Guided Reading Templates and Resources

Early Lesson Plans-D-I Day 1 more info.
Page 116
Title:_________________________ Level:_______ Date:________
Group:____________________________________________________
Vocabulary:________________________________________________
Sight Words:_______________________________________________
Book Introduction: This book is

about…___________________________________________________________
__________________________________________________________________
__________________________________________________________________
Picture Walk-Make predictions, talk about pictures, and introduce words they
may not know. Discuss Genre.
Text Reading: Let the kids read aloud softly for about 10 minutes as you listen
in and ask them questions about what they have read. Strategies they are using.
Target strategies are self-monitoring for meaning, decoding unfamiliar words,
fluency, and comprehension.
Observations:_______________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Goals for next

time:______________________________________________________________
Comprehension strategies-M-E, Five –Finger Retell, SWBS

Early Lesson Plans-D-I Day 2
Continue procedures from Day 1 to review the sight words, review the reading
to practice fluency, and practicing comprehension strategies.
For the last 10 minutes work on Guided Writing:
-Have the students write short responses about the book they have read. Use
handwriting paper so the students are able to practice their handwriting at the
same time or use their reading journals.
Dictated or open-ended sentences: (Come up with a couple of sentences and

have them echo after each sentence, then write. Try to include sight words and
words that they can chunk.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
If time permits have them write about the story, the B-M-E, or the S-W-B-S
(Page 132 in Guided Reading book)
Teaching Points: Reread their writing for meaning, spell sight words correctly,
spell unknown words, correct letter formation if written wrong, and mechanics,
making sure words are capitalized and ending marks etc.
Observations in Writing:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Pre-A Lesson Plan
Students: __________________________________ Date: ___________ Lesson #____
Activity Options * Observations/Notes

Working with Letters
Letter Activity: #______________
Letter formation: ______________
Working with Names – (Circle 1)
Name puzzles.
Make names out of magnetic letters.
Rainbow writing with names.
Working with Sounds – (Circle 1)
Clapping syllables: 1 2 3
Rhyming words ____________________
Picture Sorts: _____________________
Working with Books

Do shared reading with a level A book. Title:_____________________________
Encourage oral language and teach print
concepts (circle one or two): Observations:______________________
o concept of a word (frame a word or
count the words in a sentence). _________________________________
o concept of a letter(frame a letter or
count the letters in a sentence). _________________________________
o first letter/word (identify)
o last letter/word (identify) _________________________________
o period (identify)
o capital/lower case letters (identify) _________________________________
Interactive Writing & Cut-up sentence
Sentence:
* Select activities that teach needed skills. Limit lesson to 15 – 20 minutes.

Emergent Guided Reading Lesson Plan
Levels A-C; DRA 1-4
Title: __________________________ Level:____ Group #_____ Lesson #____
Day 1 Date: Day 2 Date:

Sight word review-writing: Sight word review-writing
________ ___________ __________ ________ ________ ________
Introduce New Book: This book is called _____ Reread Yesterday’s Book:
Observations
and it’s about_____________________________
________________________________________
________________________________________
New vocabulary:
________________________________________
Text Reading with prompting:
“Get your mouth ready.”
“Does that make sense? Check the picture.”
“Does that sound right and look right?”
“Show me the word _____.” (for sight words)
Teaching Points after Reading: Teaching Points after Reading:

 One-to-one matching (Discourage pointing @  One-to-one matching (Discourage
level C.) pointing @ level C.)
 Using picture clues (Meaning)  Using picture clues (Meaning)
 Monitoring with known words  Monitoring with known words
 Getting mouth ready  Getting mouth ready
st st
 Crosschecking picture & 1 letter (always do  Crosschecking picture & 1 letter
with levels A & B)
Discussion Prompt (if appropriate) Discussion Prompt (if appropriate):
Teach 1 Sight Word:_________________ Teach Same Sight Word:_______

What’s missing? What’s missing?
Mix & Fix Mix & Fix
Table writing Table writing
Writing on a whiteboard Writing on a whiteboard
Guided Writing: Dictated or open-
Word Study (Pick only 1): ended sentence
 Sound sorts:___________________________
 Making words: _________________________
 Sound boxes: _________________________

Early Guided Reading Lesson Plan
Levels D-I; DRA 5-16
Title: _______________________ Level: ____ Group: #____ Lesson #______
DAY 1 Date: ____________ DAY 2 Date: _____________
Sight word review-writing (optional after 8/E) Sight word review-writing
________ __________ __________ ________ ___________ __________
Introduce New Book: This book is Reread Yesterday’s Book: (NOTES)
called___ and it’s about________________
___________________________________
___________________________________
___________________________________
___________________________________
New vocabulary: _________________
___________________________________
Prompts for Early Readers: (Use for Day 1 and Day 2)

 Check the picture and think what would make sense. Does it look right and make sense?
Reread the sentence.
 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. What would make sense?
 Chunk the word and think what makes sense.
 Do you know another word that looks like this one?
 What can you try? What can you do to help yourself?
Select one or two teaching points after reading.
Word-solving strategies: Comprehension:
 Self-monitor w/M, S &V Recall information.
 Reread at difficulty. Retell.
 Attend to endings. Make predictions.
 Use known parts. Other: _________________
 Contractions.
 Use analogies.
 Chunk big words.
Discussion Prompt: Discussion Prompt:
Teach 1 Sight Word: (optional after level E) Teach 1 Sight Word:

What’s missing?
Mix & Fix
Table Writing
White Board
Word Study: Guided Writing:
 Sound sorts: ____________________ Levels D-E: Dictate two sentences
Level E- F: Beginning-Middle-End (3 sentences)
Level G-H: BME (4-5 sentences)
 Making words: ___________________ Level G-I: Somebody, Wanted, But, So (SWBS)
__________________________________
 Sound boxes: ___________________
 Analogy Chart: ___________________

Transitional Guided Reading Lesson Plan
For students reading at levels J-P who need to improve decoding, fluency and retell.
Title:________________________ Level: ___ Group: ____Strategy Focus:____________ Lesson #____
Day 1 Date______________ Pages_____ Day 2 Date______________ Pages_____
Introduce New Book: This book is about (Continue first reading) Notes/Observations
________________________________ ___________________________________
________________________________ ___________________________________
___________________________________
________________________________
___________________________________
New vocabulary:
___________________________________
________________________________ ___________________________________
________________________________ ___________________________________
_________________________________________ ___________________________________
Teaching Points: Choose 1 or 2 each day Teaching Points: Choose 1 or 2 each day
Decoding strategies: Fluency & Phrasing
 Reread & think what would make sense.  Phrasing.
 Cover (or attend to) the ending.  Attend to bold words.
 Use analogies.  Dialogue, intonation & expression.
 Chunk big words.
Vocabulary Strategies Comprehension: (oral)
 Reread the sentence and look for clues. B-M-E 5-finger Retell
 Check the picture. SWBS Describe a character’‛s feelings
 Use a known part. Other:_____________________________
Discussion Prompt: Discussion Prompt:
Word Study (if appropriate) Word Study (if appropriate)

 Sound boxes Analogy chart  Sound boxes Analogy chart
 Make a big word  Make a big word
Day 3 Reread the book for fluency (5-10 min.) & Guided Writing (10-15 min.)
 Beginning-Middle-End Five-finger retell SWBS Character Analysis
 Problem – solution Compare or contrast Other: ___________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Fluent Guided Reading Lesson Plan
Title:________________________Level:___ Strategy Focus: _____________Group:______
Day 1 Date: __________
Before Reading (5 minutes) Read & Respond (10 minutes) After Reading (5 minutes)
This book is about ____________ Model Strategy (Comp. or Voc.) Discussion and teaching points
_________________________ __________________________ _____________________________
__________________________ _____________________________
_________________________ _____________________________
_________________________ __________________________
________________________
_________________________ __________________________
________________________
Preview & predict (the entire book): __________________________
______________________________ __________________________ ________________________
______________________________ Observations & Scaffolds ________________________
New Vocabulary for Day 1: __________________________ _______________________
__________________________ ________________________
p. ___ __________________
__________________________
p. ___ __________________
__________________________ Words for the New Word List:
p. ___ __________________ 1._________________________
__________________________ 2._________________________
p. ___ __________________
__________________________
p. ___ __________________
Day 2 Date: __________
Before Reading (3 minutes) Read & Respond (12 minutes) After Reading (5 minutes)
Preview new text portion: Observations & Scaffolds Discussion and teaching points
Today you will read to find out
__________________________ ____________________________
_________________________ __________________________ ____________________________
_________________________ ____________________________
__________________________
_________________________ ________________________
__________________________
_________________________ ________________________
__________________________
______________________________ __________________________ ________________________
New Vocabulary for Day 2: ________________________
__________________________
p. ___ ___________________ ________________________
__________________________ Words for the New Word List:
p. ___ ___________________
__________________________ 1._________________________
p. ___ ___________________ ____________________________
p. ___ ___________________ ____________________________ 2._________________________
p. ___ ___________________ ____________________________
Possible Teaching Points for Transitional and Fluent Levels (J+) – See handbook for more ideas.
Decoding Vocabulary Comprehension - fiction Comprehension - nonfiction
 Reread & sound 1st  Use context clues  STP  STP (Stop-Think-Paraphrase)
part & make sense  Use pictures or  VIP  Fact-Question
 Attend to endings visualize  Retell story (5 finger)  Summarize w/key words
 Use known parts  Use a known part  Visualize  Main Idea/Details
 Contractions  Make connections to  Predict & support  Important/Interesting
 Use analogies known words  Make connections  Interpreting visual information (maps, charts)
 Chunk big words  Character traits  Ask questions
 Ask questions  Contrast or Compare
 Summarize by chapter  Cause/Effect
 Make inferences –  Evaluate- fact/opinion, author’s point of view
(from dialogue, action,  Figurative language: ___________________
or physical description  Other:_______________________________
Lesson Plan for Transitional/Fluent Guided Reading – back side
Day 3 Date: __________

