Ziba Rezai Sepasi Ziba Rezai Sepasi

Bunny and the Monster
Guided Reading Level F level


In this lesson, students will recognize and use consonant blends (in which you can hear each sound) and will learn about prepositional words through guided discovery based on a reading text about a bunny(ies) hopping to different places. The lesson will begin by introducing the vocabulary words, then a picture walk of the book, next the students will read independently while the teaching prompts as needed, and finally discussing and revisiting the text. If there’s time, students will practice prepositional words using hands-on materials and word work activity.


Abc Vocabulary Cards
Abc Consonant Cluster Linking Chart
Abc Whiteboard and Whiteboard Marker
Abc Bunny and the Monster Book

Main Aims

  • To recognize and use consonant blends, in which you can hear each sound.
  • To use meaning, language structure, and visual information to self-monitor, self-correct, and solve words while reading.

Subsidiary Aims

  • To read with intonation, phrasing, and pausing (using the punctuation).
  • To read and understand positional words such as in, under, and behind.


Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

Breathing Exercise - Students will be coming from lunch and they tend to be not engaged during this time.

Pre-Reading (3-5 minutes) • To prepare students for the text and make it accessible

Pre-teach vocabulary words from the book. Students will match the picture with the word. Allow students to practice reading the words Then focus on consonant cluster. Use grass as an example. "What is a consonant?" "Can you give an example?" "Some consonants go together in clusters." "You can hear each sound in a consonant cluster." Elicit examples from the students.

Introducing the Text (1-3 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

"Today we are reading a new book about the Bunny Rabbit family. On the cover, you can see Bunny Rabbit; her sister, Sunny Rabbit; and her brother, Jack Rabbit." What have you noticed in the picture? Elicit response from the students.

While-Reading (8-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

As the students read, prompt them to notice and use punctuation to read the dialogue so it sounds like talking. If needed, prompt students to read the bold print (this) on page 13 bit louder.

Post-Reading (5-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Invite students to talk about the Rabbit children and what happened in the story. What happened at the beginning of the story? - Bunny children went for a ride and stopped at Grandma's carrot stand. Dad said they can hop around but not too far. While they were playing, what did the Bunny children hear? - Loud stomps. (Extend by asking them to find evidence from the picture/text) What happened next? - They hopped to different places and saw different parts of the monster. Who solved the mystery and how did she do it? Some key understandings students may need: -The Rabbit children heard something and thought it was a monster. (Extend by asking for evidence from the picture and text) - They all saw different parts of the monster. (Extend by asking for details.) -Bunny figured out that it was a cow. (Extend by asking how she did that.) If there's time, practice positional words using hands-on materials.

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