Guided Reading Lesson Plans Levels A-N §  Word Work Ideas §  Before Reading Skills §  During Reading Skills §  After Reading Skills Created by:

Jennie Johnson

Dear Teachers, I have created these guided reading lesson plans to go along with text levels A-N (Fountas and Pinnell). I have used several resources to gather the information in these lessons plans including: Fountas and Pinnell: Guided Reading and The Continuum of Literacy Learning. I have also used my knowledge of being a trained Reading Recovery teacher as well as trained in Literacy Collaborative. The plans are made to be copied front to back so they are only one page. Each of the lessons contains four areas. Word Work: I have included ideas for Word Work that be can be done before or after the reading of the text. You will choose one or two of these concepts to work on and it should only take a few minutes. Before Reading: There are a few ideas for before the text reading (these don’t change very much from level to level). During Reading: There are several ideas of possible teaching points that can be made during reading. You will only choose a couple of these to work on during each lesson depending on the needs of your students. After Reading: These deal mainly with comprehension of the text. Again, only choose a couple of these to work on during each lesson depending on the needs of your students. Special Note: Many of the skills are repeated through several levels. Just because a student doesn’t master it at any given level does not mean that you cannot move to the next level. Please take all information into consideration (text accuracy, work attack strategies, fluency, and comprehension) before moving to the next level. I hope these make your guided reading groups more focused!! Jennie JD’s Rockin’ Readers www.jdsrockinreaders.blogspot.com

Book Title ________________

Guided Reading Level A

Group: ________________________ Date: _____________

    Students read from browsing bag while teacher takes running record on yesterday’s new book. Student_____________ Accuracy _____% SC Rate _____ Fluency _____ Comp _____  

Word Work Ideas ___ High-frequency words (ex. I, a, is, my, to, see, the) ___ CVC words ___ Match/sort initial/final sounds ___ Rhyming words ___ Match/sort letter feature (capital/lowercase, tall/short, tails/no tails) ___ Clap one to two syllable words using pictures ___ Use alphabet chart to review letter names and sounds   Before Reading ___ Look at the cover and predict what it will be about. Take a picture walk together and discuss the pictures. ___ Locate 2 or 3 high-frequency words in the text. ___ Introduce one or two new and important words by saying word slowly and connecting first sound to first letter.   During Reading (Teaching Points) ___ Students reread the sentence to problem solve, self-correct, or confirm. ___ Students self-monitor and self-correct using structure. ___ Students self-monitor and self-correct using meaning. ___ Students self-monitor and self-correct using visual (first letter/sight words). ___ Students use 1:1 match to self-monitor and self-correct (no inserting or deleting). ___ Students self-monitor and self-correct using known words. ___ Students read left to right across print. ___ Students use crisp pointing under words. ___ Students read at steady rate slow enough to match 1:1 but without long pauses.   After Reading ___ Students recall information to help in understanding the end of the story. ___ Students retell important information from text. ___ Students talk about own experiences in comparison to the book. ___ Students make connections between texts on the same topic. ___ Students understand and discuss characters’ feelings. ___ Students discuss pictures to reveal problem and character’s feelings. ___ Students share opinions about the text and the pictures.      

Guided Reading Level A Observations/Notes:

Book Title ________________

Guided Reading Level B

Group: ________________________ Date: ____________

    read from browsing bag while teacher takes running record on yesterday’s new book. Students Student_____________ Accuracy _____% SC Rate _____ Fluency _____ Comp _____  

Word Work Ideas ___ High frequency words (ex. look, get, for, play, come) ___ CVC words ___ Match/sort initial/final sounds ___ Rhyming words ___ Match/sort letter feature (capital/lowercase, tall/short, tails/no tails) ___ Clap one to two syllable words using pictures ___ Use alphabet chart to review letter names and sounds   Before Reading ___ Look at the cover and predict what it will be about. Take a picture walk together and discuss the pictures. ___ Locate 2 or 3 high-frequency words in the text. ___ Introduce one or two new and important words by saying word slowly and connecting first sound to first letter.   During Reading (Teaching Points) ___ Students reread the sentence to problem solve, self-correct, or confirm. ___ Students self-monitor and self-correct using structure. ___ Students self-monitor and self-correct using meaning. ___ Students self-monitor and self-correct using visual (first letter/sight words). ___ Students use 1:1 match to self-monitor and self-correct (no inserting or deleting). ___ Students self-monitor and self-correct using known words. ___ Students use prior knowledge to self-monitor and self-correct ___ Students read left to right across more than one line of print. ___ Students use crisp pointing under words. ___ Students use knowledge of syllables to help in 1:1 match. ___ Students read at a rate slow enough to match 1:1 but without long pauses. ___ Students begin to cross-check one kind of information against another. ___ Students ask questions to understand text. ___ Students use picture clues to help read text. ___ Students use and remember patterns to help in reading a text.   After Reading ___ Students remember information to help in understanding the end of the story. ___ Students discuss the text after reading, remembering details of the story, ___ Students talk about own experiences in comparison to the book. ___ Students make connections between texts on the same topic. ___ Students understand and discuss characters’ feelings. ___ Students discuss pictures to reveal problem and character’s feelings. ___ Students share opinions about the text and the pictures.      

