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Primary Guided Reading Lesson Plan

Title: Miss Muffet and the Spider Genre:


By Deborah Eaton
ISBN 0-8136-2184-4
TL
Literacy Standard: Standard 4 Objective 1d
Standard 7 Objective 3a
Content Standard: Standard 2 Objective 1b

Text Structure:
Narrative

Level: I
Informational

Language Objective: Identify and pronounce


sounds for rcontrolled vowels accurately.
Identify characters, setting, problem, and
resolution of the story.

Enduring Understanding: (Purpose for reading)


There are benefits to cooperating and sharing.

Essential Questions:
Is life easier or more difficult when we help each
other out?

Before Reading
Vocabulary: Introduce the words and have the
Phonics/Mechanics:
students fill out the vocabulary chart.
Short vowel I says I
Curds whey, tuffet, pest
When the I is next to an r the r takes over. He is the
bossy r. When I and r are next to each other they say
ir. We are going to look at some words and see
which ones have short vowel I and which ones have
Activate/Build Prior Knowledge: Chime in with
an I with a bossy r.
me if you know this nursery rhyme. Little Miss
Muffet sat on her tuffet eating her curds and whey. Go through the cards making sure the students can
Along came a spider who sat down beside her and read both the short vowel I words and the ir words
frightened Miss Muffet away. What happened in
that nursery rhyme? What are some other nursery Students can play Go Fish with the cards.
rhymes or stories that you know? Guide them
toward Little Red Riding Hood, The Three Little
Comprehension Strategy:
Pigs, Jack and the Beanstalk, and the Frog Prince.
Elements of a story
Today we are going to read the continuing story of
Little Miss Muffet. Lets take a picture walk to
see what Miss Muffet is doing. Things to notice
she is sitting on a tire; there are characters from
other fairy tales/nursery rhymes.
During Reading
Using appropriate Guided reading strategies, students will be reading at their own pace and teachers will
be listening to students read, monitoring, giving feedback, taking anecdotal notes and running records.
Suggested Pacing: Whole lesson in one day
Day One: Before Reading activities, read story, sequencing cards.
Day Two: Re-read the story. Discuss the elements, have students write their own version of the
continuing story.
Attend to Comprehension Within, Beyond, & About the text:
After Reading

Day One:
Who were the characters in the story? What was interesting about the characters in this story? What
problem was Miss Muffet trying to solve? How did she attempt to solve this problem? How did she
finally resolve her problem?
Use the picture and word cards to sequence the story. Have a set for each child.
Day Two:
Use the plot chart to review the characters and setting, problem, attempts and solution of the story.
Discuss how the children could change the story by using different characters. Have the children fill out
the chart for their own story. Children write their own Miss Muffet story.
Attend to Comprehension Within, Beyond, & About the text:
Content Core Integration:(Science, Soc. St., Math, etc.)Social Studies
Assessment
Activities:
Listen for student understanding of the vocabulary
words.

Have children write their version Little Miss Muffet


sat on a ___________.

Listen for students correct reading of short vowel I


and bossy r ir words.
Read the students stories to see if they can change
the elements to write a new version of Miss
Muffet.
*Not all activities will be done in each lesson. Some lessons may take multiple days to complete.
However, all students should be reading each time you meet.