Pre-A Guided Reading Lesson Plan

Group/ Student(S): ______________________________________________ Lesson # ________

Activity Options: * Observations/ Notes:

Working with Letters: Observations:
Letter Activity: #__________________________
Letter formation: __________________________

Working with Names: (pick one) Observations:

◻ name puzzles
◻ make names out of magnetic letters
◻ rainbow writing with names

Working with Sounds: (pick one) Observations:

◻ clapping syllables: 1 2 3
◻ rhyming words: __________________________
◻ picture sorts: ___________________________

Working with Books: Title: _______________________________________________

Do shared reading with a level A book. Encourage oral
language and teach print concepts (pick one or two): ____________________________________________________
◻ concept of a word (frame a word or count the
words in a sentence). Observations:
◻ concept of a letter (frame a letter or count the
letters in a sentence).
◻ first letter/word (identify)
◻ last letter/word (identify)
◻ period (identify)
◻ capital/lower case letters (identify)

Interactive Writing & Cut-up sentence: Observations:

sentence:
____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

* Select activities that teach needed skills. Limit lesson to 15 – 20 minutes.

1
 Pre-A Guided Reading Lesson Plan
Group/ Student(S): ______________________________________________ Lesson # ________

Activity Options: * Observations/ Notes:

Working with Letters: Observations:
Letter Activity: #__________________________
Letter formation: __________________________

Working with Names: (pick one) Observations:

◻ name puzzles
◻ make names out of magnetic letters
◻ rainbow writing with names

Working with Sounds: (pick one) Observations:

◻ clapping syllables: 1 2 3
◻ rhyming words: __________________________
◻ picture sorts: ___________________________

Working with Books: Title: _______________________________________________

Do shared reading with a level A book. Encourage oral
language and teach print concepts (pick one or two): ____________________________________________________
◻ concept of a word (frame a word or count the
words in a sentence). Observations:
◻ concept of a letter (frame a letter or count the
letters in a sentence).
◻ first letter/word (identify)
◻ last letter/word (identify)
◻ period (identify)
◻ capital/lower case letters (identify)

Interactive Writing & Cut-up sentence: Observations:

sentence:
____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

* Select activities that teach needed skills. Limit lesson to 15 – 20 minutes.

1
Individual Emergent Guided Reading Lesson Plan
Student Name:

(Levels 1/A- 4/D)

Title: ________________________________________________ Level: ________ Lesson # ________
Sight word review:
» _________________ » __________________ » __________________

Introduction of New Book:

“This book is about _______________________________________________________________________________________

________________________________________________________________________________________________________.”

new vocabulary: _________________________________________________________________________________________

Text Reading with prompting: Teaching Points after Reading:

◻ “Check the picture. What would make sense?” ◻ one-to-one matching (discourage pointing @ level
Day 1:

◻ “Get your mouth ready.” C)

◻ “Does that make sense and look right?” ◻ using picture clues (meaning)
◻ “Could it be ___________ or ____________?” ◻ monitoring with known words
◻ “Show me the word _____.” (if student is stuck on a ◻ getting mouth ready for initial sound
sight word) ◻ crosschecking picture & 1st letter (always do with
◻ “Check the word with your finger. Does it look right?” levels
◻ “Trying reading without pointing with your finger.” A & B)
◻ “How would the characters say it? ” (expression) ◻ visual scanning (check the word left to right
◻ expression

Observations: Discussion Question: (if appropriate)

Teach One Sight Word:
_________________
what’s missing?
mix & fix
table writing
white board

Sight word review:

» _________________ » __________________ » __________________

Re-Reading and Teaching

Text Reading with prompting: Fluency &Expression:
◻ “Check the picture. What would make sense?” ◻ attend to bold words p. _______
◻ “Get your mouth ready.” ◻ reread p. _______ for expression
◻ “Does that make sense and look right?”
◻ “Could it be ___________ or ____________?” Comprehension:
◻ “Show me the word _____.” (if student is stuck on a ◻ recall information
◻ retell story (beginning-middle-end)
Day 2:

sight word)
◻ “Check the word with your finger. Does it look right?” ◻ make predictions
◻ “Trying reading without pointing with your finger.” ◻ discuss character’s feelings
◻ “How would the characters say it? ” (expression) ◻ other: ____________________________

(if appropriate)
Observations: Discussion Question: Re-Teach One Sight Word:
_________________
what’s missing?
mix & fix
table writing
white board

