Pre-A Lesson Plan
Fluent Guided Reading Lesson Plan
Title:________________________Level:___ Strategy Focus: _____________Group:______
Day 1 Date: __________
|Before Reading (5 minutes) |Read & Respond (10 minutes) |After Reading (5 minutes) |
|This book is about ____________ |Model Strategy (Comp. or Voc.) |Discussion and teaching points |
|_________________________ |____________________________________________________ |_____________________________ |
|_________________________ |____________________________________________________ |__________________________________________________|
|_________________________ |____________________________________________________ |________ |
|_________________________ |Observations & Scaffolds |________________________________________________ |
|Preview & predict (the entire book): |____________________________________________________ |________________________________________________ |
|______________________________ |____________________________________________________ |_______________________ |
|______________________________New Vocabulary for Day|__________________________ |________________________ |
|1: |__________________________ | |
| | |Words for the New Word List: |
|p. ___ __________________ | |1._________________________ |
|p. ___ __________________ | |2._________________________ |
|p. ___ __________________ | | |
|p. ___ __________________ | | |
|p. ___ __________________ | | |
Day 2 Date: __________
|Before Reading (3 minutes) |Read & Respond (12 minutes) |After Reading (5 minutes) |
|Preview new text portion: |Observations & Scaffolds |Discussion and teaching points |
|Today you will read to find out |____________________________________________________ |____________________________ |
|__________________________________________________ |____________________________________________________ |____________________________ |
|__________________________________________________ |__________________________ |____________________________ |
|______________________________ |____________________________________________________ |________________________________________________ |
|New Vocabulary for Day 2: |____________________________________________________ |________________________________________________ |
|p. ___ ___________________ |____________________________ |________________________ |
|p. ___ ___________________ |____________________________ |Words for the New Word List: |
|p. ___ ___________________ |____________________________ |1._________________________ |
|p. ___ ___________________ | |2._________________________ |
|p. ___ ___________________ | | |
Possible Teaching Points for Transitional and Fluent Levels (J+) – See handbook for more ideas.
|Decoding |Vocabulary |Comprehension - fiction |Comprehension - nonfiction |
|Reread & sound 1st part & make|Use context clues |STP |STP (Stop-Think-Paraphrase) |
|sense |Use pictures or visualize |VIP |Fact-Question |
|Attend to endings |Use a known part |Retell story (5 finger) |Summarize w/key words |
|Use known parts |Make connections to known words|Visualize |Main Idea/Details |
|Contractions | |Predict & support |Important/Interesting |
|Use analogies | |Make connections |Interpreting visual information (maps, charts) |
|Chunk big words | |Character traits |Ask questions |
| | |Ask questions |Contrast or Compare |
| | |Summarize by chapter |Cause/Effect |
| | |Make inferences – |Evaluate- fact/opinion, author’s point of view |
| | |(from dialogue, action, or |Figurative language: ___________________ |
| | |physical description |Other:_______________________________ |
Lesson Plan for Transitional/Fluent Guided Reading – back side
Day 3 Date: __________
|Before Reading (3 min.) |Read & Respond (12 minutes) |After Reading (5 minutes) |
|Preview the new portion of text |Observations & Scaffolds |Discussion and teaching points |
|Today you will read to find out |____________________________ |____________________________ |
|______________________________ |__________________________ |________________________________________________|
|___________________________ |__________________________ |________ |
|____________________________________________________|__________________________ |_______________________ |
|_____________________________ |__________________________ |_______________________ |
|______________________________ |__________________________ |_______________________ |
|New Vocabulary for Day 3 |__________________________ |_______________________ |
|p. __ ____________________ |__________________________ |____________________________Words for the New |
|p. __ ____________________ |__________________________ |Word List: |
|p. __ ____________________ |__________________________ |1.______________________ |
|p. __ ____________________ |__________________________ |2.______________________ |
Day 4 Date: __________(Not every guided reading book will take four days to read; some will take longer.)
|Before Reading (3 min.) |Read & Respond (12 minutes) |After Reading (5 minutes) |
|Preview the new portion of text |Observations & Scaffolds |Discussion and teaching points |
|Today you will read to find out |__________________________ |____________________________ |
|_____________________________ |__________________________ |_______________________ |
|____________________________________________________|__________________________ |_______________________ |
|____________________________________________________|__________________________ |_______________________ |
|____ |__________________________ |_______________________ |
|______________________________ |__________________________ |____________________________ |
| |__________________________ | |
|New Vocabulary for Day 4 |__________________________ | |
|p. __ ___________________ |__________________________ |Words for the New Word List: |
|p. __ ___________________ |__________________________ |1.______________________ |
|p. __ ___________________ |__________________________ |2.______________________ |
|p. __ ___________________ |__________________________ | |
Optional Guided Writing (If appropriate): After students finish reading the book, help them expand their understanding of the text by writing with the teacher’s support for 20 minutes. Recommended for struggling writers.
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
|Options for Fiction Texts |Options for Nonfiction Texts |Options for Poetry |
|Retelling (BME or 5 finger). |Biography – Character analysis, bio poem, |Connections – text to self, text to text, text|
|Event/Detail- from the Beginning, Middle and End. |compare/contrast, Event/Contribution to society. |to world. |
|Problem/Solution. |Descriptive Text – Key idea poem, key idea summary, |Microthemes – Explain one theme of the poem. |
|Character Analysis (trait – example) – combine with |main idea/details, chapter summary. |Literal/figurative meaning. (This is what the |
|BME to show how character changes in the story. Only |Historical Text – Cause/Effect (2 paragraphs), Key idea|poem says; This is what the poem means.) |
|works with dynamic characters. |poem, key idea summary, important event/details, |Explain the meaning of some aspect of |
|Microtheme – Write a paragraph about a message (theme)|chapter summary. |figurative language. |
|in the book. |Scientific Text – compare/contrast (2 paragraphs), main|Interpreting author’s bias: Why did the poet |
|Alternate ending |idea/details, chapter summary, cause/effect. |write this poem? |
|Summarize one chapter | |Other: ___________________ |
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