Haley Mayer

10/09/2015

Student Teaching Lesson

Guided Reading Lesson (10:20-10:40)

1.) Teacher will meet with the Red reading group during Block 1 (10:20-10:40).

Lesson for the book: A Bad, Bad Day (Level D)

Introduction:

Before we look at the book, I want to know if you have ever had a bad day. What things happened that made you have a bad day? (Let students share and discuss for a couple minutes to develop prior knowledge and make connections).

Let’s look at the cover of the book first. Does this book title remind you of a book we’ve read before? (Text to Text connections- Alexander and the Terrible, Horrible, No Good, Very Bad Day) What do you think this book will be about? (predictions)

Picture Walk:

Pg. 1-2- What do you think is going on in this picture? (Point out alarm clock ringing—squiggly lines to show it’s moving, mom pointing to her watch, exclamation points) Point out the word “hurry”

Pg. 3-4- What happened in this picture? (Kid bumped his head- lamp has squiggly lines to show he hit it)

Pg. 5-6- What do you notice? (Point out rainy weather- highlight personal connections to own feelings when it’s rainy/cloudy)

Pg. 7-12- Fill through asking students what they notice or think is happening in the pictures

Pg. 13-14- Point out the word “fuss” and explain what it means.

Pg. 15-18- Notice picture clues and ask what they think is happening

Pg. 19-20- What do you think is the teacher holding? Would that make his day better or worse?

Pg. 21-22- Why does he look happy all of a sudden? (He got a star on his assignment or test)

Listen to students whisper read quietly at the table.

-If time, comprehension questions,

How was this book similar or different to Alexander…?

Were our predictions correct about the story?

What happened to the boy to make his day bad?

Any connections you can make to the story/boy?

-Remind them to read this book first during the next read-to-self time

10:40-10:45

-Transition students to clean up block 1 and line up for recess