Word Work: do one activity—picture sorts, making words, or sound boxes

1
 Sight word review:
» _________________ » __________________ » __________________

Guided Writing: Record sentence and teaching points (should include new sight word, other familiar sight words, and
at least one unfamiliar word).
_________________________________________________________________________________________________________
Day 3:

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

Observations:

2
Individual Emergent Guided Reading Lesson Plan Student Name:

(Levels 1/A- 4/D)

Title: ________________________________________________ Level: ________ Lesson # ________

Sight word review:

» _________________ » __________________ » __________________

Introduction of New Book:

“This book is about _______________________________________________________________________________________

________________________________________________________________________________________________________.”

new vocabulary: _________________________________________________________________________________________

Text Reading with prompting: Teaching Points after Reading:

◻ “Check the picture. What would make sense?” ◻ one-to-one matching (discourage pointing @ level
Day 1:

◻ “Get your mouth ready.” C)

◻ “Does that make sense and look right?” ◻ using picture clues (meaning)
◻ “Could it be ___________ or ____________?” ◻ monitoring with known words
◻ “Show me the word _____.” (if student is stuck on a ◻ getting mouth ready for initial sound
sight word) ◻ crosschecking picture & 1st letter (always do with
◻ “Check the word with your finger. Does it look right?” levels
◻ “Trying reading without pointing with your finger.” A & B)
◻ “How would the characters say it? ” (expression) ◻ visual scanning (check the word left to right
◻ expression

Observations: Discussion Question: (if appropriate)

Teach One Sight Word:
_________________
what’s missing?
mix & fix
table writing
white board

Sight word review:

» _________________ » __________________ » __________________

Re-Reading and Teaching

Text Reading with prompting: Fluency & Expression:
◻ “Check the picture. What would make sense?” ◻ attend to bold words p. _______
◻ “Get your mouth ready.” ◻ reread p. _______ for expression
◻ “Does that make sense and look right?”
◻ “Could it be ___________ or ____________?” Comprehension:
◻ “Show me the word _____.” (if student is stuck on a ◻ recall information
◻ retell story (beginning-middle-end)
Day 2:

sight word)
◻ “Check the word with your finger. Does it look right?” ◻ make predictions
◻ “Trying reading without pointing with your finger.” ◻ discuss character’s feelings
◻ “How would the characters say it? ” (expression) ◻ other: ____________________________

(if appropriate)
Observations: Discussion Question: Re-Teach One Sight Word:
_________________
what’s missing?
mix & fix
table writing
white board

Word Work: do one activity—picture sorts, making words, or sound boxes

1
 Sight word review:
» _________________ » __________________ » __________________

Guided Writing: Record sentence and teaching points (should include new sight word, other familiar sight words, and
at least one unfamiliar word).
_________________________________________________________________________________________________________
Day 3:

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

Observations:

2
 Emergent Guided Reading Lesson Plan
(Levels 1/A- 4/D)
Title: ________________________________________________ Level: ________ Lesson # ________

Day 1 : Day 2 :
Sight word review: Sight word review:
»_____________ »_____________ »_____________ »_____________ »_____________ »_____________

Introduce new book: ”This book is called Reread yesterday’s book/ Observations of Students:
___________________________________________
and it’s about ______________________________
___________________________________________
__________________________________________.”
New Vocabulary:

Text Reading with prompting:

◻ “Check the picture. What would make sense?”
◻ “Get your mouth ready.”
◻ “Does that make sense and look right?”
◻ “Could it be ___________ or ____________?”
◻ “Show me the word _____.” (if student is stuck on a sight word)
◻ “Check the word with your finger. Does it look right?”
◻ “Trying reading without pointing with your finger.”
◻ “How would the characters say it? ” (expression)

Teaching Points after Reading: Fluency & Expression:

◻ one-to-one matching (discourage pointing @ level C) ◻ attend to bold words p. _______
◻ using picture clues (meaning) ◻ reread p. _______ for expression
◻ monitoring with known words
◻ getting mouth ready for initial sound Comprehension:
◻ crosschecking picture & 1st letter (always do with levels ◻ recall information
A & B) ◻ retell story (beginning-middle-end)
◻ visual scanning (check the word left to right ◻ make predictions
◻ expression ◻ discuss character’s feelings
◻ other: ____________________________

(if appropriate) (if appropriate)

Discussion Prompt: Discussion Prompt:
» favorite part » connection » other » favorite part » connection » other

Teach One Sight Word: (optional after level 8/E) Teach One Sight Word: (optional after level 8/E)

what’s missing? mix & fix what’s missing? mix & fix
table writing white board table writing white board

Word Study: (pick only 1) Guided Writing: dictated or open-ended sentence

◻ sound sorts: _________________________________ ____________________________________________________

◻ making words: ______________________________ ____________________________________________________

◻ sound boxes: ________________________________ ____________________________________________________.