Guided Reading Level B Observations/Notes:

Book Title ________________

Guided Reading Level C

Group: ________________________ Date: ____________

    Students read from browsing bag while teacher takes running record on yesterday’s new book. Student_____________ Accuracy _____% SC Rate _____ Fluency _____ Comp _____  

Word Work Ideas ___ High frequency words (ex. man, or, not, ran, out, his) ___ CVC words (make several quickly) ___ Match/sort initial/final sounds ___ Rhyming words ___ Match/sort letter feature quickly (capital/lowercase, tall/short, tails/no tails) ___ Clap one, two, and three syllable words using pictures ___ Use alphabet chart to review letter names and sounds ___ Say words slowly and write letters related to sounds   Before Reading ___ Look at the cover and predict what it will be about. Take a picture walk together and discuss the pictures. Make predictions based on personal experience. ___ Locate 2 or 3 high-frequency words in the text. ___ Introduce one or two new and important words by saying word slowly and connecting first sound to first letter. ___ Identify and locate first/last letters in continuous text.   During Reading (Teaching Points) ___ Students reread the sentence to problem solve, self-correct, or confirm. ___ Students self-monitor and self-correct using structure. ___ Students self-monitor and self-correct using meaning. ___ Students self-monitor and self-correct using visual (first letter/sight words). ___ Students self-monitor and self-correct using known words. ___ Students read left to right across more than one line of print. ___ Students cross-check one kind of information against another. ___ Students can predict end of story based on beginning and middle. ___ Students use picture clues to help read text. ___ Students know easy high-frequency words quickly while reading text. ___ Students say first sound when they come to unknown word. ___ Students use first letter sound with meaning/picture and structure to solve words. ___ Students read for ending punctuation (change in voice). ___ Students read for quotation marks (change in voice). ___ Students use appropriate stress on words.  After Reading ___ Students remember information to help in understanding the end of the story. ___ Students discuss the text after reading, remembering details of the story in sequence. ___ Students talk about own experiences in comparison to the book. ___ Students make connections between texts on the same topic. ___ Students understand and discuss characters’ feelings (show evidence in pictures). ___ Students discuss pictures to reveal problem and character’s feelings. ___ Students share opinions about the text and the pictures.    

Guided Reading Level C Observations/Notes:

Book Title ________________

Guided Reading Level D

Group: ________________________ Date: ____________

    Students read from browsing bag while teacher takes running record on yesterday’s new book. Student_____________ Accuracy _____% SC Rate _____ Fluency _____ Comp _____  

Word Work Ideas ___ High frequency words quickly (ex. when, your, I’m, big, from) ___ CVC words (make/read/write several quickly) ___ Match/sort initial/final sounds ___ Match/sort letter feature quickly (capital/lowercase, tall/short, tails/no tails) ___ Clap one, two, three, and four syllable words using pictures ___ Use alphabet chart to review letter names and sounds ___ Say words slowly and write letters related to sounds/match pictures to beginning sound. ___ Change beginning letter or ending letter to make new one syllable words (fan/man)   Before Reading ___ Look at the cover and predict what it will be about. Take a picture walk together and discuss the pictures. Make predictions based on personal experience. ___ Introduce one or two new and important words by saying word slowly and connecting first sound to first letter. ___ Identify and locate first/last letters in continuous text.   During Reading (Teaching Points) ___ Students reread the sentence to problem solve, self-correct, or confirm. ___ Students self-monitor and self-correct using structure. ___ Students self-monitor and self-correct using meaning. ___ Students self-monitor and self-correct using visual (first letter/sight words). ___ Students self-monitor and self-correct using known words. ___ Students cross-check one kind of information against another. ___ Students can predict end of story based on beginning and middle. ___ Students use picture clues to help read text. ___ Students know large number of high-frequency words quickly while reading text. ___ Students use first letter sound with meaning/picture and structure to solve words. ___ Students take apart CVC words on the run while reading. ___ Students read for ending punctuation (change in voice). ___ Students read for quotation marks (change in voice). ___ Students use appropriate stress on words. ___ Students read with some phrasing.  

Guided Reading Level D After Reading ___ Students remember information to help in understanding the end of the story. ___ Students discuss the text after reading, remembering details of the story in sequence. ___ Students talk about own experiences in comparison to the book. ___ Students make connections between texts on the same topic. ___ Students understand and discuss characters’ feelings (show evidence in pictures). ___ Students discuss pictures to reveal problem and character’s feelings. ___ Students share opinions about the text and the pictures. ___ Students relate new information learned in the text.  ___   Students infer feelings, motives, characteristics of characters and show evidence in text                      and       pictures. ___ Students notice connections between text and pictures. ___ Students notice how the writer has made the story, funny, sad, exciting etc.

