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Transitional Guided Reading Plan (Levels J–P)

Students: Dates:

Title/Level Strategy Focus Comprehension Focus


Poppleton Has Fun/Level J Retelling Retell (Stop, Think, Paraphrase)
DAY 1 DAY 2 DAY 3
1. Book Introduction 1. Introduce Next Section
1. Writing Prompt
3–4 minutes 1–2 minutes
Synopsis: Poppleton realizes that when he New sewing soak n B-M-E
is with his friends he always has Vocabulary n Problem-Solution
fun. (4 steps) quilt trousers n Five-Finger Retell
n SWBS
New Vocabulary Observation/Assessments: n Character Analysis
certainly ordered n Ask and answer questions
1. Define
2. Connect n Event—details
3. R
 elate to Book share stretch n Key word summary
4. Turn & Talk n Compare/Contrast
n Cause-effect
Model Strategy: n V.I.P.
n New facts you learned
Use it in a sentence. n Other: ___________________

2. Read With Prompting 10–15 minutes 2. Plan 3–5 minutes


Monitoring and Fluency Prompt "Poppleton Has Fun" consists of
Word-Solving Prompts n Read it like the character would say it. three separate stories. Compare
n Does that make sense? Comprehension Prompts and contrast the different stories.
n Reread and sound the first part. n What did you read? What problems does Poppleton
n Read on. What would make sense? n W
 hy did the character say (or do) that? face? How do his friends help
n C
 heck the middle (or end) of the word. n W
 hat was important on this page? Why? him? How does he feel? Write
n Break the word apart. n What caused _______? about a time when a friend
n D
 o you know a word with this part n What are you thinking? helped you with something and
in it?
n What question do you have? how that made you feel.
n How can you figure out that word?

3. Discussion Prompt 3–5 minutes


Why didn't Poppleton enjoy his movie How did this story teach you about the
experience? How do you think he felt? importance of friendships?

4. Teaching Points for Transitional Readers 1–2 minutes 3. Write 15–17 minutes

* Find the oval tool in comments/markup tools.


Word-Solving Vocabulary Fluency Examples: Observations and Teaching Points:
Strategies Strategies
n Phrasing
n Sound 1st part n Look for clues Reread pg. 29
n Expression
n Endings n C
 heck the
n Dialogue
like the
picture
n Use known
n U
 se a n Punctuation character. Pay
part
known part n Bold words careful attention
n Use analogies n M
 ake a
connection
to dialogue,
n Break big word
n Substitute a word punctuation,
n Use the glossary and expression.
5. Word Study for Day 2 3–5 minutes (optional on Day 1 if time allows)
n Sound boxes saw, law, claw, thaw, drawn, crawling
n Analogy charts
n Make a big word
new, flew, crew, threw, chewed, unscrewed
Next Focus: Students to assess
6. 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 313
Teacher Notes—Transitional Readers (Levels J–P)
Dates: Observations Next Steps

Student __________________________ Monitor for Meaning


Word Solving
Fluency
Vocabulary
Retell
Comprehension

Student __________________________ Monitor for Meaning


Word Solving
Fluency
Vocabulary
Retell
Comprehension

Student __________________________ Monitor for Meaning


Word Solving
Fluency
Vocabulary
Retell
Comprehension

Student __________________________ Monitor for Meaning


Word Solving
Fluency
Vocabulary
Retell
Comprehension

Student __________________________ Monitor for Meaning


Word Solving
Fluency
Vocabulary
Retell
Comprehension

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

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