Guided Reading Plan
![Picture](/uploads/1/0/0/1/100117258/published/custard_1.jpeg?1493132503)
The Tale of Custard the Dragon By: Oyden Nash
Pre-Reading
Activate/Build Prior Knowledge
Ask the students if they are afraid of anything. Have the students share some of the things that they are afraid of with the class. Share a time the teacher was afraid to go on a roller coaster and the teacher overcame the fear and rode one. Ask a few students to share how they feel after when they do something they were afraid of. Followed by asking the students what they think it means to be brave? What does it mean? Ask them to give examples of people who they know are brave and why they think so. These concepts connect to the story because Custard the dragon is fearful during the beginning half of the book that’s why the students will share their fears. Then he over comes his fears to eat the pirate that scared of the other animals.
Preview/Predictions
Show the students the cover of the book and ask what they see. Have the students make predictions “What do you think might happen with all these pets?” Approach the idea of who might be the brave on in this story. How they could be brave? What might happen to the characters? Do a picture walk with the students and skip the pages that show Custard being brave. Point out the facial expressions on the characters to determine some emotions within the story. Have the students think about themselves being scared or brave and relate those feelings to some of the characters in the book.
Vocabulary
Share the vocabulary words with the students to give them a heads up to look for those words throughout the book. Ask the students what the definition is without using context clues. Then read sentences with word and ask if the students think they know what it means after hearing them used in a sentence. Follow up with definition and synonyms to enforce the understand of the words.
WORDS: Brave, flustered, embraced, mourned, unmerciful
ACTIVITY: Have students create a word web about the vocabulary words to be able to record the words.
Set a Purpose for Reading
Read to discover how Custard the dragon over comes his fear. Read to find out the clues of Custard being brave. How is Custard brave? Read to find out what Custard does to show bravery. Discuss what does Custard did.
Reading
Have the students in groups to read independently and stop at the checkpoint pages. Stop at points to reinforce what has taken place. Stop when vocabulary words are present and read the sentence with the word ask what it means and then define and clarify. Use other stop points to ask prediction questions about what might happen next. Check to see who pays attention and answers questions and ask those who are quiet to work on comprehension.
Responding
Revisit Purpose Setting Question
While reading, the story creates a discussion that will allow for students to understand the concept of bravery and courage that is displayed. Have the students discuss what shows that some of the other characters were brave verses scared. What were those characteristics? Expected answers from students would be examples from the book explaining how: Belinda is as brave as a barrelful of bears, Ink and Blink chased lions down the stairs, and Mustard was as brave as a tiger in rage.
Clarify Concepts/Vocabulary
Building off the discussion about the characteristics with what words were used. Remind the students of what the words are and what they mean. Ask them what being brave means? What are synonyms for the words? Have the students relate to a time or use the words in a sentence properly.
Comprehension Supporting Structure
To ensure the students comprehension of the story thus far explain the students how to do a reader’s theater for a short period. This would teach the students to act out the feelings and actions that the characters in the story. The teacher would give out different actions/emotions/phrases for the students to act out. This activity will make sure the students understand the words and the story. Some of the vocabulary words could be used to reinforce the new word and definition.
Refer to Additional Resources
Have the students research famous people from history online or in books. Famous people who have become famous for doing a brave act or known for being brave. For example, Rosa Parks would be a good person. Inspire the students to look for three facts about what made their person famous for a future project. Explain that these are the beginning steps of a project. This is the brainstorming part of this project.
http://www.biographyonline.net/people/famous/courageous.html
http://opishposh.com/10-of-the-most-courageous-people-in-history/
Rad American Women A-Z: Rebels, Trailblazers, and Visionaries Who Shaped Our History … and Our Future! by Kate Schatz, illustrated by Miriam Klein Stahl
Set Additional Purpose Setting Questions
Allow the students to continue reading and foreshadow that another character will show a moment of being brave without saying the name. Ask students who it could be next? Read to find out what the next character did to show he/she was brave? The students will be excited to see who could be next. After Custard eats the pirate explain how that was him being brave because he was scared. Custard showed great courage, read to find out what Custard did in his brave moment? Read to find out how Custard feels after defeating the pirate?
Review/Reread and Explore Strategies
Have students pair up with a buddy to reread the text. Require them to use the Preview/Pause/Prompt/Praise/Participate activity. During this activity, the students take on a tutor/teacher role and read aloud to their partner. The students read together and the one taking on the tutor/teacher role will pause and after an error was made pause for three seconds after the three seconds the tutor/teacher prompts the reader to decoding the word. Once fixed, the reader goes back to read the sentence and if read with fluency the tutor/teacher praises the student. After the book is read the teacher gets the class back together and asks the student if they thought the activity was helpful.
Apply the Literature/Extending Reading Across the Curriculum
For the integrated project have the students research online using credible websites about their famous brave person from history. For this project the students will need a photo of the person, find three facts, and know why they are famous for being brave. Have students make a small poster on construction paper with the picture and three facts and present them to the class. Students posters will be featured in the curriculum fair that will appear in the library during the month of April.