Observations/Notes:

Book Title ________________

Guided Reading Level E

Group: ________________________ Date: ____________

    Students read from browsing bag while teacher takes running record on yesterday’s new book. Student_____________ Accuracy _____% SC Rate _____ Fluency _____ Comp _____  

Word Work Ideas ___ Make/read/write several high-frequency words quickly (ex. when, your, I’m, big, from) ___ CVC, VC, CVCe words (make/read/write several quickly) ___ Say words slowly and write letters related to sounds ___ Use known words to read new words (go-no) ___ Change beginning, middle, or ending letter to make new one syllable words (fan/man) ___ Add -s or -es to make words plural ___ Read simple compound words (into)  Before Reading ___ Look at the cover and predict what it will be about. Take a picture walk together and discuss the pictures. Make predictions based on personal experience. ___ Discuss prior knowledge of topic or characters. ___ Determine fiction/non-fiction. ___ Know difference between photographs and drawings. ___ Discuss bold/large words in text.   During Reading (Teaching Points) ___ Students reread the sentence to problem solve, self-correct, or confirm. ___ Students self-monitor and self-correct using structure. ___ Students self-monitor and self-correct using meaning. ___ Students self-monitor and self-correct using visual (blends/digraphs/word families). ___ Students self-monitor and self-correct using known words. ___ Students use meaning, structure, and visual information together to solve new words. ___ Students can predict end of story based on beginning and middle. ___ Students know large number of high-frequency words quickly while reading text. ___ Students use first and last letter sound with meaning/picture and structure to solve words. ___ Students take apart CVC, CCVC, CVCC words on the run while reading. ___ Students take apart simple compound words on the run while reading. ___ Students use vowel sounds to help solve unknown words. ___ Students use blends/digraphs to help solve unknown words. ___ Students use word families to help solve unknown words. ___ Students read for punctuation (period, question mark, exclamation, comma, quotation). ___ Students use appropriate stress on words while reading. ___ Students read with fluency and phrasing.  

Guided Reading Level E After Reading ___ Students discuss the text after reading, remembering details of the story in sequence. ___ Students talk about own experiences in comparison to the book. ___ Students make connections between texts on the same topic. ___ Students share opinions about the text and the pictures. ___ Students relate new information learned in the text. ___ Students notice and discuss how the characters change.     ___ Students infer feelings, motives, characteristics of characters and show evidence in text   and pictures. ___ Students notice connections between text and pictures. ___ Students notice how the writer has made the story, funny, sad, exciting etc. ___ Students infer cause and effect.

Observations/Notes:

Book Title ________________

Guided Reading Level F

Group: ________________________ Date: ____________

    Students read from browsing bag while teacher takes running record on yesterday’s new book. Student_____________ Accuracy _____% SC Rate _____ Fluency _____ Comp _____  

Word Work Ideas ___ Make/read/write several high frequency words quickly (ex. when, your, I’m, big, from) ___ CVC, CCVC, CVCC, CVCe words (make/read/write several quickly) ___ Read and take apart words with digraphs (sh-ut, th-in, wh-en) ___ Use known words to read new words (go-no) ___ Change beginning, middle, or ending letter to make new one syllable words (fan/man) ___ Add -s or -es to make words plural ___ Take apart compound words (birdhouse, firetruck) ___ Add inflectional endings to words (-ing, -ed) ___ Read/write/sort two and three letter blends (str, bl, etc.) ___ Read and take apart contractions with am and not. (I’m, can’t)

 Before Reading ___ Look at the cover and predict what it will be about. Take a picture walk together and discuss the pictures. Make predictions based on personal experience. ___ Discuss prior knowledge of topic or characters. ___ Determine fiction/non-fiction. If fiction- realistic or fantasy? ___ Know difference between photographs and drawings. ___ Discuss bold/large words in text.   During Reading (Teaching Points) ___ Students reread a phrase to problem solve, self-correct, or confirm. ___ Students self-monitor and self-correct using known words. ___ Students use meaning, structure, and visual information together to solve new words. ___ Students can predict end of story based on beginning and middle. ___ Students know 50+ high-frequency words quickly while reading text. ___ Students take apart CVC, CCVC, CVCC words on the run while reading. ___ Students take apart compound words on the run while reading. ___ Students use vowel sounds to help solve unknown words. ___ Students use blends/digraphs to help solve unknown words. ___ Students use word families to help solve unknown words. ___ Students use knowledge of endings –ing and –ed to solve new words. ___ Students move left to right looking for “first part/last part” to sound out new words. ___ Students read non-fiction features such as titles, headings, and table of contents. ___ Students search for specific facts while reading non-fiction text. ___ Students read for punctuation (period, question mark, exclamation, comma, quotation). ___ Students use appropriate stress on words while reading. ___ Students read with fluency and phrasing.  

Guided Reading Level F

After Reading ___ Students discuss the text after reading, remembering details of the story in sequence. ___ Students talk about own experiences in comparison to the book. ___ Students make connections between texts on the same topic. ___ Students share opinions about the text and the pictures. ___ Students relate new information learned in the text.     ___ Students notice and discuss how the characters change.   ___ Students infer feelings, motives, characteristics of characters and show evidence in text and pictures. ___ Students notice how the writer has made the story, funny, sad, exciting etc. ___ Students infer cause and effect. ___ Students notice how author uses interesting information in non-fiction texts.