1
 Emergent Guided Reading Lesson Plan
(Levels 1/A- 4/D)
Title: ________________________________________________ Level: ________ Lesson # ________

Day 1 : Day 2 :
Sight word review: Sight word review:
»_____________ »_____________ »_____________ »_____________ »_____________ »_____________

Introduce new book: ”This book is called Reread yesterday’s book/ Observations of Students:
___________________________________________
and it’s about ______________________________
___________________________________________
__________________________________________.”
New Vocabulary:

Text Reading with prompting:

◻ “Check the picture. What would make sense?”
◻ “Get your mouth ready.”
◻ “Does that make sense and look right?”
◻ “Could it be ___________ or ____________?”
◻ “Show me the word _____.” (if student is stuck on a sight word)
◻ “Check the word with your finger. Does it look right?”
◻ “Trying reading without pointing with your finger.”
◻ “How would the characters say it? ” (expression)

Teaching Points after Reading: Fluency & Expression:

◻ one-to-one matching (discourage pointing @ level C) ◻ attend to bold words p. _______
◻ using picture clues (meaning) ◻ reread p. _______ for expression
◻ monitoring with known words
◻ getting mouth ready for initial sound Comprehension:
◻ crosschecking picture & 1st letter (always do with levels ◻ recall information
A & B) ◻ retell story (beginning-middle-end)
◻ visual scanning (check the word left to right ◻ make predictions
◻ expression ◻ discuss character’s feelings
◻ other: ____________________________

(if appropriate) (if appropriate)

Discussion Prompt: Discussion Prompt:
» favorite part » connection » other » favorite part » connection » other

Teach One Sight Word: (optional after level 8/E) Teach One Sight Word: (optional after level 8/E)

what’s missing? mix & fix what’s missing? mix & fix
table writing white board table writing white board

Word Study: (pick only 1) Guided Writing: dictated or open-ended sentence

◻ sound sorts: _________________________________ ____________________________________________________

◻ making words: ______________________________ ____________________________________________________

◻ sound boxes: ________________________________ ____________________________________________________.

1
Individual Early Guided Reading Lesson Plan Student Name:

(Levels 4/D- 16/I)

Title: ________________________________________________ Level: ________ Lesson # ________
Sight word review:
» _________________ » __________________ » __________________

Introduction of New Book:

“This book is about _______________________________________________________________________________________

________________________________________________________________________________________________________.”

new vocabulary: _________________________________________________________________________________________

Prompts for Early Readers: (Use for Day 1 and Day 2) Word-solving Strategies:
◻ “Check the picture. Does it look right and make sense? Reread and think ◻ monitor using meaning, structure,
about the story.”
Day 1:

and visual.
◻ “Check the end (or middle) of the word. What would look right and make ◻ reread at difficulty
sense?” ◻ attend to endings
◻ “Cover the ending. Is there a part you know? Try that again and think ◻ use known parts
what would make sense.” ◻ contractions
◻ “Chunk the word and think what would make sense.” ◻ use analogies
◻ “Do you know another word that looks like this one?” ◻ chunk big words
◻ “What can you try? What can you do to help yourself?”
◻ “Put some words together so it sounds smooth.” (fluency)
◻ “Try reading that like the character would say it.” (expression)

Observations: Discussion Question: Teach One Sight Word:

◻ favorite part _________________
◻ connection
what’s missing?
◻ other mix & fix
table writing
white board

Sight word review:

» _________________ » __________________ » __________________

Re-Reading and Teaching

Prompts for Early Readers: (Use for Day 1 and Day 2) Fluency & Expression:
◻ “Check the picture. Does it look right and make sense? Reread and think ◻ attend to bold words p. _______
about the story.” ◻ reread p. _______ for expression
◻ “Check the end (or middle) of the word. What would look right and make
sense?” Comprehension:
◻ “Cover the ending. Is there a part you know? Try that again and think ◻ recall information
what would make sense.” ◻ retell story (beginning-middle-end)
Day 2:

◻ “Chunk the word and think what would make sense.” ◻ make predictions
◻ “Do you know another word that looks like this one?” ◻ discuss character’s feelings
◻ “What can you try? What can you do to help yourself?” ◻ other:
◻ “Put some words together so it sounds smooth.” (fluency)
____________________________
◻ “Try reading that like the character would say it.” (expression)

