Sabrina Perry

Dr. Priti Haria

EDUC3105
December 2018
Guided Reading Plan

Theme: Pumpkins
Book: Apples and Pumpkins
Author: Anne Rockwell
Illustrator: Lizzy Rockwell

Standard:
RF.1.4. Read with sufficient accuracy and fluency to support comprehension.
SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.

Objective: Students will be able to read, reflect, and write about a narrative text and engage in
grand discussions of fundamental concepts and vocabulary through the development of a graphic
organizer, a story map, and an explanatory writing assignment.

I. Preparation for Reading

A. Activate/Build Prior Knowledge

Actively engage students in a grand discussion relating to all things fall. Encourage
students to share their experiences with participating in fall activities, such as apple
picking at an orchard, pumpkin picking in a field, carving and/or painting pumpkins,
etc. Discuss how the leaves on trees change colors as autumn approaches. Discussion
questions may include: “What do you notice about the trees during fall?”; What kind
of foods do we eat during fall?”; What do you like about fall?”; “What do you dislike
about fall?”; “What kind of activities do you do in the fall?” Use this opportunity to
activate students prior knowledge so that they will be able to relate to the main
character in the story who goes to a farm with her family to partake in traditional fall
festivities.

B. Preview Text and Make Predictions

Actively engage students in a Picture Walk of the storybook. Start by looking at the
cover of the book. Ask the students what they see. Ask the students to make
predictions on what they think the story will be about. Proceed through the pages of
the book and look carefully at the details in each illustration. Ask the students
questions using “who, what, where, when, why, and how” about the pictures.
Discussion questions may include: “Who do you think the family will meet at the
farm?”; “Can you think of any animals that the family may meet at the farm?”; “What
do you think the little girl and her family will do with the apples?”; “What do you
think they will do with the pumpkins?” Acknowledge student responses without
giving away the story.
 C. Develop Vocabulary Knowledge
Take notice on important vocabulary words that the students will encounter in the
reading as a discussion is developed during the Picture Walk. Be sure that all of the
vocabulary words are brought to light within the context of the discussion and their
meanings are discussed authentically. Add supplementary explanation to the
meanings of the vocabulary words and ask students to visually locate these words
within the text for additional support if necessary. Provide a direct instruction mini-
lesson to the meanings of the following vocabulary words: Tier 1: pumpkins, leaves;
Tier 2: field, orchard, vine; Tier 3:

Function Vocabulary Discourse/Syntax

Students must know what the
word “pumpkin” means
because it is the theme of the
unit.
Tier 1
Word: Pumpkin
Definition: A big, round,
orange fruit with a mushy,
seedy inside that grow on
vines.
Students are familiar with the
word “pumpkin” for the
reason that this is the unit’s
theme. Students may also
have personal experiences
with pumpkins in terms of
picking them, decorating with
them, painting them, carving
them, and/or eating them.
Real pumpkins will be
displayed in the classroom
over the course of this
thematic unit in order for
students to see, touch, and
relate their learning with the
plant.
Students must know what the
words, “field”, “orchard,”
“leaves”, and “vine” mean in
order to understand the story.
The words “field” and
“leaves” have multiple
meanings.
By organizing the events of
the story in sequential order,
students will grasp a higher
quality of understanding of
the story.
Tier 2 Use a chart of photographs
that depict the vocabulary
Word: Field words to support students
Definition 1: A really big with making connections and
area of open land usually used comprehending the words as
to grow vegetables. they read along.
Definition 2: A really big
open area where sports events Use a chart of photographs to
take place. show students the different
Definition 3: An area of meanings of the words “field”
special activity or interest. and “leaves.”
For example, a doctor is in
the medical field; a teacher is Students are familiar with the
in the field of education; etc. word “leaves” for the reason
that they see them every day
Word: Orchard on trees and plants. Have
Definition: A piece of land students look out a window to
planted with fruit or nut trees. see real leaves, or show them
pictures from the book.
Word: Leaves
Definition 1: Flat parts of a Use a story map to support
plant or tree that grows from students’ comprehension of
the stem or branch. the events that occur during
Definition 2: To go away the story.
from.
Word: Vine
Definition: A plant having a
long, thin, woody stem that
may climb up a fence or creep
along the ground.
Transition Words: first,
second, later, once, next, then,
last, and finally.
 Tier 3

There are no Tier 3 words

present in this particular
storybook. Therefore,
additional Tier 2 words with
multiple meanings will be
used to teach students
vocabulary in the text.

