Early Guided Reading Plan (Levels D–I)

Students: Group 1: Asher,Corbin, & Ayden Group 2: Cooper, Noah, Kolynn, Jaxson Dates: 12/01/2020
Title/Level Strategy Focus Comprehension Focus

How Many Teeth? (Level E)

DAY 1 DAY 2
1. Sight Word Review 1. Sight Word Review
1–2 minutes 1–2 minutes
New SW from Day 1
want live stop
2. Book Introduction 3–4 minutes 2. Reread Yesterday’s Book (and other familiar books)
Synopsis: This book talks about many different kinds of Observations or take a running record on one student.
animals and the amount of teeth they have.
New
Vocabulary opossum different
or Language
Structures fangs vampire bat
3. Read With Prompting 8–10 minutes
Monitoring and Word-Solving Prompts Fluency and Comprehension Prompts
n Reread and make the first sound. n Don’t point. Read it faster.
n What would make sense and look right? n Read it the way the character would say it.
n Check the middle (or end) of the word. n Teacher frames 2–3 words or slides finger to support phrasing.
n Cover the ending. Find a part you know. n What did you just read? What happened at the beginning?
n Do you know another word that looks like this one? n W
 hy did the character do (or say) that? What are you thinking?
n Try the other vowel sound. n What have you learned?

4. Discussion Prompt 2–4 minutes

What was your favorite animal? How many teeth did that animal
have?

5. Teaching Points for Early Readers (choose 1 or 2 each day) 1–2 minutes
Word-Solving Strategies Examples: Fluency & Expression
n Monitor for M, S, V n Attend to bold words
n Reread at difficulty n Reread page ____
n Attend to endings for expression
n Use known parts n Read it like

* Find the oval tool in comments/markup tools.

n Contractions the character
n Use analogies n Attend to punctuation
n Break words

6. Teach One Sight Word 1–2 minutes 6. Reteach Same Sight Word 1–2 minutes
Word: right 1. What’s Missing? 2. Mix & Fix 3. Table Writing 4. Write It (and Retrieve It)

7. Word Study (choose one) 3–5 minutes 7. Guided Writing 8–10 minutes
n Dictated sentences
n Picture sorting We are working on digraphs (ck n B-M-E
n Making words and tch). We are going to make n Problem-Solution
words that end in ck and tch. n SWBS
n Sound boxes
n New facts
n Analogy charts you learned
n Other: ________
Next Focus: Students to assess
8. Next Steps * Text was: Hard Appropriate Easy and analyze:

Complete the shaded boxes before you meet with the group. Add observations and notes during the lesson.
THE NEXT STEP FORWARD IN GUIDED READING © 2016 by Jan Richardson, Scholastic Inc. • scholastic.com/NSFresources 311
 Teacher Notes—Early Readers (Levels D–I)

Dates: Observations Next Steps

Student __________________________ Monitor for Meaning

Word Solving

Fluency

Retell

Other: ____________________

Student __________________________ Monitor for Meaning

Word Solving

Fluency

Retell

Other: ____________________

Student __________________________ Monitor for Meaning

Word Solving

Fluency

Retell

Other: ____________________

Student __________________________ Monitor for Meaning

Word Solving

Fluency

Retell

Other: ____________________

Student __________________________ Monitor for Meaning

Word Solving

Fluency

Retell

Other: ____________________

312 THE NEXT STEP FORWARD IN GUIDED READING © 2016 by Jan Richardson, Scholastic Inc. • scholastic.com/NSFresources