Observations/Notes:

Book Title ________________

Guided Reading Level G

Group: ________________________ Date: _____________

    Students read from browsing bag while teacher takes running record on yesterday’s new book. Student_____________ Accuracy _____% SC Rate _____ Fluency _____ Comp _____  

Word Work Ideas ___ Make/read/write several high frequency words quickly (ex. when, your, I’m, big, from) ___ CVC, CCVC, CVCC, CVCe words (make/read/write several quickly) ___ Read and take apart words with digraphs (sh-ut, th-in, wh-en) ___ Use known words to read new words (and-stand) ___ Change beginning, middle, or ending letter to make new words (thin/thick) ___ Add -s or -es to make words plural ___ Take apart compound words (birdhouse, firetruck) ___ Add inflectional endings to words (-ing, -ed) ___ Read/write/sort two and three letter blends (str, bl, etc.) ___ Read and take apart double vowel words (meet, spoon) ___ Read and take apart double consonant words (letter) ___ Take apart words using “first part/last part” (sl-im, br-ave) ___ Read and take apart contractions with am and not. (I’m, can’t) Before Reading  ___ Look at the cover and predict what it will be about. Take a picture walk together and discuss the pictures. Make predictions based on personal experience. ___ Discuss prior knowledge of topic or characters. ___ Determine genre of the text (fiction/non-fiction/play/animal fiction/realistic fiction)   During Reading (Teaching Points) ___ Students reread a phrase to problem solve, self-correct, or confirm. ___ Students self-correct close to where the error was made. ___ Students self-monitor and self-correct using known words. ___ Students use meaning, structure, and visual information together to solve new words. ___ Students can predict end of story based on beginning and middle. ___ Students know 75+ high-frequency words quickly while reading text. ___ Students take apart CVC, CCVC, CVCC words on the run while reading. ___ Students take apart compound words on the run while reading. ___ Students use vowel sounds to help solve unknown words. ___ Students use blends/digraphs to help solve unknown words. ___ Students use word families to help solve unknown words. ___ Students use knowledge of endings –ing and –ed to solve new words. ___ Students use context clues and pictures to learn the meaning of new vocabulary words. ___ Students move left to right looking for “first part/last part” to sound out new words. ___ Students read non-fiction features such as titles, headings, and table of contents. ___ Students search for specific facts while reading non-fiction text. ___ Students read for punctuation (period, question mark, exclamation, comma, quotation). ___ Students use appropriate stress on words while reading. ___ Students read with fluency and phrasing.  

Guided Reading Level G After Reading ___ Students discuss the text after reading, remembering details of the story in sequence. ___ Students talk about own experiences in comparison to the book. ___ Students make connections between texts on the same topic. ___ Students share opinions about the text and the pictures. ___ Students relate new information learned in the text.     ___ Students notice and discuss how the characters change.   ___ Students infer feelings, motives, characteristics of characters and show evidence in text and pictures. ___ Students notice how the writer has made the story, funny, sad, exciting etc. ___ Students infer cause and effect. ___ Students notice how author uses interesting information in non-fiction texts.

Observations/Notes:

Book Title ________________

Guided Reading Level H

Group: ________________________ Date: _____________

    Students read from browsing bag while teacher takes running record on yesterday’s new book. Student_____________ Accuracy _____% SC Rate _____ Fluency _____ Comp _____  

Word Work Ideas ___ Make/read/write several high frequency words quickly (ex. him, one, saw, said, with) ___ CVC, CCVC, CVCC, CVCe words (make/read/write several quickly) ___ Read and take apart words with digraphs (sh-ut, th-in, wh-en) ___ Use known words to read new words (and-stand) ___ Change beginning, middle, or ending letter to make new words (thin/thick) ___ Add -s or -es to make words plural ___ Take apart compound words (birdhouse, firetruck) ___ Add inflectional endings to words (-ing, -ed) ___ Read/write/sort two and three letter blends (str, bl, etc.) ___ Read and take apart double vowel words (meet, spoon) ___ Read and take apart double consonant words (letter) ___ Take apart words using “first part/last part” (sl-im, br-ave) ___ Read and take apart contractions with is and not. (she’s, can’t) ___ Make possessives by adding ‘s to a singular noun. ( a cat’s bed) Before Reading  ___ Look at the cover and predict what it will be about. Take a picture walk together and discuss the pictures. Make predictions based on personal experience. ___ Discuss prior knowledge of topic or characters. ___ Determine genre of the text (fiction/non-fiction/play/animal fiction/realistic fiction)   During Reading (Teaching Points) ___ Students reread a phrase or word to problem solve, self-correct, or confirm. ___ Students reread less frequently. ___ Students self-correct close to where the error was made. ___ Students self-monitor and self-correct using known words. ___ Students use meaning, structure, and visual information together to solve new words. ___ Students know 100+ high-frequency words quickly while reading text. ___ Students use letter-sound relationships to solve more complex words (blends, digraphs, vowel patterns, inflectional endings, word families) ___ Students take apart compound words on the run while reading. ___ Students use context clues and pictures to learn the meaning of new vocabulary words. ___ Students move left to right looking for “first part/last part” to sound out new words. ___ Students solve new words in a variety of ways (take apart, meaning, structure). ___ Students break down longer words into syllables to take apart and decode. ___ Students read non-fiction features such as titles, headings, and table of contents. ___ Students search for specific facts while reading non-fiction text. ___ Students read for punctuation (period, question mark, exclamation, comma, quotation). ___ Students use appropriate stress on words while reading. ___ Students read with fluency and phrasing.  

