GUIDED READING LESSON PLAN (LEVELS MZ) TITLE ANIMAL ISSUES

A GAY GUIDED JOURNEY THROUGH LIFE INSTRUCTIONS BEFORE THE
APPENDIX GROUP 1 GLUCOMMANDERGUIDED INTRAVENOUS INSULIN INFUSION GENERAL GUIDELINES
B ODY COVERING & CLASSIFICATION TOUR SELF GUIDED LOWER

BC PARKS SUMMARY OF GUIDED ACTIVITIES PARKS & RECREATION
BOOKS ARRANGED BY GUIDED READING LEVEL THESE TRADE BOOKS
DAILY SCHEDULE 750805 ATTENDANCEREAD 805915 GUIDED READING CENTERS 915930

Title:____________________________________Level:___________ISBN:___________________________

Guided Reading Lesson Plan (Levels M-Z)


Title: Animal Issues Level:Y ISBN:978-1-4207-3511-6 Publisher: Sundance

GUIDED READING LESSON PLAN (LEVELS MZ) TITLE ANIMAL ISSUES GUIDED READING LESSON PLAN (LEVELS MZ) TITLE ANIMAL ISSUES GUIDED READING LESSON PLAN (LEVELS MZ) TITLE ANIMAL ISSUES

Before Reading: (5-7 min.)

*Summarize plot (M) *Discuss pictures (M)

*Unfamiliar book language/character names (S) *Draw upon students’ experiences (M)


Day 1: Pages 1-7

This book is about issues that impact animals. Let’s start by looking at the front cover and the table of contents to get a better idea of what we’ll be learning about.


(t=top, m=middle, b=bottom)


Words/Text Layout:

*New or important words (V) biased p.2t, atrocities p.7t

*Unusual aspect of text layout (V)


Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:

connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance


One thing that good readers do is make inferences. Let’s start by reviewing what an inference is. (Students will stop and record inferences while reading today. You might choose to have students record their inferences on post-it notes or in journals.) Now you will read pages 2-7. Record two good inferences that you have as you read.


GUIDED READING LESSON PLAN (LEVELS MZ) TITLE ANIMAL ISSUES

During Reading: (10-15 min.)

Students silently read the text. You may choose to listen to a few students whisper read the text, if reading fluency is a concern. While students are silently reading, you can start another group or conference with students who are independently reading.

GUIDED READING LESSON PLAN (LEVELS MZ) TITLE ANIMAL ISSUES

After Reading: (8-10 min.)

*Discuss the story

-clarify confusion, revisiting parts of the text that posed problems for readers

-acknowledge partially correct responses, seeking to understand students’ perspectives

*Connect discussion to the teaching point and/or a comprehension strategy (see above)


-Share inferences that students recorded today.

-Why would scientists test cleaning products on animals?

-How do people feel about vivisection? (What does the text say?)

-What do you think about what the undercover member found (page 7)?




WGUIDED READING LESSON PLAN (LEVELS MZ) TITLE ANIMAL ISSUES riting Connection (optional):

What’s your opinion on animal testing? Support your answer with details from the text.






Title: Animal Issues Level:Y ISBN:978-1-4207-3511-6 Publisher: Sundance

GUIDED READING LESSON PLAN (LEVELS MZ) TITLE ANIMAL ISSUES GUIDED READING LESSON PLAN (LEVELS MZ) TITLE ANIMAL ISSUES GUIDED READING LESSON PLAN (LEVELS MZ) TITLE ANIMAL ISSUES

Before Reading: (5-7 min.)

*Summarize plot (M) *Discuss pictures (M)

*Unfamiliar book language/character names (S) *Draw upon students’ experiences (M)


Day 2: Pages 8-15

This book is about issues that impact animals. Let’s begin by reviewing what we read yesterday.


(t=top, m=middle, b=bottom)


Words/Text Layout:

*New or important words (V) justified p. 10t, nonessential p.10t, foraging p.15b, stimulating p. 15b

*Unusual aspect of text layout (V)


Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:

connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance


One thing that good readers do is make inferences. Let’s start by reviewing what an inference is. (Students will stop and record inferences while reading today. You might choose to have students record their inferences on post-it notes or in journals.) Now you will read pages 8-15. Record two good inferences that you have as you read.


GUIDED READING LESSON PLAN (LEVELS MZ) TITLE ANIMAL ISSUES

During Reading: (10-15 min.)

Students silently read the text. You may choose to listen to a few students whisper read the text, if reading fluency is a concern. While students are silently reading, you can start another group or conference with students who are independently reading.

GUIDED READING LESSON PLAN (LEVELS MZ) TITLE ANIMAL ISSUES

After Reading: (8-10 min.)

*Discuss the story

-clarify confusion, revisiting parts of the text that posed problems for readers

-acknowledge partially correct responses, seeking to understand students’ perspectives

*Connect discussion to the teaching point and/or a comprehension strategy (see above)


-Share inferences that students recorded today.

-Which person do you most agree with on page 8?

-What is the advertising on page 10 trying to convince you of?

-Explain the differences between free-range and intensive farming.

-Explain the differences between battery and free-range hens.





WGUIDED READING LESSON PLAN (LEVELS MZ) TITLE ANIMAL ISSUES riting Connection (optional):

What’s your opinion on animal testing? Support your answer with details from the text. (You can choose to allow students to add to their responses from yesterday, or change their answers based on what they read today.)






Title: Animal Issues Level:Y ISBN:978-1-4207-3511-6 Publisher: Sundance

GUIDED READING LESSON PLAN (LEVELS MZ) TITLE ANIMAL ISSUES GUIDED READING LESSON PLAN (LEVELS MZ) TITLE ANIMAL ISSUES GUIDED READING LESSON PLAN (LEVELS MZ) TITLE ANIMAL ISSUES

Before Reading: (5-7 min.)

*Summarize plot (M) *Discuss pictures (M)

*Unfamiliar book language/character names (S) *Draw upon students’ experiences (M)


Day 3: Pages 16-end

This book is about issues that impact animals. Let’s begin by reviewing what we read yesterday.


(t=top, m=middle, b=bottom)


Words/Text Layout:

*New or important words (V) luxury p.18t, banned p.18m,

*Unusual aspect of text layout (V)


Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:

connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance


One thing that good readers do is make inferences. Let’s start by reviewing what an inference is. (Students will stop and record inferences while reading today. You might choose to have students record their inferences on post-it notes or in journals.) Now you will read pages 16-the end of the book. Record two good inferences that you make as you read.


GUIDED READING LESSON PLAN (LEVELS MZ) TITLE ANIMAL ISSUES

During Reading: (10-15 min.)

Students silently read the text. You may choose to listen to a few students whisper read the text, if reading fluency is a concern. While students are silently reading, you can start another group or conference with students who are independently reading.

GUIDED READING LESSON PLAN (LEVELS MZ) TITLE ANIMAL ISSUES

After Reading: (8-10 min.)

*Discuss the story

-clarify confusion, revisiting parts of the text that posed problems for readers

-acknowledge partially correct responses, seeking to understand students’ perspectives

*Connect discussion to the teaching point and/or a comprehension strategy (see above)


-Share inferences that students recorded today.

-Do you agree more with Joe or Marjorie? Why?

-Do you think animals should be killed for their fur? Why or why not?

-What do you think? Is it okay to kill pest species, such as possums, for their fur?






WGUIDED READING LESSON PLAN (LEVELS MZ) TITLE ANIMAL ISSUES riting Connection (optional):

When, if ever, is it okay to kill an animal? Support your answer with details from the text.




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Tags: (levels m-z), lesson, reading, title, (levels, guided, issues, animal