Subject: Reading
Grade: 3rd
Rationale:
The purpose of this guided reading lesson is to introduce a new text to a guided reading group and have them analyze the new book characteristics. Students should work through the different features of the book, discuss vocabulary, look at the illustrations, and do a book walk in order to understand what they will be reading about.
Common Core Standards:
Objective:
Given “How a Comic Book Is Made”, students will be able to preview the new story and use text features to understand the text.
Procedure:
· Introduction of the text:
o “Today you have an informational book called “How a Comic Book Is Made”. This book is also a graphic text. What do you know about reading a graphic text?”
§ Allow students to respond
o “You will need to look at the pictures carefully. This is a dialogue bubble and this is a thought bubble. Can you tell the difference and purpose of each?”
§ Allow students to respond
o “Is this text a fiction or nonfiction text? Why?”
§ Allow students to respond
· Mini-lesson/focusing strategy:
o Take students through a book walk and tell them at the end how this is helpful to our understanding:
§ “Look at the table of contents. The first section looks like it is an introduction. How has the writer organized the book?”
· Allow students to respond.
§ “You are going to learn about the steps in making a comic book. Look at the title of the last section. What are you going to expect there?”
· Allow students to respond
§ “In the last section, the writer switches from telling the steps in the process to giving directions to the readers. How do you think the sections will be related?”
· Allow students to respond
· “It sounds like the author is going to explain how to create a comic book and then help you create your own!”
§ “This book is really cool because it tells you how to create your own comic book and also tells you which people are involved in the process. If you turn to pages 2 and 3 you will see the team. If you are having trouble remember who does each step, you can turn back to this page to help you.”
§ “Turn to page 4. Who can tell me what the first step is and who is in the picture?”
· Allow students to respond.
· “The arrows with labels allow you to remember who the people are if you are having trouble.”
§ “Turn to page 9. This is the second step and you will read about it and who is involved. Remember that the balloons or bubbles tell you what people are saying out loud. On page 9, the square boxes outlined in dashes show what the writer is typing in to the computer.”
§ “Now we can see that each page has a lot of information that is important to understanding the steps of writing a comic book. As you read, remember to look carefully at everything on the page—the text, the illustrations in the panels, the speech and thought bubbles, and the labels.”
· Shared reading together
o Have students alternate reading pages
· Discussion of student observation of if they looked at everything on each page (the text, illustrations, speech and thought bubbles, and the labels).
o Ask students to turn to pages that they may need to look at more closely and ask them to identify important text features that helped them understand creating a comic book.
§ “Now that we have read the text lets go back to page 4 and discus the first step and who did the job now that we have read the text. What did you observe on this page that made you understand this better?”
· Allow students to respond.
· Related Writing
o “During independent writing time today, you can try to write your own comic book. If you need help, you can use this book as a reference. You can practice using illustrations, speech and thought bubbles, and labels.”
· Related Word Work
o “Today during word study we are going to focus on the letter c or the letter g followed by an e, I, or y in a word. When this happens, the sound of the c or g is usually soft.”
o “I will give you new words that you will say and sort depending on their sound”
§ City, Coffee, Cereal, Corner, Cycle, Candle, Gerbil, Guitar, Giraffe, Guilty, Genius, Gallon, Gather.
§ “Listen for the sound of the c or g in each word.”
§ “What do you notice about the letters that follow the c and the g?”
§ “What do you notice about the sound of c in these words? What do you notice about the sound of g in these words?”
· Send book home with note to parents about what was discussed and what should be reinforced at home.
Materials:
· “How a Comic Book Is Made”
· Word study words cut out
Assessment:
Students will be assessed if they demonstrate understanding of how to read a graphic text and using text features of a graphic text. If they are able to do this during the group discussion they should understand the text and comprehend what they read about.
Grade: 3rd
Rationale:
The purpose of this guided reading lesson is to introduce a new text to a guided reading group and have them analyze the new book characteristics. Students should work through the different features of the book, discuss vocabulary, look at the illustrations, and do a book walk in order to understand what they will be reading about.
Common Core Standards:
Objective:
Given “How a Comic Book Is Made”, students will be able to preview the new story and use text features to understand the text.
Procedure:
· Introduction of the text:
o “Today you have an informational book called “How a Comic Book Is Made”. This book is also a graphic text. What do you know about reading a graphic text?”
§ Allow students to respond
o “You will need to look at the pictures carefully. This is a dialogue bubble and this is a thought bubble. Can you tell the difference and purpose of each?”
§ Allow students to respond
o “Is this text a fiction or nonfiction text? Why?”
§ Allow students to respond
· Mini-lesson/focusing strategy:
o Take students through a book walk and tell them at the end how this is helpful to our understanding:
§ “Look at the table of contents. The first section looks like it is an introduction. How has the writer organized the book?”
· Allow students to respond.
§ “You are going to learn about the steps in making a comic book. Look at the title of the last section. What are you going to expect there?”
· Allow students to respond
§ “In the last section, the writer switches from telling the steps in the process to giving directions to the readers. How do you think the sections will be related?”
· Allow students to respond
· “It sounds like the author is going to explain how to create a comic book and then help you create your own!”
§ “This book is really cool because it tells you how to create your own comic book and also tells you which people are involved in the process. If you turn to pages 2 and 3 you will see the team. If you are having trouble remember who does each step, you can turn back to this page to help you.”
§ “Turn to page 4. Who can tell me what the first step is and who is in the picture?”
· Allow students to respond.
· “The arrows with labels allow you to remember who the people are if you are having trouble.”
§ “Turn to page 9. This is the second step and you will read about it and who is involved. Remember that the balloons or bubbles tell you what people are saying out loud. On page 9, the square boxes outlined in dashes show what the writer is typing in to the computer.”
§ “Now we can see that each page has a lot of information that is important to understanding the steps of writing a comic book. As you read, remember to look carefully at everything on the page—the text, the illustrations in the panels, the speech and thought bubbles, and the labels.”
· Shared reading together
o Have students alternate reading pages
· Discussion of student observation of if they looked at everything on each page (the text, illustrations, speech and thought bubbles, and the labels).
o Ask students to turn to pages that they may need to look at more closely and ask them to identify important text features that helped them understand creating a comic book.
§ “Now that we have read the text lets go back to page 4 and discus the first step and who did the job now that we have read the text. What did you observe on this page that made you understand this better?”
· Allow students to respond.
· Related Writing
o “During independent writing time today, you can try to write your own comic book. If you need help, you can use this book as a reference. You can practice using illustrations, speech and thought bubbles, and labels.”
· Related Word Work
o “Today during word study we are going to focus on the letter c or the letter g followed by an e, I, or y in a word. When this happens, the sound of the c or g is usually soft.”
o “I will give you new words that you will say and sort depending on their sound”
§ City, Coffee, Cereal, Corner, Cycle, Candle, Gerbil, Guitar, Giraffe, Guilty, Genius, Gallon, Gather.
§ “Listen for the sound of the c or g in each word.”
§ “What do you notice about the letters that follow the c and the g?”
§ “What do you notice about the sound of c in these words? What do you notice about the sound of g in these words?”
· Send book home with note to parents about what was discussed and what should be reinforced at home.
Materials:
· “How a Comic Book Is Made”
· Word study words cut out
Assessment:
Students will be assessed if they demonstrate understanding of how to read a graphic text and using text features of a graphic text. If they are able to do this during the group discussion they should understand the text and comprehend what they read about.