Guided Reading Sample Lesson Plan Template
*This is a sample lesson plan for a guided reading lesson. There are many different strategies that should be utilized when working with a small guided reading group, and this lesson only represents some of these strategies. *
Common Core Standards:
-RF.K.3.
-RI.K.2.
Objectives:
-Students will apply grade-level decoding skills by using reading strategies to read leveled text.
-Students will retell the details of the text in order by sequencing pictures from the text.
Materials:
-Copy of guided reading text for each student
-Dry erase markers
-Whiteboards
-Containers pre-made with letters of new sight word (magnetic letters, letter tiles, etc.)
-Reading strategy posters (found on TSS)
-Materials for word work (i.e. sound boxes, picture cards, etc)
-Comprehension worksheet (if applicable)
* The times listed are approximate and are based on a 20 minute lesson *
DAY ONE
1. Introduction to the Text (5-8 minutes)Book Introduction
This book is called ______. It is about ______.
As appropriate:
-Find familiar sight words in the title/text
-Introduce new vocabulary words
-Make predictions about the text
-Make personal connections to title/cover illustration
2. Reading the Text (5-8 minutes)
-Procedures for independent reading:
- Read using a whisper voice
- Don’t worry about your neighbors; keep your eyes on your own book
- Point to each word as you read
- Use a strategy if you are stuck on a word
- Read the book again if you finish before time is up
- As students are reading, the teacher is listening to each student and scaffolding the student as necessary. The teacher will not tell the student a word, but encourage them to use learned strategies and look at the word wall for known sight words.
3. Discussing the Meaning (2-3 minutes)
-Ask students to summarize what happened in the book
-Encourage students to ask questions about the text, while allowing other students to respond to the questions posed by their classmates
4. Teaching for Processing Strategies (2-3 minutes)
-Over time, introduce reading strategies that allow students to be more competent independent readers. Posters representing these strategies can be found on TSS.
-Guidelines for which strategy to introduce at which level
- Level A:
- Check the picture (Eagle Eyes poster)
- Check the first sound of the word (Lips the Fish poster)
- Level B:
- Stretch out each sound in the word (Stretchy Snake poster)
- Level C:
- Chunk smaller words from inside a big word (Chunky Monkey poster)
- Level D:
- Skip over the word and read the rest of the sentence, then come back to the word (Skippy Kangaroo poster)
- Flip the vowel sound (from short to long or vice versa) (Flippy the Dolphin poster)
5. Word Work (optional) (choose one or two per day)
Sight Word Protocol (5 minutes)
-Write the sight word on a whiteboard. Point to each letter and read it to the students, then have students read it all together (i.e. t-h-e -the)
-Go through the four steps of the sight word protocol
- What’s Missing:
- Write the sight word on a whiteboard. Have students close their eyes. Erase one letter of the sight word. Instruct all students to open their eyes. Call upon one student to name the missing letter. Continue the game, ensuring that every student has at least one turn. Continue until all letters of the word are erased.
- Mix and Fix:
- Give each student a container/baggie with the letters of the new sight word. Instruct students to form the word, putting the letters in the correct order. After making the word, have students use their finger and touch each letter in order saying each letter to check their work (i.e. t-h-e -the) The word should be written on a whiteboard for them to use as a reference. After checking their word and making any necessary changes, students “mix and fix”, meaning they mix up the letters and fix them to make the word again.
- Table writing:
- Have each student take their finger and write the sight word with their finger on the table/on a whiteboard.
- Whiteboards:
- Give each student a whiteboard and a dry erase marker and have them write the sight word three times.