Before Reading (3 min.) Read & Respond (12 minutes) After Reading (5 minutes)
Preview the new portion of text Observations & Scaffolds Discussion and teaching points
Today you will read to find out ____________________________ ____________________________
______________________________ __________________________ ____________________________
___________________________ __________________________ ____________________________
___________________________ __________________________ _______________________
___________________________ _______________________
__________________________
___________________________ _______________________
______________________________ __________________________ _______________________
New Vocabulary for Day 3 __________________________
____________________________
p. __ ____________________ __________________________ Words for the New Word List:
p. __ ____________________ __________________________ 1.______________________
p. __ ____________________ __________________________ 2.______________________
p. __ ____________________ __________________________
Day 4 Date: __________(Not every guided reading book will take four days to read; some will take longer.)
Before Reading (3 min.) Read & Respond (12 minutes) After Reading (5 minutes)
Preview the new portion of text Observations & Scaffolds Discussion and teaching points
Today you will read to find out __________________________ ____________________________
_____________________________ __________________________ _______________________
___________________________ __________________________ _______________________
___________________________ _______________________
__________________________
___________________________ _______________________
___________________________ __________________________
____________________________
______________________________ __________________________
__________________________
New Vocabulary for Day 4 __________________________ Words for the New Word List:
p. __ ___________________ __________________________ 1.______________________
p. __ ___________________ __________________________ 2.______________________
p. __ ___________________ __________________________
p. __ ___________________ __________________________
Optional Guided Writing (If appropriate): After students finish reading the book, help them expand their understanding of the
text by writing with the teacher’s support for 20 minutes. Recommended for struggling writers.
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
_____________________________________________________________________________________________________
Options for Fiction Texts Options for Nonfiction Texts Options for Poetry
 Retelling (BME or 5 finger). Biography – Character analysis, bio poem,  Connections – text to self, text
 Event/Detail- from the Beginning, compare/contrast, Event/Contribution to to text, text to world.
Middle and End. society.  Microthemes – Explain one
 Problem/Solution. Descriptive Text – Key idea poem, key theme of the poem.
 Character Analysis (trait – example) – idea summary, main idea/details, chapter  Literal/figurative meaning.
combine with BME to show how summary. (This is what the poem says;
character changes in the story. Only Historical Text – Cause/Effect (2 This is what the poem means.)
works with dynamic characters. paragraphs), Key idea poem, key idea  Explain the meaning of some
 Microtheme – Write a paragraph summary, important event/details, chapter aspect of figurative language.
about a message (theme) in the book. summary.  Interpreting author’s bias: Why
 Alternate ending Scientific Text – compare/contrast (2 did the poet write this poem?
 Summarize one chapter paragraphs), main idea/details, chapter  Other:
summary, cause/effect. ___________________
10-Minute Guided Reading Lesson for Levels A-I
This plan can be used when you have an emergent or early reader who does not fit into one of your
reading groups. Teach the student individually every day for 8-10 minutes. You will use the same book for
three consecutive sessions.
Day 1:
Sight Word Review (30 seconds) – Keep a record of the words you have taught the student and review 3
words each day by having the student write them on a white board. Record the student’s approximations
on the high-frequency word chart. If the student gets confused, scaffold him with clues to activate his/her
visual memory (e.g.” the” has three letters and starts with a “t”). Give the student a set of magnetic letters
to take home and encourage him/her to practice making these words. These words should also become the
student’s spelling words for the week.
Read a New Book (8 minutes) - Do a quick picture walk before the student reads the book. Only dwell on
new concepts (such as “path”);; you do not need to discuss every page unless the student needs to increase
oral language. Use the prompts and teaching points for emergent and early readers.
Learn a New Word (1 minute) – Follow every procedure for the new word:
- What’s Missing? - Teacher writes word on board, student spells word, teacher erases one letter,
student tells what letter is missing, continue erasing one, two, or three letters at a time.
- Mix/Fix - Student makes the word out of magnetic letters several times.
- Table Writing - Student writes the word on table with his/her finger.
- White Board - Student writes the word on a white board without copying.
Day 2:
Sight Word Review (30 seconds) is sure to include the new sight word you taught in yesterday’s lesson.
Finish or Reread Yesterday’s New Book (5 minutes) Student reads the same book as Day 1. Use the
fluency prompts at the bottom of the lesson plan. Watch the timer!
Reteach the same sight word from yesterday (1 minute)
Word Work (3 minutes) – Select one activity from the word work chart (at the end of the handbook) that is
appropriate for the student’s needs.
Day 3:
Sight Word Review (30 seconds) Be sure to include the sight word you just taught.
Familiar Reading (4 minutes) – Reread the new book from Day 1 and other familiar books.
Reteach the same sight word from Day 1 (30 seconds)- You may not need to use the magnetic letters.
Guided Writing (4 minutes)

