Guided Reading Lesson Plan (Levels A-L)

Title: Red-Eyed Tree Frog Level: I ISBN: 0-590-87176-5 Publisher: Scholastic by: Joy Cowley

Familiar Read: (3 min.)

Familiar Writing: (3 min.) 1. onto 2. into 3. jump

Word Building (3 min.) -es plural ending crunch - crunches munch - munches bunch - bunches

Before Reading: (5-7 min.) Book Introduction: Introduction: (include meaning, structure, visual)

- • use clues to figure out the book’s theme, or big idea. What do the title and the picture on the • use clues to figure out the book’s theme, or big idea. What do the title and the picture on the cover suggest you will be reading about today? Does the photograph go with the title?
- • point of reading a nonfiction text is to gather information and learn new things. What information do • point of reading a nonfiction text is to gather information and learn new things. What information do you hope will be included in this story about red-eyed tree frogs? What do you already know about toads and frogs? Anything else?
- • you will be reading an informational text about red-eyed tree frogs. Red-eyed tree frog lives in a • you will be reading an informational text about red-eyed tree frogs. Red-eyed tree frog lives in a jungle, and he is very hungry. Read to find out if he ever gets to eat his dinner, or does he find himself dinner for a predator!

Difficult Words/Vocabulary: Words/Vocabulary: macaw (pg.4) toucan (pg.4) iguana (pg.7) katydid (pg.11) poisonous (pg.12) tounge (pg.16)

Suggested Teaching Point: Teaching Point: (refer to Behaviors to Notice and Support) Readers notice the punctuation marks when they read. As you read silently today, notice the punctuation marks and change your voice at the end of a sentence. Your voice will go up at the end if there is a question. Your voice will go down at the end of the sentence if there is a period. Your voice will stop at the end of every sentence. Use your voice to demonstrate. We don’t want to sound like a robot reader. Use an interesting voice as you read.

During Reading: (5-10 min.) *Revisit the teaching point as needed. Prompts to Support readers: Does it match? Does it sound right? Does it make sense?

## After Reading:

(5-7 min.) Discuss the story

- • was an interesting story about red-eyed tree frogs, right? I sure learned a few new things. Did you • was an interesting story about red-eyed tree frogs, right? I sure learned a few new things. Did you learn something new today? Tell me about it.
- • me who frog met as he was looking for his food. • me who frog met as he was looking for his food.
- • photographs were amazing! Which one was your favorite? What did you learn when you examined it? • photographs were amazing! Which one was your favorite? What did you learn when you examined it?
- • at the frog’s eyelids on page5. How are they different from our eyelids? What else is different? • at the frog’s eyelids on page5. How are they different from our eyelids? What else is different?
- • frog finally find his dinner? What did he eat? • frog finally find his dinner? What did he eat?
- • crunch, crunch!” What kind of words are these? (Onomonoeapeia) • crunch, crunch!” What kind of words are these? (Onomonoeapeia)
- • wanted to eat FROG for dinner? How do frogs keep themselves safe from predators? • wanted to eat FROG for dinner? How do frogs keep themselves safe from predators?
- • did you learn today that you didn’t know before? • did you learn today that you didn’t know before?
- • there any parts of the book you didn’t understand? What puzzled you? • there any parts of the book you didn’t understand? What puzzled you?
- • this a good title for the book? Why or why not? • this a good title for the book? Why or why not?
- • did the author make this text interesting? • did the author make this text interesting?
- • you could talk to the author, what would you ask him/her? • you could talk to the author, what would you ask him/her?
- • you recommend this book to other readers? Who do you think would like to read it? • you recommend this book to other readers? Who do you think would like to read it?

~ OVER ~