-Give each student a whiteboard and dry erase marker
-Show them how to divide their board in half with a line, writing one letter on the top of one side and one letter on the top of the other side
-Give each student a baggie of picture cards
-Instruct students to sort their picture cards, putting the picture in the correct column on the whiteboard
- Level A- Consonants
- Levels B and C- Vowels
- Level D- Digraphs
- Level E and F- initial blends, onets/rimes, contractions
- Level G- Blends, silent e words
-Give each student a sound box template and dry erase marker
-Model for students how to listen to a word and write one sound in each box
- Example: cat
-Give students one word at a time and have them write them in sound boxes
-At Level B students should be doing sound boxes with two-letter words (in two boxs)
-At Level C students should be doing sound boxes with CVC words (in three boxes)
-At Level D students should be doing sound boxes with digraphs (in three boxes)
-At Level E students should be doing sound boxes with initial blends (in four boxes)
-At Level F students should be doing sound boxes with final blends (in four boxes)
-At Level G students should be doing sound boxes with initial and final blends (in five boxes)
6. Extending the Meaning (optional) (2-3 minutes)
-Ask an open ended question about the book and have students respond in one of the following ways:
- Through discussion
- Through drawing
- Through writing
DAY TWO
1. Reading the Text (5-8 minutes)-Procedures for independent reading:
- Read using a whisper voice
- Don’t worry about your neighbors; keep your eyes on your own book
- Point to each word as you read
- Use a strategy if you are stuck on a word
- Read the book again if you finish before time is up
As students are reading, the teacher is listening to each student and scaffolding the student as necessary. The teacher will not tell the student a word, but encourage them to use learned strategies and look at the word wall for known sight words.
2. Discussing the Meaning (2-3 minutes)
-Ask students to summarize what happened in the book
-Encourage students to ask questions about the text, while allowing other students to respond to the questions posed by their classmates
-Ask open-ended comprehension questions about the text
-Have students complete a comprehension activity/worksheet (can be here or during Extending the Meaning)
3. Teaching for Processing Strategies (2-3 minutes)
-Over time, introduce reading strategies that allow students to be more competent independent readers. Posters representing these strategies can be found on TSS.
-Guidelines for which strategy to introduce at which level
- Level A:
- Check the picture (Eagle Eyes poster)
- Check the first sound of the word (Lips the Fish poster)
- Level B:
- Stretch out each sound in the word (Stretchy Snake poster)
- Level C:
- Chunk smaller words from inside a big word (Chunky Monkey poster)
- Level D:
- Skip over the word and read the rest of the sentence, then come back to the word (Skippy Kangaroo poster)
- Flip the vowel sound (from short to long or vice versa) (Flippy the Dolphin poster)
4. Word Work (optional—choose 1 or 2 per day)
Sight Word Protocol (5 minutes)
-Write the sight word on a whiteboard. Point to each letter and read it to the students, then have students read it all together (i.e. t-h-e -the)
-Go through the four steps of the sight word protocol
- What’s Missing:
- Write the sight word on a whiteboard. Have students close their eyes. Erase one letter of the sight word. Instruct all students to open their eyes. Call upon one student to name the missing letter. Continue the game, ensuring that every student has at least one turn. Continue until all letters of the word are erased.
- Mix and Fix:
- Give each student a container/baggie with the letters of the new sight word. Instruct students to form the word, putting the letters in the correct order. After making the word, have students use their finger and touch each letter in order saying each letter to check their work (i.e. t-h-e -the) The word should be written on a whiteboard for them to use as a reference. After checking their word and making any necessary changes, students “mix and fix”, meaning they mix up the letters and fix them to make the word again.
- Table writing:
- Have each student take their finger and write the sight word with their finger on the table/on a whiteboard.
- Whiteboards:
- Give each student a whiteboard and a dry erase marker and have them write the sight word three times.
-Give each student a whiteboard and dry erase marker
-Show them how to divide their board in half with a line, writing one letter on the top of one side and one letter on the top of the other side
-Give each student a baggie of picture cards
-Instruct students to sort their picture cards, putting the picture in the correct column on the whiteboard
- Level A- Consonants
- Levels B and C- Vowels
- Level D- Digraphs
- Level E and F- initial blends, onets/rimes, contractions
- Level G- Blends, silent e words
-Give each student a sound box template and dry erase marker
-Model for students how to listen to a word and write one sound in each box
- Example: cat
-Give students one word at a time and have them write them in sound boxes
-At Level B students should be doing sound boxes with two-letter words (in two boxs)
-At Level C students should be doing sound boxes with CVC words (in three boxes)
-At Level D students should be doing sound boxes with digraphs (in three boxes)
-At Level E students should be doing sound boxes with initial blends (in four boxes)
-At Level F students should be doing sound boxes with final blends (in four boxes)
-At Level G students should be doing sound boxes with initial and final blends (in five boxes)
-
5. Extending the Meaning (optional) (2-3 minutes)
-Ask an open ended question about the book and have students respond in one of the following ways:
- Through discussion
- Through drawing
References:
The Next Step in Guided Reading by Jan Richardson