Transitional Guided Reading Plan

Date:
4/25/16

Title:
Rex Runs Away

Day 1
1. Introduction

Gist
statement:

New
Vocab:

will warm up with The

Spooky Swamp Sound give
me a SWBS on the story. Then
she will read a new book, Rex
Runs Away.
.

Level:

Strategy Focus:
Comprehension/ Expression

Day 2

Day 3

1. Continue Reading

1. Reread the book for fluency

Observations:

Observations:

(5 min) OPTIONAL

Grasp, spooky, clasp, spur

2. Teaching Points: Choose 1 or 2 each day

Comprehension Strategies:

Vocabulary Strategies:
Reread the sentence and look for clues
Check the picture or visualize
Use a known part (compound words)
Use the glossary

Fiction
Nonfiction:
BME
Recall information
SWBS
Write key words
5-finger retell
Compare/Contrast
Compare
Ask questions
characters
Character feelings
Summarize
Flag VIP
Main idea/Details
Fluency & Phrasing:
Phrasing
Attend to bold words
Dialogue, intonation, expression
Attend to punctuation

3. Discussion Prompt

3. Discussion Prompt

Decoding Strategies:
Reread & think what would make sense
Cover (or attend to) the ending.
Use a known part (shouted)
Use analogies (saw jaw)
Chunk big words (re-mem-ber)

2. Guided Writing
(15-20 min)
BME
Problem-Solution
5-finger retell
Compare/ Contrast
SWBS
Character Analysis
Event detail
Key word summary
Other: __________________________

Writing:
I spy my dog!
-The student did an awesome job
making sure she used capitalization
in the correct way!

Spooky has four sounds in it, what

are they? What is the first sound?
Where else have you seen sp
before?

4. Word Study (if appropriate)

Sound
boxes:
Analogy:

Spoon, spooky, spend,

spank, spur, splash,
spy, grasp, clasp, wasp

4. Word Study (if appropriate)

Sound
boxes:
Analogy:

Instructions: Type in the green shaded areas as needed. Then print to use when teaching.
Adapted by Nathan Elliott from: Richardson, J. (2009). The next step in guided reading : focused assessments and targeted lessons for helping every student become a better reader . New York: Scholastic Inc.

Make a big
word:

Make a big
word:

Name/Date: Christine Crowe

Lesson #: 9
1. Content Standard(s) addressed by this lesson:
Kindergarten: 1.2.e,1.3.f,2.1.a
Second Grade: 2.1.c.i, 2.2.a.i, 2.3.a.ii
2. ABCD Objective (Use Evidence Outcomes from the standard as a starting
point)
Create your lesson objective for the focus of the guided reading lesson for the week (e.g.
word work for March 7-11)
After rereading The Spooky Swamp Sound, The student will be able to give me the
SWBS of the story and learn a new comprehension strategy (SWBS). After word work, the
student will be able to identify and pronounce sp in words, both at the beginning and end
of words.
3. Attach written/typed lesson plan either from the The Next Step in
Guided Reading text, or an approved format.
4. Lesson Reflection:
1. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
I think todays lesson went really well. I think The student was exited to practice a new
comprehension strategy rather than just doing a five finger retell. However, I think she
gets more from lessons when there are manipulatives to work with, or something new to
use for novelty.
1. What do you envision for the next lesson? (Focus on next steps that align with your
evidence outcome. For example: Next week for word work, I will)
For next time, I am going to try a new comprehension strategy with The student. I may
try having her highlight or underline important words in a new book and explain why
they are important to the story. I think this will give her the novelty she likes as well as
giving her something to do while she reads.

Instructions: Type in the green shaded areas as needed. Then print to use when teaching.
Adapted by Nathan Elliott from: Richardson, J. (2009). The next step in guided reading : focused assessments and targeted lessons for helping every student become a better reader . New York: Scholastic Inc.