Emergent Guided Reading Lesson Plan - Weebly



Nonfiction Flexible Small Group Reading Lesson Plan

(DRA2 Levels 16, 28, 38, 40)

|Group Members: Date: |

|Familiar Reading (Quick 3-5 minutes prior to the reading lesson-notice fluency rate, phrasing, using punctuation, etc.) |

|Focus Student (running record on previous day’s new book):______________________ |

|Letter/Word Study: High Frequency or Taking Words Apart (link to text) Choose 2 or 3 |

|Locate _____________________________________________ |

|Break words apart____________________________________ |

|Make with magnetic letters _____________________________ |

|Write with dry erase__________________________________ |

|Cut up word/sentence _________________________________ |

|Analogies___________________________________________ |

|Sorts______________________________________________ |

|Focus Book (new book or familiar book used for a different focus)(Gradual release of responsibility): |

|Title:___________________________________ Level:_________ |

|Introduction of the new book: |

|Say the title out loud |

|Search for information in the cover and the title page |

|Activate schema (prior knowledge) |

|Text features (table of contents, headings, charts, tables, maps, glossary, bold words, diagrams, etc.) |

|Remind child of their individual goal as a reader (specific) |

|Each child reads book individually |

|Strategy Focus: (choose one as well as reviewing or monitoring other focuses ) |

|Solving Words |

|Solves unknown words in flexible ways (onset/rime, syllables, word chunks, analogies, notice vowels, spelling patterns, word sorts, etc.) |

|Uses word meanings to solve unknown words (prefixes, suffixes, roots, and compound) |

|Builds vocabulary through reading a variety of text (understanding the meaning of unknown words by using context clues, synonyms, antonyms, schema) |

|Monitoring and Correcting |

|Support and reinforce self-corrections of miscues |

|Searching for and Using Information |

|Reads and uses punctuation to help support comprehension |

|Retell/Summarizing |

|Retells the ideas and facts presented in the text |

|Identifies important information (key ideas and facts) |

|Retells information in a logical order |

|Uses key vocabulary/language from the text |

|Refers to the text for specific information |

|Use of graphic organizers to keep track and present facts and ideas |

|Use heading to organize a summary of informational/nonfiction text |

|Maintaining Fluency |

|Uses longer and more meaningful phrases with appropriate expression |

|Adjusting Predictions |

|Model and support making predictions (predictions based on title, table of contents, what already read) |

|Other |

|Make connections (text to text, text to self, text to world) |

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