Lesson Plan : If You Give a Mouse a Cookie Guided Reading

Teacher Name:
 Mrs. Zepik
 Grade 1
 Language Arts

 Guided Reading: If You Give a Mouse a Cookie
 word skills, vocabulary development, predicting, sequencing, cause and effect, and retelling
 Meet the following first grade standards: 1.1.1 - Match oral words to printed words 1.1.2 - Identify letters, words, and sentences 1.1.3 - Recognize that sentences start with capital letters and end with punctuation, such as periods, question marks, and exclamation points. 1.1.11 - Read common sight words 1.1.12 - Use phonic and context clues as self-correction strategies when reading 1.2.1 - Identify the title, author, illustrator, and table of contents of a reading selection 1.2.6 - Confirm predictions about what will happen next in a text by identifying key words 1.3.1 - Identify and describe the plot, setting and character(s) in a story. Retell a story's beginning, middle and ending 1.3.2 - Describe the roles of authors and illustrators
 The students will practice critical thinking by predicting what will happen in a story using the illustrations and a few word cues. The students will demonstrate knowledge of hte story by recalling the seqence of the text. The students will use recollection and analysis to identify cause and effect relationship of events. The students will practice oral skills by presenting their retelling of the story to a peer. The students will demonstrate their comprehension of cause and effect relationships by creating a personal story that follows such a relationship. The students will demonstrate knowledge of common sight words appropriate for the first grade level.
 If You Give a Mouse a Cookie by Laura Joffe Numeroff Envelopes of vocabulary words for each student (5 words per envelope) Sentences from the story typed out leaving blanks where vocabulary words will be placed Vocabulary magnet words Chart paper and markers Copies of picture worksheet (1 per student) Copies of If/Then worksheet (1 per student) Overhead transperency of If/Then worksheet Overhead projector Construction paper (1 per student) with 15 equal squares drawn on it and numbered Scissors Glue Book box (small box to fit book and other small items from the story in)
 Day 1 (Tuesday): - Introduce If You Give a Mouse a Cookie - Discuss author and illustrator and their roles - Read title and ask for predictions about what the book may be about - Flip through the pages and allow for more student predictions - Tell students they will be listening to the story and seeing if their predictions were correct - Read the story aloud pausing at several places to confirm or make new predictions - Check for comprehension throughout the book
 Day 2 (Wednesday): - Pass out envelopes of vocabulary words to each student - Tell the students that they all have words from the word wall and that they should lay them all out on their desks - Instruct students to read the words they have to a partner - Read vocabulary words from the word wall and instruct students to hold up their word card if they have that word on their desk - Have students put away word cards and collect them - Pass out a magnet vocabulary word to each student - Have the students read their word magnet to a partner to check that they know it - Have students come up to reading area - Instruct them that you will read a series of sentences from the story. The sentences have blanks in them, so they'll need to listen to see if their word fits in the blanks - Model one example for them - Read through the sentences (posted on the board) and have the students fill in the blanks with their magnet words, re-reading the sentences and checking if they're correct - Discuss sentence parts (capital letter, punctuation, etc.) - Tell students that you will re-read the story, If You Give a Mouse a Cookie - Read the story pausing at familiar parts for the students to fill in the words and to check for comprehension - Discuss author, illustrator, and their roles -
 - Begin the "If/Then" activity on chart paper - Model one "If/Then" by writing "Cookie" on the If part and "Milk" on the Then part, explaining that was an example from the story - Ask for volunteers to complete several other examples - Instruct students to move back to their seats
 - If groups finish early, they can quiz each other with the vocabulary words - If students are unable to retell the story, allow them to look back at the book - If students are unable to put their pictures in order, allow them to ask a partner for help - If students are unable to read their magnet vocabulary word, review decoding skills with that word - If students are unable to come up with an "If you/Then" scenario, prompt them with everyday activities
Checking For Understanding:
 - Check the partner "If you/Then" worksheet to assess whether or not the groups understood the concept - Walk around the room during retelling time to take an informal assessment of the class - During independent reading time (later in the day), have each student retell the story to the teacher using the story board
 - Allow partners to share their "If you/Then" worksheets - Show the students the book box and place it in the reading area
Teacher Reflections:

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