Guided Reading Level H After Reading ___ Students discuss the text after reading, remembering details of the story in sequence. ___ Students talk about own experiences in comparison to the book. ___ Students make connections between texts on the same topic. ___ Students share opinions about the text and the pictures.     ___ Students relate new information to what is known in the text.   ___ Students infer feelings, motives, characteristics of characters and show evidence in text and pictures. ___ Students notice how the writer has made the story, funny, sad, exciting etc. ___ Students infer cause and effect. ___ Students notice how author uses specific words to convey meaning (ex. shouted, cried)

Observations/Notes:

Book Title ________________

Guided Reading Level I

Group: ________________________ Date: ____________

    Students read from browsing bag while teacher takes running record on yesterday’s new book. Student_____________ Accuracy _____% SC Rate _____ Fluency _____ Comp _____  

Word Work Ideas ___ Review some frequency words quickly from list of top 100 words (ex. him, one, saw, said, with) ___ Use known words to read new words (and-stand) ___ Change beginning, middle, or ending letter(s) to make new words including blends/digraphs ___ Add -s or -es to make words plural ___ Take apart compound words (birdhouse, firetruck) ___ Add inflectional endings to words (-ing, -ed) ___ Read/write/sort two and three letter blends (str, bl, etc.) ___ Read and take apart double vowel words (meet, spoon) ___ Read and take apart double consonant words (letter) ___ Take apart words using “first part/last part” (sl-im, br-ave) ___ Read and take apart contractions with is and not. (she’s, can’t) ___ Make possessives by adding ‘s to a singular noun. ( a cat’s bed) ___ Read irregular words (foot-feet) ___ Recognize homophones (sea/see, meet/meat) ___ Take apart two syllable words (spi-der) Before Reading ___ Look at the cover and predict what it will be about. Take a picture walk together and   discuss the pictures. Make predictions based on personal experience. ___ Discuss prior knowledge of topic or characters. ___ Determine genre and notice characteristics of the text (fiction/non-fiction/play/animal fiction/realistic fiction)  During Reading (Teaching Points) ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

Students reread a phrase or word to problem solve, self-correct, or confirm. Students reread less frequently. Students self-correct at the point of error. Students self-monitor and self-correct using known words. Students use meaning, structure, and visual information together to solve new words. Students know 100+ high-frequency words quickly while reading text. Students use letter-sound relationships to solve more complex words (blends, digraphs, vowel patterns, inflectional endings, word families) Students take apart compound words on the run while reading. Students use context clues and pictures to learn the meaning of new vocabulary words. Students move left to right looking for “first part/last part” to sound out new words. Students solve new words in a variety of ways (take apart, meaning, structure). Students break down longer words into syllables to take apart and decode. Students identify the problem of the story and predict a solution while reading. Students read non-fiction features such as titles, headings, and table of contents. Students read for punctuation (period, question mark, exclamation, comma, quotation). Students read with appropriate stress, fluency, and phrasing including dialogue. Students read silently at a good pace. Students read fiction/non-fiction in different ways.

Guided Reading Level I After Reading ___ Students discuss the text after reading, remembering details of the story in sequence. ___ Students talk about own experiences in comparison to the book. ___ Students make connections between texts on the same topic. ___ Students share opinions about the text and the pictures.     ___ Students relate new information to what is known in the text.  ___ Students infer feelings, motives, characteristics of characters and show evidence in text and pictures. ___ Students notice how the writer has made the story, funny, sad, exciting etc. ___ Students infer cause and effect. ___ Students confirm or disconfirm predictions that were made before reading text. ___ Students discuss how the author uses descriptions, compare/contrast, and problem/solution. ___ Students notice print features such as photographs, captions, and pictures. ___ Students agree or disagree with the text. ___ Students discuss how the characters could have acted differently.

Observations/Notes:

Book Title ________________

Guided Reading Level J

Group: ________________________ Date: ____________

    Students read from browsing bag while teacher takes running record on yesterday’s new book. Student_____________ Accuracy _____% SC Rate _____ Fluency _____ Comp _____  

Word Work Ideas ___ Review some high-frequency words quickly from list of top 100 words ___ Use known words to read new words (and-stand) ___ Change beginning, middle, or ending letter(s) to make new words including blends/digraphs ___ Make words plural by adding -s, -es, or by changing y to i and adding es (bunny/bunnies) ___ Take apart compound words (birdhouse, firetruck) ___ Read and take apart double vowel words (meet/spoon) and words where y acts as a vowel (by) ___ Add inflectional endings to words (-ing, -ed) ___ Take apart words using “first part/last part” (sl-im, br-ave) ___ Read and take apart contractions with is, am, are, and not. (she’s, I’m, you’re, can’t) ___ Add simple prefixes/suffixes to words (redo, painter) ___ Recognize homophones (sea/see, meet/meat) ___ Take apart two or three syllable words (spi-der, but-ter-fly) ___ Change words to make comparatives (small, smaller, smallest) Before Reading ___ Look at the cover and predict what it will be about. Take a picture walk together and   discuss the pictures. Make predictions based on personal experience. ___ Discuss prior knowledge of topic or characters. ___ Determine genre and notice characteristics of the text (fiction/non-fiction/play/animal fiction/realistic fiction)   During Reading (Teaching Points) ___ Students self-correct at the point of error. ___ Students self-monitor and self-correct using known words. ___ Students use meaning, structure, and visual information together to solve new words. ___ Students know 100+ high-frequency words quickly while reading text. ___ Students use letter-sound relationships to solve more complex words (blends, digraphs, vowel patterns, inflectional endings, word families) ___ Students solve words with two or three syllables. ___ Students use titles to foreshadow content. ___ Students process long sentences (10+ words) with many phrases within that sentence. ___ Students use context clues and pictures to learn the meaning of new vocabulary words. ___ Students move left to right looking for “first part/last part” to sound out new words. ___ Students solve new words in a variety of ways (take apart, meaning, structure). ___ Students break down longer words into syllables to take apart and decode. ___ Students identify the problem of the story and predict a solution while reading. ___ Students read for punctuation (period, question mark, exclamation, comma, quotation). ___ Students read with appropriate stress, fluency, and phrasing including dialogue. ___ Students read silently at a good pace. ___ Students read fiction/non-fiction in different ways.  