Levels A-D – Dictate 1 or 2 sentences for the student to write in a small journal. Include the new sight
word you taught him that day and other sight words you have previously taught him.
Level E-I – Guide the student to write a summary of the story.
Option 1: Write 3-5 sentences that tell about the beginning, middle, and end. (BME)
Option 2: Somebody-Wanted-But-So (SWBS)
Title: ____________________________ Level: ___ Dates: ___________ Lesson #_____
DAY 1
Sight New Book Introduction: This book is called_______ Teaching Point: ______________
word ____________________________
review: and it’‛s about __________________________________
(Optional after _______________________________________________ ____________________________
level E) _______________________________________________ Discussion Prompt:
__________ New vocabulary: ____________________________
__________
_______________________________________________ ____________________________
__________
_______________________________________________ New sight word: ______________
1. What’s missing 2.Mix & Fix
3. Table writing 4. Whiteboard
DAY 2
Sight Reread Yesterday’s New Book. Reteach same sight word: ____________
word Observations and Teaching Points: Word Study: (Do one of the activities below.)
review: __________________________________
(Optional after Sound sorts: ________________________
level E) __________________________________ Making words:
__________________________________ ________________________
_________ __________________________________ Sound boxes: ________________________
_________ __________________________________ Analogy Chart: ____________________
_________ __________________________________ (Level G+)
__________________________________
DAY 3
Sight Student Guided Writing:
word rereads
review: book with A-C: Dictated sentence
(Optional after
level E)
a buddy. D-I: Dictated sentence, BME, SWBS
________
________
________
Teaching Points During and After Reading

Emergent Level (A-C) Early level (D-I) Decoding Strategies Fluency & Phrasing (levels C-I)
 1:1 matching – Point to the words.  Use M, S, &V - Reread and get your  Read it without your finger.
 Use meaning - Check the picture. mouth ready. What would make sense  How would he (the character)
 Use known words – Show me ‘here’. & look right? say that?
st
 Use 1 letters - Get you mouth ready.  Check the ending. (-s, -ed, -ing)  Read these words together.
st
 Cross-check picture and 1 letter  Use known parts – Is there a part you (teacher frames 2-3 words)
 Blend little words (3 sounds) & think know?  Teacher slides finger over text
what would make sense. Check the  Check the middle of the word. Comprehension (Oral responses)
word with your finger. Say it slowly.  Contractions.
What would look right and make  Use analogies with known words.
 Recall – What did you read?
sense? Do you know another word that  Retell-Beginning, middle, end.
looks like this one?  Inference – Why did the
 Chunk big words. Break the word into
character do (or say) that?
 Predict – What might happen
parts and think what would make
sense. next?
10-Minute Guided Reading Lesson for Levels J-P
This plan can be used when you have a transitional reader who does not fit into one of your reading
groups. Teach the student individually every day for 10 minutes. You will use the same book for three
consecutive sessions.
Day 1:
Sight word review (1 minute) – If the student does not know how to write the 60 words listed in the
handbook for levels A-E, review three words each day. Be sure these are words you have taught the
student. The student should be successful.
Read a New Book (8-10 minutes) – Guide the student to quickly preview the book, making predictions
from the illustrations. Introduce new vocabulary the student could not decode or could not figure out what
the word means. Student reads while teacher prompts for self-monitoring, decoding, fluency or retell as
appropriate.
Sight word (if appropriate) 1 minute

- If the student needs to work on sight words, teach one each day using the following activities:
 What’s Missing - Teacher writes word on board, student spells word, teacher erases one
letter, student tells what letter is missing, continue erasing one, two, or more letters.
 Table Writing - Student writes the word on table with his/her finger.
 White Board - Student writes the word on a white board without copying.
Day 2:
Sight Word Review (If appropriate) Be sure to include the new sight word you taught in yesterday’s lesson.
Continue reading the book (5 minutes) Student finishes reading the book. Prompt for strategies.
Reteach the same sight word from yesterday if appropriate (1 minute)
Word Work (3 minutes) – Select one word work activity that is appropriate for the student’s needs.
- If student needs blends and short vowels – use 4 or 5 sound boxes. Dictate 3 or 4 phonetically
regular words. Have student say word slowly on his/her finger and then write the word in sound
boxes. See appendix in handbook for appropriate words to use.
- If student needs vowel combinations – use analogy chart. Select two vowel patterns. Student
writes known words with those two patterns at the top of a T-chart. Dictate 4 or 5 words that have
those two patterns. Student must decide which word matches the vowel pattern. Then s/he writes
the new word under the correct key word. Be sure to include blends, digraphs and endings.
Day 3:
Guided Writing (10 minutes)

Help the student write a response to the story. Options include
o Write 5 sentences that retell the beginning, middle, and end.(BME)
o Write a 5 finger retell.
o Write a somebody-wanted-but-so
o Student should use the “Personal Word Wall” to spell unknown sight words.
The student does not read the book with the teacher on day 3, but the student should reread the book for fluency
with a buddy, on a tape recorder or individually some time during the day.
Title: ____________________________ Level: ___ Dates: ___________ Lesson #_____
DAY 1
Sight New Book Introduction: This book is called_______ Teaching Points:
word ____________________________
review: and it’‛s about __________________________________
(Optional) _______________________________________________ ____________________________
__________ _______________________________________________ ____________________________
__________ New vocabulary: Discussion Prompt:____________
__________ _______________________________________________ ____________________________
_______________________________________________ New sight word: ______________
1. What’s missing 2.Mix & Fix
3. Table writing 4. Whiteboard
DAY 2
Sight Finish reading the book. Reteach same sight word: ____________
word Observations and Teaching Points: Word Study: (Do one of the activities below.)
review: __________________________________
(Optional) Sound sorts: ________________________
__________________________________ Making words:________________________
_________ __________________________________ Sound boxes: ________________________
_________ __________________________________ Analogy Chart: ____________________
_________ __________________________________
__________________________________
__________________________________
DAY 3
Guided Writing: Record observations
o BME
o 5 finger retell
o SWBS
Teaching Points During and After Reading
Prompts for Monitoring and Decoding Prompts for Fluency Prompts for Retell
 Does that make sense? Reread and  Read it without your finger.  STP – student stops after
think what would make sense & look  How would he (the character) say reading a page (or paragraph)
right. that? Student covers the page and
 Check the middle (or end) of the word.  Can you make it sound like talking? thinks about the story.
 Is there a part you know?  Read these words together. (teacher Student paraphrases the text.
 Contractions. frames 2-3 words) If student has trouble, prompt
 Chunk the word.  Move your eyes ahead. (Teacher them to look at the picture.
 Is there another word you know that slides finger over text to push the  Tell me what you read.
looks like this part? student’s eye forward.)  Predict – What might happen
 Now reread and think what would next?
make sense.
Levels A-I
Group: Green Week of:

Students: Book Title:
Level:
Day 1
Sight word review: New Book Introduction: Decoding Strategy:
This book is called ______________________________
and it’s about Vocabulary Strategy:
________________________________
New Vocabulary:
Discussion Prompt:
New Sight Word:

What’s missing Build, mix, fix
Table writing Whiteboard
Day 2
Sight word review: Finish reading the book. Discussion Prompt:
Fluency and Phrasing:
________________________________ Reteach sight word:
Comprehension: Word Study:
__________________________________ Sound Sorts
Making Words
Observations: Sound Boxes
Analogy Chart
Day 3
Sight word Reread the book with buddy. Guided Writing Introduction:
review: Teaching Points: BME
______________________________________ SWBS
5 Finger Retell
Other
Day 4 Day 5
Continue Guided Guided Writing Notes and Observations: Read Naturally Fluency Passages
Writing
BME
SWBS
5 Finger Retell
Other – see above
Levels A-I
Levels A-I Teaching Points
Early Level (D-I)
Emergent Level (A-C) Fluency & Phrasing (C-I)
Decoding Strategies
1:1 matching – Point to the words Use M, S, & V – Reread and get your Read it without your finger.
Use meaning – Check the picture. mouth ready. What would make sense How would he (the character) say
Use known words – Is there a part you look right? that?
know? Check the ending (-s, -ed, -ing) Read these words together.
Use 1st letters – Get your mouth ready. Use known parts – Is there a part you Teacher frames 2-3 words.
Cross-check picture and 1st letter know? Teacher slides fingers over text.
Blend little words (3 sounds) & think Check the middle of the word.
about what would make sense. Contractions
Check the word with your finger. Use analogies with known words. Comprehension (ORAL)
Say it slowly. Do you have another word that looks
What would look right and make sense? like this one? Recall - What did you read?
Chunk big words. – Break the word Retell – Beginning, Middle, and End
into parts and thank about what Inference – Why did the characters do
would make sense. (or say) that?
Predict – What might happen next?
Levels J-P Teaching Points

Monitoring and Decoding Fluency Retell
Does that make sense? – Reread and Read it without your finger. STP – The student stops after reading
think about what would make sense How would he (the character) say a page (or paragraph). The student
and look right. that? covers the page and thinks about the
Check the middle (or end) of the word. Can you make it sound like talking? story. The student paraphrases the
Is there a part you know? Read these words together. text. If the student has trouble,
Contractions Teacher frames 2-3 words. prompt them to look at the picture.
Chunk the word. Move your eyes ahead. – The teacher Tell me what you read.
Is there another word you know that slides her finger over the text to push Predict – What might happen next?
looks like this part? the student’s eyes forward.
Now reread the word and think about
what would make sense.

Decoding Vocabulary Comprehension - fiction Comprehension - NF
Reread and sound the first part Use context clues STP VIP STP Fact-Question
out. Use pictures or visualize 5 finger retell Visualize Summarize with key words
Attend to the endings. Use a known part Predict & support Main Idea & Details
Use known parts. Make connections to known words. Make connections Important/Interesting
Contractions Character traits Interpreting visual information
Use analogies Ask questions maps, charts, graphs, etc.
Chunk big words. Summarize by chapter Ask questions
Make inferences – from dialogue, Compare/Contrast
action, or physical descriptions. Cause/Effect
Fact/Opinion
Author’s Point of View – PIE
Figurative Language
Other
Guided Writing Options – Levels J and above

Options for Fiction Text Options for Nonfiction Texts Options for Poetry
Retelling (BME or 5 finger) Biography – character analysis, bio poem, compare Connections – text-self, text-text, text-world
Event/Detail – from the B, M, and E & contrast, event & contribution to society Microthemes – explain one theme of the poem.
Problem/Solution Descriptive Text – Key idea poem, key idea Literal/figurative language meaning
Character Analysis – traits and changes summary, main idea & details, chapter summary This is what the poem says…this is what the
Microtheme – book’s message or theme Historical Text – Cause & Effect (2 paragraphs), key poem means.
Alternate ending idea poem, key idea summary, important events & Explain the meaning of some aspect of figurative
Summarize one chapter details, chapter summary language.
Scientific Text – compare & contrast (2 paragraphs), Interpreting author’s bias - Why did the poet
main idea & details, chapter summary, cause & write this poem?
effect Other
Levels J-Q
Group: Blue Week of:

Level:
Day 1
Sight word review: New Book Introduction: Decoding Strategy:
This book is called ____________________
______________________
New Vocabulary:
Discussion Prompt:
New Sight Word:

What’s missing Build, mix, fix
Table writing Whiteboard
Day 2
Sight word review: Finish reading the book. Guided Writing:
Fluency and Phrasing: BME
_________________________ SWBS
Comprehension: 5 Finger Retell
________________________ Dictation Sentences
Other –
Observations:
Observations:
Notes
Notes and Observations: Notes for Next Week:
Levels J-Q
Early Level (D-I)
Decoding Strategies


Reread and sound the first part Use context clues STP VIP STP Fact-Question
Fact/Opinion
Figurative Language
Other
Guided Writing Options – Levels J and above

effect Other
Levels Q and above
Group: Orange Week of:

Level:
Day 1
New Vocabulary: New Book Introduction: Decoding Strategy:
This book is called _____________________________
_____________________________
Preview and Predict: Fluency and Phrasing:
___________________________
Comprehension:
_____________________________
Discussion Prompt:
Review Project Option(s) for the
Week:
Day 2
Vocabulary review: Buddy Read the Book Project Sharing Time:
Observations:
Observations:
Project Options
Levels Q and above
Early Level (D-I)

Decoding Strategies


Levels J-P TeachingUsePoints
Reread and sound the first part context clues STP VIP STP Fact-Question
Fact/Opinion
Figurative Language
Other
effect Other
Levels Q and above
Behaviors to Notice and Support (Level A)
• Reads the text softly or uses choral/echo reading.
• Understands main concepts in stories and illustrations.
• Differentiates print from pictures.
• Beginning to match word by word.
• Remembers and uses familiar language patterns.
Suggested Teaching Points (choose one)

• Readers notice pictures and print.
• Readers turn pages from left to right.
• Readers read from left to right.
• Readers use their finger to point under each word as they read.
• Readers find words they know.
• Readers look for words that may be tricky.
• Readers make connections to their lives.
Behaviors to Notice and Support (Level B)
• Begins to control word by word matching across two lines of
text, pointing with one finger.
• Talks about ideas in the text.
• Remembers and uses language patterns in the text.
• Pays close attention to print.

• Readers read from left to right and then sweep to the next
sentence.
• Readers use pictures to help them think about what is happening
in the story.
• Readers use pictures to help them figure out tricky words.
• Readers use the first letter of a word to help them figure out
tricky words.
• Readers read a page again to help them figure out a tricky word.
• Readers make connections to their lives.
Behaviors to Notice and Support (Level C)
• Demonstrates control of word-by-word matching across several lines
of text.
• Remembers and uses language patterns in the text.
• Solves some new words independently.

• Readers use their eyes instead of their finger to help them read.
• Readers use their finger only when they come to a tricky word.
• Readers pause when they come to a period at the end of a sentence.
• Readers use pictures to help them think about what is happening in
the story.
• Readers use the pictures and beginning sounds of a word to help them
figure out a tricky word.
• Readers think about the story and discuss it with others.
Behaviors to Notice and Support (Level D)
• Controls word-by-word matching with eyes, using finger only at point
of difficulty.
• Remembers and uses language patterns and repeating events over
longer stretches of text.

• Readers use their finger only when they come to a tricky word.
• Readers use the pictures and beginning sounds of a word to help them
figure out a tricky word.
• Readers look for chunks they may know to help them figure out a word.
• Readers use the pictures and words to think about the story as they
read.
• Readers group words together so their reading sounds smooth.
• Readers notice when something does not make sense. They may reread
the sentence to help them.
Behaviors to Notice and Support (Level E)
• Reads the text softly.
• Tracks print with eyes, using finger only at points of difficulty.
• Recognizes many words quickly and automatically.
• Rereads to search for meaning and accuracy.

• Readers notice punctuation marks. They pause when they come to a period
or comma.
• Readers notice punctuation marks. Their voice changes when they see an
exclamation or question mark.
• Readers notice when something does not make sense. They may reread the
sentence to help them.
• Readers think about how this book may be like another book they have read.
• Readers use text features to help them understand nonfiction.
Behaviors to Notice and Support (Level F)
• Uses sound/letter relationships and pictures to figure out new words.
• Recognizes most words quickly and automatically.
• Solves most new words independently.
• Rereads to figure out words, self correct, or improve expression.
• Reads fluently, paying attention to punctuation.
• Moves quickly through the text.

• Readers notice punctuation marks.
• Readers look for chunks they may know to help them figure out a
word.
• Readers notice when something does not make sense. They may
reread the sentence to help them.
• Readers think about how this book may be like another book they
have read.
• Readers make connections to their own lives.
Behaviors to Notice and Support (Level G)
• Tracks print with eyes, occasionally using finger at points of
difficulty.
• Reads fluently, paying attention to punctuation.
• Moves quickly through the text.

• Readers look for chunks they may know to help them figure out a
word.
reread the sentence to help them.
• Readers think about the story and predict what may happen next.
• Readers think about the book as they are reading. They remember
the details.
• Readers think about how this book may be like another book they
have read.
• Readers think about connections they make to the story they are
reading.
Behaviors to Notice and Support (Level H)
• Reads fluently and rapidly, paying attention to punctuation.

