yoohoo

Links About Me Resume Edu 314 Projects Other Related Courses Educational Links Cool Ideas! Home For Comments or questions please contact DeMayo13@Cortland.edu Jenna DeMayo	Yoo Hoo, Moon! Guided Reading Lesson Plan
Materials: Yoo Hoo, Moon! by Mary Blocksman. RR level 16, GR level I (by Beaverton School District Leveling) Transitional Level. Magnetic letters and magnetic board. Paper Pencils, crayons, and/or markers Guided Reading: This is a method of matching reading instruction to the different levels of readers in a classroom. By using guided reading, you understand that the students’ capabilities to read are at different levels of development. It provides the teacher with a small group of students where she can focus on their specific reading needs. Students learn to think about reading strategies to help them improve their reading and sense of words. Guided reading will help students to become enhanced independent and confident readers. This is done through prompting and modeling done by the teacher. Teacher’s observations of the students are very important. Purpose/Goals: One of the skills that the students should get practice on developing is the double “o” sound in words. The students will learn that if you change a few letters on a word, a new word that sounds similar can be formed. The students will also use their imaginations and share with each other what they predict will happen before reading the text. They can also learn to use the pictures to help guide them when they are having difficulty. Students will also be learning new strategies for better reading NYS ELA: Standard 1: Language for Information and Understanding Key Idea 1: Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources. Standard 2: Language for Literary response and Expression Key Idea 1: Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text. Procedure: 1. Select the reading group. A small group of four to six students with similar reading levels should be placed in a group. The book chosen should be at the level of the students reading abilities. 2. Introduce the text: I will introduce the book by saying the title, Yoo Hoo, Moon! I will then ask the students to point out and read the titles allowed. At this point the students will point to the orange letters on the front of the book and reread the title. I will then ask, “What do you think this book is about?” Some of the students’ responses may be: 1. “Its about a mamma cat and a baby cat looking at the moon!” , 2. “It’s about a bear drinking YOO HOO with the moon!” 3. Or that it’s about “two kitties looking for the moon”. I will allow all of the students to give their prediction of what the story is about before we open the book up. Next we will look at the illustrations in the book. I will ask the students to flip through the pages and tell me what some of the pictures are about. Some of their responses may be: 1. “The bear is looking out her window” 2. “A goose fell out of its bed” 3. “The cat and moose are looking in the sky for the moon” 4. “All the animals are waking up to look at the sky” 5. There’s a truck with more animals. While we are flipping through the book the students will be asked to share what they think the story is about. A couple responses may be: 1. “The animals are going for a walk to wake up their friends” 2. “They want to look at the sky at night to see what it’s like” The teacher should then give the students an idea of what the plot of the story is. I will tell them that the story is about a cat that wants to find the moon. She sings the “Yoo Hoo, Moon” song to get the moon to come out. As the night goes on she wakes up different animals that are helping her find the moon. I will end the introduction by saying, “Let’s see if the cat will get to see the moon tonight”. 3. Support Effective Reading: After doing the text introduction, I will then direct the students to read the story independently and quietly. During the whisper reading the teacher must observe the group. She must observe the whole group, and help individuals if needed. During the reading the teacher may pick one or two students who is whisper reading and do a running record or take anecdotal notes. 4. Discuss and Revisit the text. After all the students have completed reading the text in a whisper read we will talk as a group and discuss the text. This will clarify the students’ on what happened in the text. I will ask the students some of the things they remember from the text. Some of their responses may be: “The bear wanted the moon” “The bear sang yoo hoo to the moon to get it out” “The bear woke up the goose and the sheep and the cow and the other animals and the cat woke up last when everyone was asleep” “The cat woke up and said ‘MEEEE YOWWWWWL!!!’” I will also ask the students what they liked and disliked about the story. They may talk about how they wished they could find the moon quicker, or that it was funny that they all got woken up from sleeping. They might also say it was funny that the baby cat finally woke up after everyone fell asleep. 5. Extend the meaning of the text To extend the story of the text, the teacher will send the students back to their desks and have them write a few sentences on what happened in the story. Students will also draw a picture describing what they wrote about. Drawing pictures can help the students to remember what the story was about. This section maybe optional depending on allotted time. This will be collected if completed and assessed by the teacher to determine the students understanding of the text, but not graded. 6. Work with words For working with words, the teacher should go over things that the students had trouble on during their whisper reading. Some examples of what the teacher should do is go over the words have similar sounds in them. This is when the teacher should use her magnetic letters. One of the topics to work on after reading this is finding words with the “ooh” sound in them. The students will try and list as many words with this sound in them. Some of the examples they may give are: “Balloon” “Moon” “Spoon” Any of the words that students had trouble with during the reading can also be discussed at this time.