Guided Reading Level J

After Reading ___ Students discuss the text after reading, remembering details of the story in sequence. ___ Students talk about own experiences in comparison to the book. ___ Students make connections between texts on the same topic. ___ Students share opinions about the text and the pictures. ___ Students relate new information to what is known in the text.     ___ Students infer feelings, motives, characteristics of characters and show evidence in text   and pictures. ___ Students notice how the writer has made the story, funny, sad, exciting etc. ___ Students infer cause and effect. ___ Students confirm or disconfirm predictions that were made before reading text. ___ Students discuss how the author uses descriptions, compare/contrast, and problem/solution. ___ Students agree or disagree with the text. ___ Students discuss how the characters could have acted differently. ___ Students summarize ideas from a text verbally and in writing. ___ Students notice author’s style if reading book by the same author. ___ Students locates figurative and descriptive language and how it adds to meaning and enjoyment of the text. ___ Students identify where the problem was solved in the book.

Observations/Notes:

Book Title ________________

Guided Reading Level K

Group: ________________________ Date: ____________

    Students read from browsing bag while teacher takes running record on yesterday’s new book. Student_____________ Accuracy _____% SC Rate _____ Fluency _____ Comp _____  

Word Work Ideas ___ Review some high-frequency words quickly from list of top 100 words ___ Use known words to read new words (and-stand) ___ Change beginning, middle, or ending letter(s) to make new words including blends/digraphs ___ Make/read/write plurals by adding -s, -es, or by changing y to i and adding es (bunny/bunnies) ___ Take apart compound words (birdhouse, firetruck) ___ Read and take apart double vowel words (meet/spoon) and words where y acts as a vowel (by) ___ Add inflectional endings to words (-ing, -ed) ___ Take apart words using “first part/last part” (sl-im, br-ave) ___ Read and take apart many contractions including is, am, are, will, have, not etc. ___ Add simple prefixes/suffixes to words (undo, painter) ___ Recognize homophones (sea/see, meet/meat) ___ Recognize homographs (same spelling/different meanings) (read/read, present/present) ___ Take apart two or three syllable words (spi-der, but-ter-fly) ___ Change words to make comparatives (small, smaller, smallest) ___ Make/read/write words with silent letters (comb, sight) ___ Read words with r controlled vowels (barn, corn) ___ Make/read/write words with long vowel pattern (play, rain, came) Before Reading ___ Look at the cover and predict what it will be about. Make predictions based on personal  experience. ___ Discuss prior knowledge of topic or characters. ___ Determine genre and notice characteristics of the text (fiction/non-fiction/play/animal fiction/realistic fiction)   During Reading (Teaching Points) ___ Students self-correct at the point of error. ___ Students consistently use meaning, structure, and visual information to solve new words. ___ Students use letter-sound relationships to solve more complex words (blends, digraphs, vowel patterns, inflectional endings, word families) ___ Students solve words with two or three syllables. ___ Students use titles to foreshadow content. ___ Students process long sentences (15+ words) with many phrases/clauses within that sentence. ___ Students use context clues and pictures to learn the meaning of new vocabulary words. ___ Students solve new words in a variety of ways (take apart, meaning, structure). ___ Students break down longer words into syllables to take apart and decode. ___ Students solve content specific words by using definitions and graphics. ___ Students understand meaning of longer descriptive words. ___ Students use information in graphics to help with meaning (charts, maps, labels, etc.) ___ Students identify the problem of the story and predict a solution while reading. ___ Students read for punctuation (period, question mark, exclamation, comma, quotation). ___ Students read with appropriate stress, fluency, and phrasing including dialogue. ___ Students read silently at a good pace. ___ Students read fiction/non-fiction in different ways.

Guided Reading Level K

After Reading ___ Students discuss the text after reading, remembering details of the story in sequence. ___ Students talk about own experiences in comparison to the book. ___ Students make connections and specify that connection. ___ Students share opinions about the text and the pictures. ___ Students relate new information to what is known in the text. ___ Students infer feelings, motives, characteristics of characters and show evidence in text     and pictures.   ___ Students notice how the writer has made the story, funny, sad, exciting etc. ___ Students infer cause and effect. ___ Students confirm or disconfirm predictions that were made before reading text. ___ Students discuss how the author uses descriptions, compare/contrast, and problem/solution. ___ Students agree or disagree with the text. ___ Students discuss how the characters could have acted differently. ___ Students summarize ideas from a text verbally and in writing. ___ Students notice author’s style if reading book by the same author. ___ Students locates figurative and descriptive language and how it adds to meaning and enjoyment of the text. ___ Students identify where the problem was solved in the book. ___ Students infer the message (theme) of the text. ___ Students understand how setting and plot are related.

Observations/Notes:

Book Title ________________

Guided Reading Level L

Group: ________________________ Date: ____________

    Students read from browsing bag while teacher takes running record on yesterday’s new book. Student_____________ Accuracy _____% SC Rate _____ Fluency _____ Comp _____  

Word Work Ideas ___ Use known words to read new words (ate-later) ___ Change beginning, middle, or ending letter(s) to make new words including blends/digraphs ___ Make/read/write plurals by adding -s, -es, or by changing y to i and adding es (bunny/bunnies) ___ Take apart compound words (birdhouse, firetruck) ___ Read and take apart double vowel words (meet/spoon) and words where y acts as a vowel (by) ___ Add inflectional endings to words (-ing, -ed) ___ Take apart words moving left to right (bl-end-er) ___ Read and take apart many contractions including is, am, are, will, have, not etc. ___ Add simple prefixes/suffixes to words (undo, painter) ___ Recognize homophones (sea/see, meet/meat) ___ Recognize homographs (same spelling/different meanings) (read/read, present/present) ___ Take apart two or three syllable words (spi-der, but-ter-fly) ___ Change words to make comparatives (small, smaller, smallest) ___ Make/read/write words with silent letters (comb, sight) ___ Read words with r controlled vowels (barn, corn) ___ Make/read/write words with long vowel pattern (play, rain, came) ___ Recognize patterns that look the same but sound different (hear, bear) and sound the same but look different (said, red)

Before Reading ___ Look at the cover and predict what it will be about. Make predictions based on personal   experience. ___ Discuss prior knowledge of topic or characters. ___ Determine genre and notice characteristics of the text (fiction/non-fiction/play/animal fiction/realistic fiction)  During Reading (Teaching Points) ___ Students self-correct when errors affect the meaning of the text. ___ Students consistently use meaning, structure, and visual information to solve new words. ___ Students use letter-sound relationships to solve more complex words (blends, digraphs, vowel patterns, inflectional endings, word families) ___ Students solve words with two or three syllables. ___ Students use titles to foreshadow content. ___ Students process long sentences (15+ words) with many phrases/clauses within that sentence. ___ Students use context clues and pictures to learn the meaning of new vocabulary words. ___ Students solve new words in a variety of ways (take apart, meaning, structure). ___ Students solve content specific words by using definitions and graphics. ___ Students understand meaning of longer descriptive words. ___ Students use information in graphics to help with meaning (charts, maps, labels, etc.) ___ Students identify the problem of the story and predict a solution while reading. ___ Students read for punctuation (period, question mark, exclamation, comma, quotation). ___ Students read with appropriate stress, fluency, and phrasing including dialogue. ___ Students read silently at a good pace. ___ Students read fiction/non-fiction in different ways.

Guided Reading Level L

After Reading ___ Students discuss the text after reading, remembering details of the story in sequence. ___ Students talk about own experiences in comparison to the book. ___ Students make connections and specify that connection. ___ Students share opinions about the text and the pictures. ___ Students relate new information to what is known in the text. ___ Students infer feelings, motives, characteristics of characters and show evidence in text     and pictures.   ___ Students notice how the writer has made the story, funny, sad, exciting etc. ___ Students infer cause and effect. ___ Students confirm or disconfirm predictions that were made before reading text. ___ Students discuss how the author uses descriptions, compare/contrast, and problem/solution. ___ Students discuss how the characters could have acted differently. ___ Students summarize ideas from a text verbally and in writing. ___ Students notice author’s style if reading book by the same author. ___ Students locates figurative and descriptive language and how it adds to meaning and enjoyment of the text. ___ Students identify where the problem was solved in the book. ___ Students infer the message (theme) of the text. ___ Students understand how setting and plot are related. ___ Students use new vocabulary in speaking and writing.

Observations/Notes:

Book Title ________________

Guided Reading Level M

Group: ________________________ Date: _____________

    Students read from browsing bag while teacher takes running record on yesterday’s new book. Student_____________ Accuracy _____% SC Rate _____ Fluency _____ Comp _____  