D. Set a Purpose for Reading

Encourage students to begin reading the text. Remind students that the family in the
story will be visiting a farm to participate in fall fun. Ask them to read in order to
discover what the family does at the farm.

II. Read Silently

Advise students to independently and silently read. Monitor students’ progress and
observe their ability to apply reading strategies for comprehending the text
successfully. Provide assistance to students who experience difficulty in reading the
text whenever possible. As students discover the different adventures the family
experiences at the farm, direct them to illustrate or write about those adventures in
their literacy graphic organizer.

III. Respond to Reading to Develop Comprehension

A. Revisit Purpose Setting Question

Revisit the purpose for reading with a grand discussion. Discuss all the various fall
activities that the family participated in. Discuss the sequence of events in the story.
Answers should include: When the leaves change colors the family goes to the farm
to pick apples and pumpkins; The farmer gives the family a basket to put their apples
in; Geese, chickens, and a turkey follow them to the apple orchard; The parents pick
apples; The little girl climbs a tree by herself to pick her apple; When the family is
done picking apples, they go to pick pumpkins in the field; The little girl looks for the
perfect pumpkin; The girl’s father cuts the pumpkin from the vine; The girl carries
her pumpkin back to the car; The family goes home to carve the pumpkin; They put a
candle inside the pumpkin; They put the pumpkin on the doorstep on Halloween;
They hand out the apples they picked to trick-or-treaters; The little girl goes trick-or-
treating in her neighborhood.

B. Clarify Additional Concepts/Vocabulary

Continue the grand discussion with students about the events that happened in the
story. Address any interests or questions that students may have developed while
reading. Encourage students to consider the dangerous possibilities in the little girl
climbing the tree by herself in order to reach and pick an apple, rather than using the
ladder or having someone help her. Another focal point in this discussion might
include focusing on other vocabulary words, such as what a “bushel basket” is.
Explain to students that it is simply a measurement of weight. Show students a real
bushel basket so that they can see, touch, and relate their learning with the object
mentioned in the story.

C. Supporting Comprehension of Structure

Assist students in arranging the events of the story in sequential order. Encourage
students to share their illustrations and/or notes of the family’s adventures from their
graphic organizer and assist them in organizing the events in order. Encourage
students to use transition words as they work in small groups to discuss the structure
of the story. Transition words may include: first, second, later, once, next, then, last,
and finally.

D. Seeking Additional Sources for Information

Share appropriate and diverse sources from a text set that could be used for further
exploration of the unit’s theme. Encourage students to read other books related to the
topic, such as Patty’s Pumpkin Patch or Jeb Scarecrow’s Pumpkin Patch. In
preparation for the integrated authentic task, introduce students to reference books
that will help them delve into the process of carving a pumpkin. Model behaviors that
demonstrate curiosity and eagerness to motivate students to inquire information about
the topic.

E. Additional Purpose Setting Questions

Encourage students to continue reading the story, if they have not done so already.
Ask students to focus on the following questions: “What animals did the family
encounter at the farm?”; “How are the apples and pumpkins described in the story?”;
“Based on the illustrations from the story, what materials did the family use to carve
their pumpkin?”; “What did the little girl dress up as for Halloween?”
IV. Review/Reread and Explore Strategies

Provide a direct instruction lesson on the topic, sequence of events. Use the story map
to assist with the order of events. Have students choose whether or not they would
like to reread the story independently, with a partner, or in small groups. Have
students demonstrate their understanding on the topic, sequence of events, by drawing
scenes from the story, reenacting the events from the story, completing a sequence
chart or writing activity, creating a craft that depicts the events from the story, or
other applicable strategies.

V. Applying the Literature/Extending Reading Across the Curriculum

Engage students in a “How-To Carve a Pumpkin” writing activity. Have students

organize their writing to include the process in which it takes to carve a pumpkin.
Encourage students to organize their writing to include a beginning, a middle, and an
end. Have students strengthen their writing by using transition words. Remind
students that their writing must contain a title, their name, an interesting introductory
sentence to grasp the reader’s attention, examples and details, and a conclusion
sentence. In addition, have students illustrate/draw each step in carving a pumpkin in
order to provide a visualization of their writing. Provide assistance to students who
may experience difficulty in carrying out this authentic task. Allow students to refer
to the storybook in order to see how the character carved their pumpkin, or to refer to
the additional resources they have explored in the text set.