Observations: Discussion Question: Re-Teach One Sight Word:

_________________
what’s missing?
mix & fix
table writing
white board

do one activity—sound sorts, making words,

Word Work: sound boxes, analogy chart (start at level G)
1
 Sight word review:
» _________________ » __________________ » __________________

Guided Writing:
◻ levels D-E: dictate two sentences

◻ levels E-F: BME (3 sentences)

Day 3:

◻ levels G-H: BME (4-5 sentences)

◻ levels G-I: Somebody, Wanted, But, So (SWBS)

Observations:

2
Individual Early Guided Reading Lesson Plan Student Name:

(Levels 4/D- 16/I)

Title: ________________________________________________ Level: ________ Lesson # ________

Sight word review:

» _________________ » __________________ » __________________

Introduction of New Book:

“This book is about _______________________________________________________________________________________

________________________________________________________________________________________________________.”

new vocabulary: _________________________________________________________________________________________

Prompts for Early Readers: (Use for Day 1 and Day 2) Word-solving Strategies:
◻ “Check the picture. Does it look right and make sense? Reread and think ◻ monitor using meaning, structure,
about the story.”
Day 1:

and visual.
◻ “Check the end (or middle) of the word. What would look right and make ◻ reread at difficulty
sense?” ◻ attend to endings
◻ “Cover the ending. Is there a part you know? Try that again and think ◻ use known parts
what would make sense.” ◻ contractions
◻ “Chunk the word and think what would make sense.” ◻ use analogies
◻ “Do you know another word that looks like this one?” ◻ chunk big words
◻ “What can you try? What can you do to help yourself?”
◻ “Put some words together so it sounds smooth.” (fluency)
◻ “Try reading that like the character would say it.” (expression)

Observations: Discussion Question: Teach One Sight Word:

◻ favorite part _________________
◻ connection
what’s missing?
◻ other mix & fix
table writing
white board

Sight word review:

» _________________ » __________________ » __________________

Re-Reading and Teaching

Prompts for Early Readers: (Use for Day 1 and Day 2) Fluency & Expression:
◻ “Check the picture. Does it look right and make sense? Reread and think ◻ attend to bold words p. _______
about the story.” ◻ reread p. _______ for expression
◻ “Check the end (or middle) of the word. What would look right and make
sense?” Comprehension:
◻ “Cover the ending. Is there a part you know? Try that again and think ◻ recall information
what would make sense.” ◻ retell story (beginning-middle-end)
Day 2:

◻ “Chunk the word and think what would make sense.” ◻ make predictions
◻ “Do you know another word that looks like this one?” ◻ discuss character’s feelings
◻ “What can you try? What can you do to help yourself?” ◻ other:
◻ “Put some words together so it sounds smooth.” (fluency)
____________________________
◻ “Try reading that like the character would say it.” (expression)

Observations: Discussion Question: Re-Teach One Sight Word:

_________________
what’s missing?
mix & fix
table writing
white board

do one activity—sound sorts, making words,

Word Work: sound boxes, analogy chart (start at level G)
1
 Sight word review:
» _________________ » __________________ » __________________

Guided Writing:
◻ levels D-E: dictate two sentences

◻ levels E-F: BME (3 sentences)

Day 3:

◻ levels G-H: BME (4-5 sentences)

◻ levels G-I: Somebody, Wanted, But, So (SWBS)

Observations:

2
 Early Guided Reading Lesson Plan
(Levels 4/D-16/I)
Title: ______________________________________________ Level: ________ F/NF Lesson # ________

Day 1 : Day 2 :
Sight word review: (optional after level E) Sight word review: (optional after level E)

»_____________ »_____________ »_____________ »_____________ »_____________ »_____________

Introduce new book: ”This book is called Reread yesterday’s book/ Observations of Students:
___________________________________________
and it’s about ______________________________
___________________________________________
__________________________________________.”
New Vocabulary:

Prompts for Early Readers: (Use for Day 1 and Day 2)

◻ “Check the picture. Does it look right and make sense? Reread and think about the story.”
◻ “Check the end (or middle) of the word. What would look right and make sense?”
◻ “Cover the ending. Is there a part you know? Try that again and think what would make sense.”
◻ “Chunk the word and think what would make sense.”
◻ “Do you know another word that looks like this one?”
◻ “What can you try? What can you do to help yourself?”
◻ “Put some words together so it sounds smooth.” (fluency)
◻ “Try reading that like the character would say it.” (expression)

Word-solving Strategies: Fluency & Expression:

◻ monitor using meaning, structure, and visual. ◻ attend to bold words p. _______
◻ reread at difficulty ◻ reread p. _______ for expression
◻ attend to endings
◻ use known parts
Comprehension:
◻ recall information
◻ contractions ◻ retell story (beginning-middle-end)
◻ use analogies ◻ make predictions
◻ chunk big words ◻ discuss character’s feelings
◻ other: ____________________________

Discussion Prompt: Discussion Prompt:

» favorite part » connection » other » favorite part » connection » other

Teach One Sight Word: (optional after level 8/E) Teach One Sight Word: (optional after level 8/E)

what’s missing? mix & fix what’s missing? mix & fix
table writing white board table writing white board

Word Study: Guided Writing:

◻ sound sorts: ◻ levels D-E: dictate two sentences

◻ making words: ◻ levels E-F: BME (3 sentences)

◻ sound boxes: ◻ levels G-H: BME (4-5 sentences)

◻ analogy chart: (start at level G) ◻ levels G-I: Somebody, Wanted, But, So (SWBS)
1
 Early Guided Reading Lesson Plan
(Levels 4/D-16/I)
Title: ______________________________________________ Level: ________ F/NF Lesson # ________

Day 1 : Day 2 :
Sight word review: (optional after level E) Sight word review: (optional after level E)

»_____________ »_____________ »_____________ »_____________ »_____________ »_____________

Introduce new book: ”This book is called Reread yesterday’s book/ Observations of Students:
___________________________________________
and it’s about ______________________________
___________________________________________
__________________________________________.”
New Vocabulary:

Prompts for Early Readers: (Use for Day 1 and Day 2)

◻ “Check the picture. Does it look right and make sense? Reread and think about the story.”
◻ “Check the end (or middle) of the word. What would look right and make sense?”
◻ “Cover the ending. Is there a part you know? Try that again and think what would make sense.”
◻ “Chunk the word and think what would make sense.”
◻ “Do you know another word that looks like this one?”
◻ “What can you try? What can you do to help yourself?”
◻ “Put some words together so it sounds smooth.” (fluency)
◻ “Try reading that like the character would say it.” (expression)

Word-solving Strategies: Fluency & Expression:

◻ monitor using meaning, structure, and visual. ◻ attend to bold words p. _______
◻ reread at difficulty ◻ reread p. _______ for expression
◻ attend to endings
◻ use known parts
Comprehension:
◻ recall information
◻ contractions ◻ retell story (beginning-middle-end)
◻ use analogies ◻ make predictions
◻ chunk big words ◻ discuss character’s feelings
◻ other: ____________________________

Discussion Prompt: Discussion Prompt:

» favorite part » connection » other » favorite part » connection » other

Teach One Sight Word: (optional after level 8/E) Teach One Sight Word: (optional after level 8/E)

what’s missing? mix & fix what’s missing? mix & fix
table writing white board table writing white board

Word Study: Guided Writing:

◻ sound sorts: ◻ levels D-E: dictate two sentences

◻ making words: ◻ levels E-F: BME (3 sentences)

◻ sound boxes: ◻ levels G-H: BME (4-5 sentences)

◻ analogy chart: (start at level G) ◻ levels G-I: Somebody, Wanted, But, So (SWBS)
1
 Transitional Guided Reading Lesson Plan
(Levels 18/J-38/P: to improve decoding, fluency, retelling)
Title: ______________________________________________ Level: ________ F/NF Lesson # ________
Strategy Focus: Decoding Fluency Retelling

Introduction of New Book:

“This book is about _______________________________________________________________________________________

________________________________________________________________________________________________________.”

new vocabulary: _________________________________________________________________________________________

Teaching Points: Choose 1 or 2 each day (decoding, vocabulary, fluency, comprehension)

Decoding Strategies: Vocabulary Strategies:
◻ reread & think what would make sense ◻ reread the sentence & look for clues
◻ cover (or attend to) the ending ◻ check the picture
◻ use analogies ◻ use a known part
◻ chunk big words
Day 1:

Fluency & Phrasing: Comprehension:

◻ phrasing ◻ B-M-E
◻ attend to bold word ◻ S-W-B-S
◻ dialogue, intonation, & expression ◻ five-finger retell
◻ describe a character’s feelings
Prompt to monitor for meaning: ◻ other:
◻ does that make sense?