• Readers notice when something does not make sense. They may reread the
sentence or page to help them understand.
• Readers think about what happens in the story. They pay attention to
details.
• Readers think about the story and predict what might happen next.
• Readers stop and think as they read.
Behaviors to Notice and Support (Level I)
• Begins to silently read some of the text.
• Follows the print with eyes.
• Begins to silently read some of the text.
• Figures out new words using a variety of strategies.
• Uses meaning, structure, and visual cues to understand the story and
figure out new words.
• In oral reading, rereads some words to self-correct.

• Readers read part of the story in their heads.
• Readers slow down to figure out new words.
• Readers use the pictures to figure out new words.
• Readers look for chunks they know to help figure out new words.
reread the sentence or page to help them understand.
• Readers think about what happens in the story and pay attention to
details.
• Readers stop and think about the characters as they read.
• Readers stop and think about the problem in the story.
• Readers make connections as they read. (text to text, text to self)
• Readers visualize the story in their mind as they read.
Behaviors to Notice and Support (Level J)
• Reads silently sections of the text.
• Follows the print with eyes.
• Reads fluently, slowing down to figure out new words and then
resumes speed.
• In oral reading, rereads some words to self-correct.

• Readers use the pictures to figure out new words.
• Readers look for chunks they know to help figure out new words.
• Readers think about what is happening in the story to help them figure
out new words.
the sentence or page to help them understand.
• Readers think about the characters as they read.
• Readers predict what might happen next in the story.
• Readers think about (infer) the problem and the solution in the story.
• Readers think about (infer) what lesson the author may be trying to
teach them.
Behaviors to Notice and Support (Level K)
• Reads silently much of the time.
resumes speed.
• Sustains attention to details of a longer text read over several days.

• Readers read the entire story in their heads.
• Readers use the pictures to figure out word they don’t know.
• Readers look for chunks, and think about what is happening in the
story to help them figure out new words.
reread the sentence or page to help them understand.
teach them.
Behaviors to Notice and Support (Level L)
• Reads silently most of the time.
resumes speed.
• Demonstrates an understanding of the text after silent reading.
• Sustains attention to details and interpretation of a longer text read over
several days.

• Readers use the pictures to figure out words they don’t know.
• Readers look for chunks, and think about what is happening in the story
to help them figure out new words.
the sentence or page to help them understand.
teach them.
Behaviors to Notice and Support (Level M)
• Reads silently, except during fluency assessment or to demonstrate text
interpretation.
• Uses meaning, structure, and visual cues to understand the story and figure
out new words.
• Reads with high accuracy, not stopping to correct all errors in interest of
fluency.

• Readers think about (infer) what lesson the author may be trying to teach
them.
• Readers think about how a character changes throughout the story.
• Readers make connections. (text to self, text to text, text to world)
Behaviors to Notice and Support (Level N)
• Reads silently, except during fluency assessment or to demonstrate
text interpretation.
• Reads with high accuracy, fluency, and phrasing.

• Readers remember details throughout the story.
• Readers change their predictions as they learn new information in the
text.
• Readers use the illustrations to help them understand the text.
• Readers think about the plot of the story. (setting, characters, problem,
solution)
• Readers infer the theme of the story. (author’s message)
Behaviors to Notice and Support (Level O)
• Reads silently, except during fluency assessment or to
demonstrate text interpretation.
• Solves words quickly and automatically.
• Reads with high accuracy, not stopping to correct all errors in
interest of fluency.

• Readers pay attention to details as they read over several days.
• Readers revise predictions as they learn about new events.
• Readers summarize the text in writing.
• Readers think about the plot of the story. (setting, characters,
problem, solution)
• Readers infer the theme of the story. (author’s message)
Behaviors to Notice and Support (Level P)
• Reads silently, except during fluency assessment or to demonstrate
text interpretation.
• Reads fluently with expression.
• Reads rapidly with attention to meaning and solves words quickly.
• Reads an extended text over a longer time period.

• Readers revise predictions as they learn about new events in the text.
• Readers use context clues to help them figure out the meaning of a word.
• Readers use text structure to help them understand nonfiction.
• Readers think about the plot of the story. (setting, characters, conflict,
resolution)
• Readers use the comprehension strategies as they read.
“Today as you read, mark a place where you used a strategy to help
you understand the text.”
• Readers infer the theme of the story and support their thinking with
evidence from the text.
• Readers summarize the text and share their thinking in writing.
• Readers make text-to-text connections.
Behaviors to Notice and Support (Level Q)
• Reads silently with attention to meaning. Solves words quickly.
• Demonstrates interest in reading short and longer texts.
• Reads with expression and fluency.

resolution)
“Today as you read, mark a place where you used a strategy to help you
understand the text.”
• Readers infer the theme of the story and support their thinking with evidence
from the text.
• Readers summarize the text and share their thinking in writing.
• Readers make connections (text-self, text-text, text-world).
Behaviors to Notice and Support (Level R)
• Demonstrates interest in reading short and longer texts.

resolution)
• Readers use illustrations to help analyze the meaning of the text.
• Readers make text-to-text connections to help them interpret the text.
from the text.
• Readers respond to the text in writing and use evidence from the text to
support thinking.
• Readers extend the text by researching something that interests them.
Behaviors to Notice and Support (Level S)
• After reading silently, demonstrates understanding.
• Demonstrates flexibility in reading many different kinds of text.

resolution)
• Readers go beyond the text to interpret characters’ thoughts and feelings.
from the text.
support thinking.
Behaviors to Notice and Support (Level T)
• After reading silently, demonstrates understanding.
• Demonstrates flexibility in reading many different kinds of text.