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For Comments or questions
please contact
DeMayo13@Cortland.edu
Jenna DeMayo

Yoo Hoo, Moon!
Guided Reading Lesson Plan

Materials:

Yoo Hoo, Moon! by Mary Blocksman.
RR level 16, GR level I (by Beaverton School District Leveling) Transitional Level.
Magnetic letters and magnetic board.
Paper
Pencils, crayons, and/or markers

Guided Reading:

This is a method of matching reading instruction to the different levels of readers in a classroom. By using guided reading, you understand that the students’ capabilities to read are at different levels of development. It provides the teacher with a small group of students where she can focus on their specific reading needs. Students learn to think about reading strategies to help them improve their reading and sense of words. Guided reading will help students to become enhanced independent and confident readers. This is done through prompting and modeling done by the teacher. Teacher’s observations of the students are very important.

Purpose/Goals:

One of the skills that the students should get practice on developing is the double “o” sound in words. The students will learn that if you change a few letters on a word, a new word that sounds similar can be formed. The students will also use their imaginations and share with each other what they predict will happen before reading the text. They can also learn to use the pictures to help guide them when they are having difficulty. Students will also be learning new strategies for better reading

NYS ELA:

Standard 1: Language for Information and Understanding

Key Idea 1: Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Standard 2: Language for Literary response and Expression

Key Idea 1: Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.

Procedure:
1. Select the reading group.

A small group of four to six students with similar reading levels should be placed in a group. The book chosen should be at the level of the students reading abilities.

2. Introduce the text:

I will introduce the book by saying the title, Yoo Hoo, Moon! I will then ask the students to point out and read the titles allowed. At this point the students will point to the orange letters on the front of the book and reread the title. I will then ask, “What do you think this book is about?” Some of the students’ responses may be:

1.    “Its about a mamma cat and a baby cat looking at the moon!” ,
2.    “It’s about a bear drinking YOO HOO with the moon!”
3.    Or that it’s about “two kitties looking for the moon”.

I will allow all of the students to give their prediction of what the story is about before we open the book up.

Next we will look at the illustrations in the book. I will ask the students to flip through the pages and tell me what some of the pictures are about. Some of their responses may be:

1.    “The bear is looking out her window”
2.    “A goose fell out of its bed”
3.    “The cat and moose are looking in the sky for the moon”
4.    “All the animals are waking up to look at the sky”
5.    There’s a truck with more animals.

While we are flipping through the book the students will be asked to share what they think the story is about. A couple responses may be:

1. “The animals are going for a walk to wake up their friends”
2. “They want to look at the sky at night to see what it’s like”

The teacher should then give the students an idea of what the plot of the story is. I will tell them that the story is about a cat that wants to find the moon. She sings the “Yoo Hoo, Moon” song to get the moon to come out. As the night goes on she wakes up different animals that are helping her find the moon. I will end the introduction by saying, “Let’s see if the cat will get to see the moon tonight”.

3. Support Effective Reading:

After doing the text introduction, I will then direct the students to read the story independently and quietly. During the whisper reading the teacher must observe the group. She must observe the whole group, and help individuals if needed. During the reading the teacher may pick one or two students who is whisper reading and do a running record or take anecdotal notes.

4. Discuss and Revisit the text.

After all the students have completed reading the text in a whisper read we will talk as a group and discuss the text. This will clarify the students’ on what happened in the text. I will ask the students some of the things they remember from the text. Some of their responses may be:

“The bear wanted the moon”
“The bear sang yoo hoo to the moon to get it out”
“The bear woke up the goose and the sheep and the cow and the other animals and the cat woke up last when everyone was asleep”
“The cat woke up and said ‘MEEEE YOWWWWWL!!!’”

I will also ask the students what they liked and disliked about the story. They may talk about how they wished they could find the moon quicker, or that it was funny that they all got woken up from sleeping. They might also say it was funny that the baby cat finally woke up after everyone fell asleep.

5. Extend the meaning of the text

To extend the story of the text, the teacher will send the students back to their desks and have them write a few sentences on what happened in the story. Students will also draw a picture describing what they wrote about. Drawing pictures can help the students to remember what the story was about. This section maybe optional depending on allotted time. This will be collected if completed and assessed by the teacher to determine the students understanding of the text, but not graded.

6. Work with words

For working with words, the teacher should go over things that the students had trouble on during their whisper reading. Some examples of what the teacher should do is go over the words have similar sounds in them. This is when the teacher should use her magnetic letters. One of the topics to work on after reading this is finding words with the “ooh” sound in them. The students will try and list as many words with this sound in them. Some of the examples they may give are:

“Balloon”
“Moon”
“Spoon”

Any of the words that students had trouble with during the reading can also be discussed at this time.