(if appropriate)
Observations: Discussion Question: Working With Words:
sound boxes, analogy chart, big word

Continue Reading…
Teaching Points: Choose 1 or 2 each day (decoding, vocabulary, fluency, comprehension)
Decoding Strategies: Vocabulary Strategies:
◻ reread & think what would make sense ◻ reread the sentence & look for clues
◻ cover (or attend to) the ending ◻ check the picture
◻ use analogies ◻ use a known part
◻ chunk big words

Fluency & Phrasing: Comprehension:

Day 2:

◻ phrasing ◻ B-M-E
◻ attend to bold word ◻ S-W-B-S
◻ dialogue, intonation, & expression ◻ five-finger retell
◻ describe a character’s feelings
Prompt to monitor for meaning: ◻ other:
◻ does that make sense?

Observations: Discussion Question: Working With Words: (if appropriate)

sound boxes, analogy chart, big word

1
 Reread the book for fluency (if Necessary)
Guided Writing: Observations:
◻ Beginning-Middle-End (3-5 sentences)
◻ five-finger retell
◻ Somebody –Wanted-But-So
◻ character analysis (B-M-E)
Day 3:

◻ problem /solution
◻ compare / contrast
◻ other

Note: Ifthestudents need an extra day to finish reading the book make this a four-day plan and do guided writing on
fourth day.

2
 Transitional Guided Reading Lesson Plan
(Levels 18/J-38/P: to improve decoding, fluency, retelling)
Title: ______________________________________________ Level: ________ F/NF Lesson # ________
Strategy Focus: Decoding Fluency Retelling

Introduction of New Book:

“This book is about _______________________________________________________________________________________

________________________________________________________________________________________________________.”

new vocabulary: _________________________________________________________________________________________

Teaching Points: Choose 1 or 2 each day (decoding, vocabulary, fluency, comprehension)

Decoding Strategies: Vocabulary Strategies:
◻ reread & think what would make sense ◻ reread the sentence & look for clues
◻ cover (or attend to) the ending ◻ check the picture
◻ use analogies ◻ use a known part
◻ chunk big words
Day 1:

Fluency & Phrasing: Comprehension:

◻ phrasing ◻ B-M-E
◻ attend to bold word ◻ S-W-B-S
◻ dialogue, intonation, & expression ◻ five-finger retell
◻ describe a character’s feelings
Prompt to monitor for meaning: ◻ other:
◻ does that make sense?

(if appropriate)
Observations: Discussion Question: Working With Words:
sound boxes, analogy chart, big word

Continue Reading…
Teaching Points: Choose 1 or 2 each day (decoding, vocabulary, fluency, comprehension)
Decoding Strategies: Vocabulary Strategies:
◻ reread & think what would make sense ◻ reread the sentence & look for clues
◻ cover (or attend to) the ending ◻ check the picture
◻ use analogies ◻ use a known part
◻ chunk big words

Fluency & Phrasing: Comprehension:

Day 2:

◻ phrasing ◻ B-M-E
◻ attend to bold word ◻ S-W-B-S
◻ dialogue, intonation, & expression ◻ five-finger retell
◻ describe a character’s feelings
Prompt to monitor for meaning: ◻ other:
◻ does that make sense?

Observations: Discussion Question: Working With Words: (if appropriate)

sound boxes, analogy chart, big word

1
 Reread the book for fluency (if Necessary)
Guided Writing: Observations:
◻ Beginning-Middle-End (3-5 sentences)
◻ five-finger retell
◻ Somebody –Wanted-But-So
◻ character analysis (B-M-E)
Day 3:

◻ problem /solution
◻ compare / contrast
◻ other

Note: Ifthestudents need an extra day to finish reading the book make this a four-day plan and do guided writing on
fourth day.

2
 Fluent Guided Reading Lesson Plan
(Levels 40/Q-70/Z)
Title: ______________________________________________ Level: ________ F/NF Lesson # ________
Strategy Focus: ____________________________ Pages: ___________ Date: ___________
Before Reading:
Introduction or gist statement: ________________________________________________________________________

________________________________________________________________________________________________________ .

preview & predict or question: (whole book using table of content, pictures, or index) ________________________

_________________________________________________________________________________________________________

New Vocabulary:
Words: Process: ◻ brief definition ◻ connect to text
Day 1:

_______________ _______________ ◻ relate to background knowledge ◻ turn and talk

Read & Response:

Model Strategy: Observations:

After Reading:
Discussion Prompts & Teaching Points: Words for the New Word List:
1. _____________________ 2. _____________________

Before Reading:
preview & predict or question: (next section using table of content, pictures, or index) ________________________

_________________________________________________________________________________________________________

Review Strategy: ________________________________________________________________________________________

New Vocabulary:
Words: Process: ◻ brief definition ◻ connect to text
Day 2:

_______________ _______________ ◻ relate to background knowledge ◻ turn and talk

Read & Response:

Observations:

After Reading:
Discussion Prompts & Teaching Points: Words for the New Word List:
1. _____________________ 2. _____________________

1
 Before Reading:
preview & predict or question: (next section using table of content, pictures, or index) ________________________

_________________________________________________________________________________________________________

Review Strategy: ________________________________________________________________________________________

New Vocabulary:
◻ brief definition ◻ connect to text
Words: Process:
_______________ _______________ ◻ relate to background knowledge ◻ turn and talk
Day 3:

Read & Response:

Observations:

After Reading:
Discussion Prompts & Teaching Points: Words for the New Word List:
1. _____________________ 2. _____________________

Before Reading:
preview & predict or question: (next section using table of content, pictures, or index) ________________________

_________________________________________________________________________________________________________

Review Strategy: ________________________________________________________________________________________

New Vocabulary:
◻ brief definition ◻ connect to text
Words: Process:
_______________ _______________ ◻ relate to background knowledge ◻ turn and talk
Day 4:

Read & Response:

Observations:

After Reading:
Discussion Prompts & Teaching Points: Words for the New Word List:
1. _____________________ 2. _____________________

2
 Before Reading:
preview & predict or question: (next section using table of content, pictures, or index) ________________________

_________________________________________________________________________________________________________

Review Strategy: ________________________________________________________________________________________

New Vocabulary:
◻ brief definition ◻ connect to text
Words: Process:
◻ relate to background knowledge ◻ turn and talk
Day 5:

_______________ _______________

Read & Response:

Observations:

After Reading:
Discussion Prompts & Teaching Points: Words for the New Word List:
1. _____________________ 2. _____________________
Possible Teaching Points for Fluent Guided Reading

Decoding: Comprehension—fiction: Comprehension—Nonfiction: Comprehension—Poetry:

◻ reread & think ◻ retell—STP, VIP
◻ cover the ending ◻ visualize
◻ use known parts ◻ predict & support
◻ chunk big words ◻ make connections
◻ connect ◻ character traits
◻ ask questions
◻ determine importance
Vocabulary:
◻ summarize by
◻ use context clues chapter
◻ use pictures or ◻ cause and effect
visualize
◻ character analysis
◻ use a known part
◻ make inferences—
◻ make a connection
(from dialogue, action,
◻ use the glossary or physical description)
◻ retell—STP
◻ ask questions
◻ summarize with key words
◻ main ideas/details
◻ important/ interesting
◻ interpreting visual
information (maps, charts)
◻ contrast or compare
◻ summarize by chapter
◻ cause/ effect
◻ evaluate—fact/opinion,
author’s point of view
◻ reciprocal teaching
◻ other: _______________
◻ clarify
◻ visualize
◻ make connections
◻ ask literal questions
◻ summarize
◻ ask inferential questions
◻ make inferences
◻ draw conclusions
◻ interpret author’s
purpose
◻ figurative language
(simile, metaphor,
personification, etc.)
◻ reciprocal teaching

Fiction: Nonfiction: Poetry:

◻ retell Nonfiction Historical Text ◻ connections
Guided Writing (if appropriate)

Biography:
◻ event/detail (BME)
◻ character analysis
◻ problem/solution
◻ biopoem
◻ character analysis ◻ compare/contrast
◻ chapter summary
◻ event/contribution
◻ VIP summary
◻ other: ___________ Descriptive Text
◻ key idea poem
◻ key idea summary
◻ main idea/details
◻ chapter summaries
◻ other: _______________
3
◻ cause/effect
◻ ask questions
◻ key idea poem
◻ summarize
◻ key idea summary
◻ visualize
◻ important events/details
◻ microthemes
◻ chapter summaries
◻ literal/figurative
Scientific Text ◻ explain figurative
◻ compare/contrast
◻ interpret author’s
◻ cause/effect
bias
◻ main idea/details ◻ infer
◻ chapter summaries
◻ other: ___________
◻ other: _______________
 Fluent Guided Reading Lesson Plan
(Levels 40/Q-70/Z)
Title: ______________________________________________ Level: ________ F/NF Lesson # ________

Strategy Focus: ____________________________ Pages: ___________ Date: ___________

Before Reading:
Introduction or gist statement: ________________________________________________________________________

________________________________________________________________________________________________________ .

preview & predict or question: (whole book using table of content, pictures, or index) ________________________

_________________________________________________________________________________________________________

New Vocabulary:
Words: Process: ◻ brief definition ◻ connect to text
Day 1:

_______________ _______________ ◻ relate to background knowledge ◻ turn and talk

Read & Response:

Model Strategy: Observations:

After Reading:
Discussion Prompts & Teaching Points: Words for the New Word List:
1. _____________________ 2. _____________________

Before Reading:
preview & predict or question: (next section using table of content, pictures, or index) ________________________

_________________________________________________________________________________________________________

Review Strategy: ________________________________________________________________________________________

New Vocabulary:
Words: Process: ◻ brief definition ◻ connect to text
Day 2:

_______________ _______________ ◻ relate to background knowledge ◻ turn and talk

Read & Response:

Observations:

After Reading:
Discussion Prompts & Teaching Points: Words for the New Word List:
1. _____________________ 2. _____________________

1
 Before Reading:
preview & predict or question: (next section using table of content, pictures, or index) ________________________

_________________________________________________________________________________________________________

Review Strategy: ________________________________________________________________________________________

New Vocabulary:
◻ brief definition ◻ connect to text
Words: Process:
_______________ _______________ ◻ relate to background knowledge ◻ turn and talk
Day 3:

Read & Response:

Observations:

After Reading:
Discussion Prompts & Teaching Points: Words for the New Word List:
1. _____________________ 2. _____________________

Before Reading:
preview & predict or question: (next section using table of content, pictures, or index) ________________________

_________________________________________________________________________________________________________

Review Strategy: ________________________________________________________________________________________

New Vocabulary:
◻ brief definition ◻ connect to text
Words: Process:
_______________ _______________ ◻ relate to background knowledge ◻ turn and talk
Day 4:

Read & Response:

Observations:

After Reading:
Discussion Prompts & Teaching Points: Words for the New Word List:
1. _____________________ 2. _____________________

2
 Before Reading:
preview & predict or question: (next section using table of content, pictures, or index) ________________________

_________________________________________________________________________________________________________

Review Strategy: ________________________________________________________________________________________

New Vocabulary:
◻ brief definition ◻ connect to text
Words: Process:
◻ relate to background knowledge ◻ turn and talk
Day 5:

_______________ _______________

Read & Response:

Observations:

After Reading:
Discussion Prompts & Teaching Points: Words for the New Word List:
1. _____________________ 2. _____________________
Possible Teaching Points for Fluent Guided Reading

Decoding: Comprehension—fiction: Comprehension—Nonfiction: Comprehension—Poetry:

◻ reread & think ◻ retell—STP, VIP
◻ cover the ending ◻ visualize
◻ use known parts ◻ predict & support
◻ chunk big words ◻ make connections
◻ connect ◻ character traits
◻ ask questions
◻ determine importance
Vocabulary:
◻ summarize by
◻ use context clues chapter
◻ use pictures or ◻ cause and effect
visualize
◻ character analysis
◻ use a known part
◻ make inferences—
◻ make a connection
(from dialogue, action,
◻ use the glossary or physical description)
◻ retell—STP
◻ ask questions
◻ summarize with key words
◻ main ideas/details
◻ important/ interesting
◻ interpreting visual
information (maps, charts)
◻ contrast or compare
◻ summarize by chapter
◻ cause/ effect
◻ evaluate—fact/opinion,
author’s point of view
◻ reciprocal teaching
◻ other: _______________
◻ clarify
◻ visualize
◻ make connections
◻ ask literal questions
◻ summarize
◻ ask inferential questions
◻ make inferences
◻ draw conclusions
◻ interpret author’s
purpose
◻ figurative language
(simile, metaphor,
personification, etc.)
◻ reciprocal teaching

Fiction: Nonfiction: Poetry:

◻ retell Nonfiction Historical Text ◻ connections
Guided Writing (if appropriate)

Biography:
◻ event/detail (BME)
◻ character analysis
◻ problem/solution
◻ biopoem
◻ character analysis ◻ compare/contrast
◻ chapter summary
◻ event/contribution
◻ VIP summary
◻ other: ___________ Descriptive Text
◻ key idea poem
◻ key idea summary
◻ main idea/details
◻ chapter summaries
◻ other: _______________
3
◻ cause/effect
◻ ask questions
◻ key idea poem
◻ summarize
◻ key idea summary
◻ visualize
◻ important events/details
◻ microthemes
◻ chapter summaries
◻ literal/figurative
Scientific Text ◻ explain figurative
◻ compare/contrast
◻ interpret author’s
◻ cause/effect
bias
◻ main idea/details ◻ infer
◻ chapter summaries
◻ other: ___________
◻ other: _______________