• Readers analyze the plot of the story. (setting, characters, conflict, resolution)
support thinking.
Behaviors to Notice and Support (Level U)
• After reading silently, engages in critical thinking about the text.
• Employ a wide range of sophisticated reading strategies in difficult texts.
• Keep up with several different themes and characters.
• Read more nonfiction than before.

• Readers notice illustrations and gain important information from them.
• Readers interpret illustrations and their connections to the text.
• Readers learn technical words from reading.
• Readers find, understand, and appreciate literacy language.
• Readers notice a full range of punctuation including more rarely used forms
such as dashes.
support thinking.
Behaviors to Notice and Support (Level V)
• More background knowledge is required to understand the text.
• More nonfiction is read.

• Readers interpret illustrations and their connections to the text.
• Readers learn technical language and concepts through reading.
• Readers understand and analyze complex themes and apply them to their
own lives.
• Readers think about symbols in the text and what they represent.
• Readers discuss mature topics such as war, death, prejudice, or courage.
• Readers notice aspects of the writer’s craft and discuss them.
• Readers make connections across texts to notice an author’s style or craft.
support thinking.
Behaviors to Notice and Support (Level W)

own lives.
• Readers think about the characters and how they develop and change.
• Readers develop a point of view toward the characters.
support thinking.
Behaviors to Notice and Support (Level X)
• Sustains attention to texts with more complex themes.

own lives.
• Readers how the author used craft to present characters as “real.”
• Readers think about the characters and how they develop and change.
• Readers develop a point of view toward the characters.
support thinking.
Behaviors to Notice and Support (Level Y)
• More nonfiction and fantasy is read.

• Readers evaluate nonfiction texts for accuracy and presentation of
information.
own lives.
• Readers notice how the author used craft to present characters as “real.”
• Readers think about the genre of fantasy. They think about and discuss
whole new worlds and their concepts.
support thinking.
Behaviors to Notice and Support (Level Z)
• More nonfiction and fantasy is read.

• Readers evaluate nonfiction texts for accuracy and presentation of
information.
• Readers understand and analyze complex themes and apply them to
their own lives.
• Readers notice how the author used craft to present characters as “real.”
• Readers think about the genre of fantasy. They think about and discuss
whole new worlds and their concepts.
support thinking.
• Readers understand and appreciate literary devices.

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Early Lesson Plans-D-I Day 1 more info.

Book Introduction: This book is

Goals for next

Comprehension strategies-M-E, Five –Finger Retell, SWBS

For the last 10 minutes work on Guided Writing:

Dictated or open-ended sentences: (Come up with a couple of sentences and

Activity Options * Observations/Notes

Letter Activity: #______________

Letter formation: ______________

Working with Names – (Circle 1)

Make names out of magnetic letters.

Rainbow writing with names.

Working with Sounds – (Circle 1)

Rhyming words ____________________

Picture Sorts: _____________________

Working with Books

Interactive Writing & Cut-up sentence

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

Day 1 Date: Day 2 Date:

Teaching Points after Reading: Teaching Points after Reading:

Discussion Prompt (if appropriate) Discussion Prompt (if appropriate):

Teach 1 Sight Word:_________________ Teach Same Sight Word:_______

 Making words: _________________________

 Sound boxes: _________________________

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

Teach 1 Sight Word: (optional after level E) Teach 1 Sight Word:

 Sound boxes: ___________________

 Analogy Chart: ___________________

Word Study (if appropriate) Word Study (if appropriate)

Day 3 Date: __________

Reteach the same sight word from yesterday (1 minute)

Guided Writing (4 minutes)

Teaching Points During and After Reading

Sight word (if appropriate) 1 minute

Reteach the same sight word from yesterday if appropriate (1 minute)

Guided Writing (10 minutes)

Teaching Points During and After Reading

Group: Green Week of:

New Sight Word:

Levels J-P Teaching Points

Levels J-P Teaching Points

Guided Writing Options – Levels J and above

Group: Blue Week of:

New Sight Word:

Levels J-P Teaching Points

Levels J-P Teaching Points

Guided Writing Options – Levels J and above

Group: Orange Week of:

Vocabulary review: Buddy Read the Book Project Sharing Time:

Early Level (D-I)

Levels A-I Teaching Points

Monitoring and Decoding Fluency Retell

Levels J-P Teaching Points

Suggested Teaching Points (choose one)

Suggested Teaching Points (choose one)

Suggested Teaching Points (choose one)

Suggested Teaching Points (choose one)

Suggested Teaching Points (choose one)

Suggested Teaching Points (choose one)

Suggested Teaching Points (choose one)

Suggested Teaching Points (choose one)

Suggested Teaching Points (choose one)

Suggested Teaching Points (choose one)

Suggested Teaching Points (choose one)

Teach 1 Sight Word:___________ Teach Same Sight Word:_