Guided Reading Lesson Plan

Date: Level: Teaching Points: Choose 1-2 each day Beyond the Text
Predict/Infer:
Within the Text Use text structure to predict outcome
Group Members: Solving Words Use text evidence to confirm/disprove
Notice new/interesting words Use a character’s words/actions to create
solve content specific words using
understanding
graphics, word boxes
Text/Statement: apply problem solving strategies to
complex words Making Connections
Bring knowledge from
Monitoring/Correcting background other text
Instructional Forces Monitor accuracy and and
understanding, self-correcting when Synthesizing
errors detract from meaning. Differentiate between what is known and
new information
Searching for/Using Information
Word Work Vocabulary Mentally form categories of related info
captions, photos, other text features
Express changes in ideas/learning after
compound sentences reading
dialogue
plot tension/suspense (narrative) About the Text
Analyzing
ObservaTions
Summarizing Notice variety in layout/text features
Follow and remember a sequence of Understand when author has used
events in chronological order compare/contrast, cause/effect, etc.
Identify important ideas and report Notice how author used pictures or other
them in an organized manner graphics to convey meaning
Identify and understand sets of
related ideas Critiquing
Evaluate quality of text feature, interest level.
Notice author’s qualifications to write text

NexT Time Keep in Mind

Fluency: Phrased, fluent oral reading with expression that reflects understanding of author’s purpose,
characters, expression, appropriate use of pausing/intonation.
Comprehension: Based on observations during discussion, revisit text to clarify/extend understanding.
Remind students to go back to the text to support answers. What makes you think that? What part of the text
made you think that?
 Guided rEading Lesson Plan: day Two
DaTe: LEVEL: Teaching Points: Choose 1-2 each day
Within the Text
Solving Words
Discussion QuesTions Notice new/interesting words
solve content specific words
1. using graphics, word boxes
apply problem solving strategies
to complex words
2. Monitoring/Correcting
Monitor accuracy and and
understanding, self-correcting when
errors detract from meaning.
3.
Searching for/Using Information
captions, photos, other text features
Guided WriTing PrompT: compound sentences
dialogue
plot tension/suspense (narrative)
Summarizing
Follow and remember a sequence
of events in chronological order
Identify important ideas and
report them in an organized manner
Identify and understand sets
ObservaTions of related ideas
Keep in Mind for Next Time
Beyond the Text
Predict/Infer:
Use text structure to predict outcome
Use text evidence to confirm/disprove
Use a character’s words/actions to
create understanding
Making Connections
Bring knowledge from
background other text
Synthesizing
Differentiate between what is known
and new information
Mentally form categories of related info
Express changes in ideas/learning after
reading
About the Text
Analyzing
Notice variety in layout/text features
Understand when author has used
compare/contrast, cause/effect, etc.
Notice how author used pictures or
other graphics to convey meaning
Critiquing
Evaluate quality of text feature, interest level.
Notice author’s qualifications to write text
Observations
Monitors for Meaning: (+) always, (✓) Name: Date: Name: Date:
sometimes, (–) rarely
Decodes: Monitors: Monitors:
(+) Uses beginning, medial, and final letters; attends
to parts and endings; Decodes: Decodes:
(✓) Uses beginning and final letters; ignores medial
sounds and some endings; Fluency: Fluency:
(–) Uses some letter sounds; not consistent in
attending to visual cues
Retelling: Retelling:
Fluency:
3 = phrased & fluent with expression;
2 = phrased but without intonation, ignores some
punctuation;
1 = word by word; some phrasing
Retelling:
(+) complete, sequential
(✓) partial, repeats same points over and over
(–) very limited/weak
Name: Date: Name: Date: Name: Date:

Monitors: Monitors: Monitors:

Decodes: Decodes: Decodes:
Fluency: Fluency: Fluency:
Retelling: Retelling: Retelling:
Observations
Monitors for Meaning: (+) always, (✓) Name: Date: Name: Date:
sometimes, (–) rarely
Decodes: Monitors: Monitors:
(+) Uses beginning, medial, and final letters; attends
to parts and endings; Decodes: Decodes:
(✓) Uses beginning and final letters; ignores medial
sounds and some endings; Fluency: Fluency:
(–) Uses some letter sounds; not consistent in
attending to visual cues
Retelling: Retelling:
Fluency:
3 = phrased & fluent with expression;
2 = phrased but without intonation, ignores some
punctuation;
1 = word by word; some phrasing
Retelling:
(+) complete, sequential
(✓) partial, repeats same points over and over
(–) very limited/weak
Name: Date: Name: Date: Name: Date:

Monitors: Monitors: Monitors:

Decodes: Decodes: Decodes:
Fluency: Fluency: Fluency:
Retelling: Retelling: Retelling: