Teacher teaches books at the group’s INSTRUCTIONAL LEVEL (90-94% accuracy).
BASIC OUTLINE
Quick Write ~ Students write 5-6 Fluency Words on white boards (not necessary for grades 3 and up).
Old Story ~ Students reread for 4 minutes a portion of yesterday’s book or chapter for fluency and accuracy. Teacher takes a running record.
Mini-Lesson ~ The mini-lesson is based on teacher observations of students’ needs from YESTERDAY’S book. Introduce the skill in context and model application of the skill. Guide the students in using the skill.
New Story ~ Give a summary statement of the new book or chapter. Discuss illustrations, captions, headings. . . . Students make predictions. Teacher introduces the new vocabulary. All students then read at their own pace. Whisper phones are helpful for the younger students.. Teacher listens in to each child, and asks prompting questions. If students finish at different times they should reread it.
Follow-up ~ Casually discuss book or chapter.
NEW STORY BOOK INTRODUCTION
1. Summary Statement
2. Picture Walk
BEFORE READING STRATEGIES are ways to increase engagement, motivate the students to read, and increase comprehension. Choose one of the following:
DURING READING STRATEGIES are important to assess what the students know and what they think will happen. This is particularly important for longer stories. Students whisper read. Listen in to each child.
AFTER READING STRATEGIES
BASIC OUTLINE
Quick Write ~ Students write 5-6 Fluency Words on white boards (not necessary for grades 3 and up).
Old Story ~ Students reread for 4 minutes a portion of yesterday’s book or chapter for fluency and accuracy. Teacher takes a running record.
Mini-Lesson ~ The mini-lesson is based on teacher observations of students’ needs from YESTERDAY’S book. Introduce the skill in context and model application of the skill. Guide the students in using the skill.
New Story ~ Give a summary statement of the new book or chapter. Discuss illustrations, captions, headings. . . . Students make predictions. Teacher introduces the new vocabulary. All students then read at their own pace. Whisper phones are helpful for the younger students.. Teacher listens in to each child, and asks prompting questions. If students finish at different times they should reread it.
Follow-up ~ Casually discuss book or chapter.
NEW STORY BOOK INTRODUCTION
1. Summary Statement
- The teacher gives a brief summary of the story in 2-3 sentences, including the title, author, illustrator, genre, copyright date, and other books by the author. The purpose is to relate students’ prior knowledge to the story.
2. Picture Walk
- The teacher and students walk through the book looking at and discussing each of the illustrations. Through asking questions, the students will come to realize the story line, main idea, structure of the book, predictable patterns, etc.
- During the “picture walk,” the teacher should use the vocabulary unique to the story. Ask students to find these words using graphophonic clues.
BEFORE READING STRATEGIES are ways to increase engagement, motivate the students to read, and increase comprehension. Choose one of the following:
- 5-10 key words from story are written on board. Predict what the book will be about using all of the words, then read for a purpose ~ to confirm or revise predictions.
- If studying verbs, just select verbs to teach from the book. If studying adjectives, just select adjectives. . . .
- Select 3-4 pictures from the story and make copies of them. The students predict what the book is about by arranging pictures and telling a story.
- Bring in objects that are in the book to teach the new vocabulary.
- Anticipation Guides ~ write 5-10 statements based on the content of the story or nonfiction piece. Students attempt to answer yes/no or true/false for each statement. They then read to correct their guides.
- Fill in the Blank ~ The teacher selects 2 sentences from the story with key words missing. Students brainstorm all the possible words that could fill in the blank. This is a good strategy to use for students who do not use context clues when they are reading.
DURING READING STRATEGIES are important to assess what the students know and what they think will happen. This is particularly important for longer stories. Students whisper read. Listen in to each child.
- Concept Mapping ~ students record the main idea of the story, and then map all facts they have learned up to the stopping point. This works will for students who forget the details. The teacher can provide the main idea and/or some details.
- Inspiration (www.inspiration.com) can help you create a map on the computer.
- Teachers should write observations of students’ reading behaviors at this time.
AFTER READING STRATEGIES
- Students come up with their own questions to ask each other.
- Students retell the selection, or summarize using “Somebody Wanted But So Then.”
- Prepare sentence strips of the story plot and the students sequence the story.
- Put specific questions in plastic Easter eggs. Students each pick one and call on a group member to answer.
- Students discuss strategies that they used.
- Revisit the mini-lesson and how that strategy was used today.
Guided Reading Lesson Plans...
100's of guided reading lesson plans organized by level. Click Here!
Florida Center for Reading Research- Student Center Activities
For free grade level passages and worksheets- ReadWorks
Reading A-Z
Florida Center for Reading Research- Student Center Activities
For free grade level passages and worksheets- ReadWorks
Reading A-Z
Resources to help plan your lessons...
Anecdotal Notes- Early OR Upper
"Snapshot" Assessment
Guided Reading Lesson Plan Templates
#1 OR #2 OR #3 OR #4 (fee) (Plans for levels A-Z)
Running Record Form Running Record Cheat Sheet
"Snapshot" Assessment
Guided Reading Lesson Plan Templates
#1 OR #2 OR #3 OR #4 (fee) (Plans for levels A-Z)
Running Record Form Running Record Cheat Sheet