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Guided Read Henry and Mudge and the Careful Cousin
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Guided Read Henry and Mudge and the Careful Cousin

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Grade Level Grades K-5
Resource Type Lesson Plan
Standards Alignment
Common Core State Standards
License

About This Lesson

These are guided reading plans I used with a 3rd grade AIS reading group. The reading level of the text is appropriate for end of first grade and early second grade readers. I have aligned my plans to the 3rd grade New York Common Core State Standards. The students read this book as part of a unit of study about characters with a focus on character traits, and how / why a character changes in a story. CCSS alignment: RL.2.1, RL.2.3, RL.2.4, RL.2.5, RL.2.7, RL.3.1, RL.3.3, RL.3.4, RL.3.5, RL.3.7, L.2.4, L.2.5, L.2.6, L.3.4, L.3.5, L.3.6 , SL.2.1, SL.2.3, SL.3.1, SL.3.3

Resources

Files

CC_Aligned_Henry_and_Mudge_and_the_Careful_Cousin_(J).docx

Lesson Plan
February 12, 2020
16.53 KB

Standards

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Describe how characters in a story respond to major events and challenges.
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
Demonstrate understanding of word relationships and nuances in word meanings.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
Demonstrate understanding of word relationships and nuances in word meanings.
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

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