Word Work Ideas ___ Use known words to read new words (ate-later) ___ Take apart compound words (birdhouse, firetruck) ___ Add endings to words (-ing, -ed, -s, -es, -er, -ful) ___ Take apart words moving left to right (bl-end-er) ___ Read and take apart many contractions including is, am, are, will, have, not etc. ___ Add simple prefixes/suffixes to words (undo, painter) ___ Recognize homophones (sea/see, meet/meat) ___ Recognize homographs (same spelling/different meanings) (read/read, present/present) ___ Take apart multi-syllabic words (um-brell-a, but-ter-fly) ___ Make/read/write words with long vowel pattern (play, rain, came)  Before Reading ___ Look at the cover and predict what it will be about. Make predictions based on personal experience. ___ Discuss prior knowledge of topic or characters. ___ Determine genre and notice characteristics of the text (fiction/non-fiction/play/animal fiction/realistic fiction)   During Reading (Teaching Points) ___ Students self-correct when errors affect the meaning of the text. ___ Students consistently use meaning, structure, and visual information to solve new words. ___ Students search for more information when meaning starts to break down. ___ Students solve words with two or three syllables. ___ Students use titles to foreshadow content. ___ Students process long sentences (15+ words) with many phrases/clauses within that sentence. ___ Students use context clues and pictures to learn the meaning of new vocabulary words. ___ Students solve new words in a variety of ways (take apart, meaning, structure). ___ Students understand meaning of longer descriptive words. ___ Students solve content specific words by using definitions and graphics. ___ Students use information in graphics to help with meaning (charts, maps, labels, etc.) ___ Students identify the problem of the story and predict a solution while reading. ___ Students read for punctuation (period, question mark, exclamation, comma, quotation). ___ Students read with appropriate stress, fluency, and phrasing including dialogue. ___ Students read silently at a good pace. ___ Students read fiction/non-fiction in different ways.  

Guided Reading Level M

After Reading ___ Students discuss the text after reading, remembering details of the story in sequence. ___ Students talk about own experiences in comparison to the book. ___ Students make connections and specify that connection. ___ Students share opinions about the text and the pictures. ___ Students relate new information to what is known in the text. ___ Students infer feelings, motives, characteristics of characters and show evidence in text     and pictures.   ___ Students notice how the writer has made the story, funny, sad, exciting etc. ___ Students infer cause and effect. ___ Students confirm or disconfirm predictions that were made before reading text. ___ Students discuss how the author uses descriptions, compare/contrast, and problem/solution. ___ Students discuss how the characters could have acted differently. ___ Students summarize ideas from a text verbally and in writing. ___ Students locates figurative and descriptive language and how it adds to meaning and enjoyment of the text. ___ Students identify where the problem was solved in the book. ___ Students infer the message (theme) of the text. ___ Students understand how setting and plot are related. ___ Students use new vocabulary in speaking and writing.

Observations/Notes:

Book Title ________________

Guided Reading Level N

Group: _________________________Date: _____________

    Students read from browsing bag while teacher takes running record on yesterday’s new book. Student_____________ Accuracy _____% SC Rate _____ Fluency _____ Comp _____  

Word Work Ideas ___ Use known words to read new words (break/unbreakable) ___ Take apart compound words (birdhouse, firetruck) ___ Add endings to words (-ing, -ed, -s, -es, -er, -ful) ___ Take apart words moving left to right (bl-end-er) ___ Read and take apart many contractions including is, am, are, will, have, not etc. ___ Add simple prefixes/suffixes to words (undo, painter) ___ Recognize homophones (sea/see, meet/meat) ___ Recognize homographs (same spelling/different meanings) (read/read, present/present) ___ Take apart multi-syllabic words (free-dom, but-ter-fly) ___ Make/read/write words with long vowel patterns (play, rain, came) Before Reading ___ Look at the cover and predict what it will be about. Make predictions based on personal   experience. ___ Discuss prior knowledge of topic or characters. ___ Determine genre and notice characteristics of the text (fiction/non-fiction/play/animal fiction/realistic fiction)   During Reading (Teaching Points) ___ Students self-correct when errors affect the meaning of the text. ___ Students consistently use meaning, structure, and visual information to solve new words. ___ Students search for more information when meaning starts to break down. ___ Students solve words with two or three syllables. ___ Students process long sentences (15+ words) with many phrases/clauses within that sentence. ___ Students use context clues and pictures to learn the meaning of new vocabulary words. ___ Students solve new words in a variety of ways (take apart, meaning, structure). ___ Students understand meaning of longer descriptive words. ___ Students solve content specific words by using definitions and graphics. ___ Students use information in graphics to help with meaning (charts, maps, labels, etc.) ___ Students identify the problem of the story and predict a solution while reading. ___ Students summarize text at intervals of longer text. ___ Students read for punctuation (period, question mark, exclamation, comma, quotation). ___ Students read with appropriate stress, fluency, and phrasing including dialogue. ___ Students read silently at a good pace. ___ Students read fiction/non-fiction/biographies/fantasy in different ways.  

Guided Reading Level N

After Reading ___ Students discuss the text after reading, remembering details of the story in sequence. ___ Students talk about own experiences in comparison to the book. ___ Students make connections and specify that connection. ___ Students share opinions about the text and the pictures. ___ Students relate new information to what is known in the text. ___ Students infer feelings, motives, characteristics of characters and show evidence in text     and pictures.   ___ Students notice how the writer has made the story, funny, sad, exciting etc. ___ Students infer cause and effect. ___ Students confirm or disconfirm predictions that were made before reading text. ___ Students discuss how the author uses descriptions, compare/contrast, and problem/solution. ___ Students discuss how the characters could have acted differently. ___ Students summarize ideas from a text verbally and in writing. ___ Students locates figurative and descriptive language and how it adds to meaning and enjoyment of the text. ___ Students identify where the problem was solved in the book. ___ Students infer the message (theme) of the text. ___ Students understand how setting and plot are related. ___ Students use new vocabulary in speaking and writing. ___ Students identify events and tell how they relate to the problem or solution.

Observations/Notes:

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