Guided/Strategy Lesson Reading Structure
Group Members: Ian, Kylee, Kinley, Katie, Jahvari
Date: March 4th, March 5th, March 8th
Elements: Biographies, Social Issues, Black History
impacting story, narrative non-fiction…informational text but will read like a story, merging of RL and RI Standards.
Word Work (before reading)
 Draw attention to specific words and
letters within words in order to make
unfamiliar words accessible to students
Book Orientation (before reading)
 Set the title, author, characters and
theme
 Relate topic to children’s own
experiences
 Model a picture walk
 Provide some of the language from the
text
 Encourage children to examine the text
for information
Teach (before reading)
Notes: Biographies-discuss setting/context
Day 1:
Content Vocabulary: civil rights, segregation, boycott, injustice, protest
Word Work:
Days 1-3: Review and reinforce current Fundations Skills.
Recognizing Genre: Give students their own copy of the book and ask them to preview the title
and cover illustrations and think about what type of text this might be. This type of text falls
under the non-fiction category, but we call it a Biography. A Biography is a informational text
that tells about someone’s life in a sequential order. Often times this person is famous and has
impacted a lot of people. We read biographies to lean information and see character traits of
people in our world.
Book Summary: Who is Martin Luther King Jr.? This biography is a book about the life of Martin
Luther King Jr., the leader of the Civil Rights Movement in America. MLK believe that all people
were equal and deserved to be treated fairly. Many people agreed with MLK, but many also
disagreed. We will read this book to learn more about a person who changed history forever.
Elicit Prior Knowledge:
 What does it mean for something to be unfair?
 What would it be like to live in a world where you couldn’t swim in the same pool as
your best friend because their skin was a different color than yours?
 How do people make changes in our world?
Day 2 Day 3
  Model by doing the strategy Teaching Point: I can notice how the setting is Teaching Point: I can notice how the
 Use one teaching point only important to the text setting changes throughout the book

Day 1: RS 5.18- Does the Story Have to Be Set There, and RS 5.15- Where am I?
Then?
Fluency Teaching Point: Slow down or reread to
solve words or think about ideas and resume
good rate of reading
RS 4.1- Read It Like You’ve Always Known It
Strategy: When you have to pause to figure out a
word, go back to the beginning of the sentence
and reread. This time, read the word right away
like it’s a word you’ve always known. Reading the
sentence as a whole after you’ve figured out
each word will help you hold onto the meaning.
Follow the “Lesson Language” on page 108 of
Reading Strategies book and have anchor chart
displayed. Use the prompts as you are listening
to readers read.
Modeling: Today I am going to teach you how to
notice how the setting is important to the text.
Sometimes authors think about the setting of the
story almost as a character. By that, I mean that the
setting has significance and plays an important role,
especial in Biographies and Historical Fiction books.
The setting may affect characters, or help you
understand why things are the way they are in your
characters life. For example, in our biography
Martin Luther King, the setting is during The Civil
Rights Movement. If the author left out this
information, the information we learn about MLK
actions and choices may not seem as significant.
Some of the details in this text might even seem
offensive, if we didn’t know the time period in
which this text was written around. When reading a
biography, it’s very important to pay attention to
the time period, details about what it was like then,
in order to best understand who, the author is
writing about.
When reading a new text, you want to consider
how important the setting is to you understanding
of the story.
Teacher will display RS Anchor chart from page 151
and review it with students.
Modeling: Today I’m going to teach you
how to notice how the setting of the story
changes throughout the book. In the
biography books you are reading now,
you’ll notice that the character often
moves to a new location between one
chapter and then the next. To make sure
you are clear on where your character is
and what’s happening, you’ll want to slow
down your reading at the start of the
chapter to check the pictures and the
words for clues about where the
character is, and how she or he got there.
For example, in Martin Luther King, Jr.,
the first chapter starts with “Can you
imagine a word where laws kept black
and white people apart? This world was
real and it happened in the United
States.” And then there is a picture of the
Civil Rights museum (pg 5). The words tell
us about a time in history when where
black and white people had different
rules. The picture shows us the National
Civil Rights movement. I can see the
setting of the book will take place will
take place during the 1960’s because of
these facts. When chapter 2 starts the
words say “Dr. King was born in 1929 in
Atlanta” you might wonder how different
things were in 1929 than 1960. A quick
look at the pictures in this chapter gives
you a good idea. The setting will change
to support the Main Idea in the chapter
or section. Sometimes the author will
Active Engagement (during reading)
 Needs to mirror the teaching point - this
is when students are trying out the
teaching point while reading the text
 The teacher listens in to as many readers
as possible, recording notable
observations either doing a modified
running record on all students, or
focusing in on one student for a
complete running record
Response/Reflection (after reading)
 Name the teaching point again
 Validate a student’s use of the teaching
point during active engagement
 Rename/reteach the teaching point or
an additional teaching point based on
observations from active
Lets’ try this strategy with a different Biography.
Teacher will pull group set of biographies on hand
and will have students read the first few pages to
determine the setting/time period. Facilitate with
students how the setting is important to
understanding the Main Idea of the text.
Today we learned to notice how the setting is
important to our texts.
I like the way ________ tried this strategy when we
were reading together on pg. ______
As you get to a new chapter, reread the
first page. Are there any new details
about where or when this chapter
happens? See if there is a picture on the
page to help you. Find the setting and
think about how the character got there.
It’s important that we notice how the
setting changes throughout the book to
understand the Main Idea later on.
Today we learned to notice how the
setting changes throughout our text.
I like the way ________ tried this strategy
when we were reading together on pg.
______