Pre-Reading
Activate/Build Prior Knowledge
Ask the students if they are afraid of anything. Have the students share some of the things that they are afraid of with the class. Share a time the teacher was afraid to go on a roller coaster and the teacher overcame the fear and rode one. Ask a few students to share how they feel after when they do something they were afraid of. Followed by asking the students what they think it means to be brave? What does it mean? Ask them to give examples of people who they know are brave and why they think so. These concepts connect to the story because Custard the dragon is fearful during the beginning half of the book that’s why the students will share their fears. Then he over comes his fears to eat the pirate that scared of the other animals.
Preview/Predictions
Show the students the cover of the book and ask what they see. Have the students make predictions “What do you think might happen with all these pets?” Approach the idea of who might be the brave on in this story. How they could be brave? What might happen to the characters? Do a picture walk with the students and skip the pages that show Custard being brave. Point out the facial expressions on the characters to determine some emotions within the story. Have the students think about themselves being scared or brave and relate those feelings to some of the characters in the book.
Vocabulary
Share the vocabulary words with the students to give them a heads up to look for those words throughout the book. Ask the students what the definition is without using context clues. Then read sentences with word and ask if the students think they know what it means after hearing them used in a sentence. Follow up with definition and synonyms to enforce the understand of the words.
WORDS: Brave, flustered, embraced, mourned, unmerciful
ACTIVITY: Have students create a word web about the vocabulary words to be able to record the words.
Set a Purpose for Reading
Read to discover how Custard the dragon over comes his fear. Read to find out the clues of Custard being brave. How is Custard brave? Read to find out what Custard does to show bravery. Discuss what does Custard did.
Reading
Have the students in groups to read independently and stop at the checkpoint pages. Stop at points to reinforce what has taken place. Stop when vocabulary words are present and read the sentence with the word ask what it means and then define and clarify. Use other stop points to ask prediction questions about what might happen next. Check to see who pays attention and answers questions and ask those who are quiet to work on comprehension.
Responding
Revisit Purpose Setting Question
While reading, the story creates a discussion that will allow for students to understand the concept of bravery and courage that is displayed. Have the students discuss what shows that some of the other characters were brave verses scared. What were those characteristics? Expected answers from students would be examples from the book explaining how: Belinda is as brave as a barrelful of bears, Ink and Blink chased lions down the stairs, and Mustard was as brave as a tiger in rage.
Clarify Concepts/Vocabulary
Building off the discussion about the characteristics with what words were used. Remind the students of what the words are and what they mean. Ask them what being brave means? What are synonyms for the words? Have the students relate to a time or use the words in a sentence properly.
Comprehension Supporting Structure
To ensure the students comprehension of the story thus far explain the students how to do a reader’s theater for a short period. This would teach the students to act out the feelings and actions that the characters in the story. The teacher would give out different actions/emotions/phrases for the students to act out. This activity will make sure the students understand the words and the story. Some of the vocabulary words could be used to reinforce the new word and definition.
Refer to Additional Resources
Have the students research famous people from history online or in books. Famous people who have become famous for doing a brave act or known for being brave. For example, Rosa Parks would be a good person. Inspire the students to look for three facts about what made their person famous for a future project. Explain that these are the beginning steps of a project. This is the brainstorming part of this project.
http://www.biographyonline.net/people/famous/courageous.html
http://opishposh.com/10-of-the-most-courageous-people-in-history/
Rad American Women A-Z: Rebels, Trailblazers, and Visionaries Who Shaped Our History … and Our Future! by Kate Schatz, illustrated by Miriam Klein Stahl
Set Additional Purpose Setting Questions
Allow the students to continue reading and foreshadow that another character will show a moment of being brave without saying the name. Ask students who it could be next? Read to find out what the next character did to show he/she was brave? The students will be excited to see who could be next. After Custard eats the pirate explain how that was him being brave because he was scared. Custard showed great courage, read to find out what Custard did in his brave moment? Read to find out how Custard feels after defeating the pirate?
Review/Reread and Explore Strategies
Have students pair up with a buddy to reread the text. Require them to use the Preview/Pause/Prompt/Praise/Participate activity. During this activity, the students take on a tutor/teacher role and read aloud to their partner. The students read together and the one taking on the tutor/teacher role will pause and after an error was made pause for three seconds after the three seconds the tutor/teacher prompts the reader to decoding the word. Once fixed, the reader goes back to read the sentence and if read with fluency the tutor/teacher praises the student. After the book is read the teacher gets the class back together and asks the student if they thought the activity was helpful.
Apply the Literature/Extending Reading Across the Curriculum
For the integrated project have the students research online using credible websites about their famous brave person from history. For this project the students will need a photo of the person, find three facts, and know why they are famous for being brave. Have students make a small poster on construction paper with the picture and three facts and present them to the class. Students posters will be featured in the curriculum fair that will appear in the library during the month of April.