
   1. 'Someone' worksheet graded for completion and checked for understanding.

References:

Blume, J. (1972). Tales of a fourth grade nothing. New York, NY: Puffin Books.

Griffin, S., & Appel, K. (n.d.). Guided reading: Lesson plans, tips, and strategies for guided reading. Retrieved from http://www.readingresource.net/guidedreading.html