1

Alphabet Chart

Aa Bb Cc Dd Ee

Ff Gg Hh Ii Jj

Kk Ll Mm Nn Oo

Pp Qq Rr Ss Tt

Uu Vv Ww Xx Yy

Zz
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Letter/Sound Check List
Directions: Highlight the letters and sounds the student knows.

Student ________________________

Letters:
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
a b c d e f g h i j k l m n o p q r s t u v w x y z

Sounds:
a b c d e f g h i j k l m n o p q r s t u v w x y z

---------------------------------------------------------------------------------------------------------------------

Student _______________________

Letters:
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
a b c d e f g h i j k l m n o p q r s t u v w x y z

Sounds:
a b c d e f g h i j k l m n o p q r s t u v w x y z

---------------------------------------------------------------------------------------------------------------------

Student _______________________

Letters:
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
a b c d e f g h i j k l m n o p q r s t u v w x y z

Sounds:
a b c d e f g h i j k l m n o p q r s t u v w x y z

---------------------------------------------------------------------------------------------------------------------

Student _______________________

Letters:
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
a b c d e f g h i j k l m n o p q r s t u v w x y z

Sounds:
a b c d e f g h i j k l m n o p q r s t u v w x y z
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Pre-A Lesson Plan
Students __________________________________ Date ___________ Lesson #____

Activity Options * Observations/Notes

Eight Ways of Working With Letters

Letter Activity: #______________

Letter formation: ______________

Working with Names (Choose 1)

 Use name puzzles.

 Make names out of magnetic letters.

 Do rainbow writing with names.

Working with Sounds (Choose 1)

Clapping syllables 1 2 3

Rhyming words _____________________

Picture Sorts _______________________

Working with Books

Do shared reading with a level A book. Encourage Title: __________________________
oral language and teach print concepts (choose one or
two): Observations:____________________
 Concept of a word (students frame each word
in a sentence) _______________________________
 First/last word (students locate in text)
 Concept of a letter(students frame a letter or _______________________________
count the letters in a word)
 First/last letter (students locate in text) _______________________________
 period (students locate in text)
 capital/lower case letters (students locate in _______________________________
text)

Interactive Writing & Cut-Up Sentence

Sentence:
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Emergent Guided Reading Lesson Plan

Title _________________________________ Level _______ Lesson #____

Day 1 Date: Day 2 Date:

Sight word review-writing Sight word review-writing
________ ___________ __________ ________ ________ ________
Introduce New Book This book is called…and it’s Rereading of Yesterday’s Book (and
about________________________________ other familiar books)
Observations:
________________________________________

________________________________________

New vocabulary: __________________________

Text Reading With Prompting:
 Check the picture. What would make sense?
 Get your mouth ready for the first sound.
 Get your mouth ready and check the picture.
 Could it be _____ or _____?
 Show me the word _____.
 Check the word with your finger. Are you right?
 Try reading without pointing.
 How would the character say that? (expression)

Teaching Points After Reading (choose one or two each day):

 One-to-one matching (At level C, discourage pointing.)
 Use picture clues (Meaning)
Monitor with known words
 Get mouth ready for initial sound
 Cross-check picture & 1st letter
 Visual scanning (check the word left to right)
 Fluency and expression

Discussion Prompt (if appropriate): Discussion Prompt (if appropriate):

Teach 1 Sight Word:_________________ Teach Same Sight Word:_______
What’s missing? What’s missing?
Mix & Fix Mix & Fix
Table writing Table writing
Writing on a whiteboard Writing on a whiteboard
Word Study (Choose 1): Guided Writing: Dictated or open-ended
sentence
 Sound sorts: __________________________________

 Making words: ________________________________

 Sound boxes: _________________________________

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Early Guided Reading Lesson Plan

Title: ______________________ Level: ______ Strategy Focus: ________________ Lesson #____

Day 1 Date: _________ Day 2 Date: _________
Sight-Word Review-Writing (optional) Sight-Word Review-Writing
__________ __________ __________ _________ _________ _________
Introduction of New Book: This book is called … Continue Reading Yesterday’s Book
(and other familiar books)
and it’s about______________________________ Observations:

_________________________________________

_________________________________________

New vocabulary: __________________________

_________________________________________
Text Reading With Prompting
 Check the picture. Does it look right and make sense? Reread the sentence.
 Check the end (or middle) of the word. What would look right and make sense?
 Cover the ending. Is there a part you know?
 Break the word into parts.
 Do you know another word that looks like this one?
 What can you try? What can you do to help yourself?
 Put some words together so it sounds smooth. (fluency)
 Read it like the character. (expression)
 What did you read? What’s the problem? How might they solve it? (comprehension)
Select one or two teaching points each day after reading.
Word-solving strategies: Fluency & Expression:
 Monitor  Attend to bold words
 Reread at difficulty  Reread page ______ for expression
 Attend to endings Comprehension
 Use known parts  Recall information
 Contractions  Retell events in sequence
 Use analogies  Five-finger retell
 Chunk big words  Discuss characters’ feelings
Discussion Prompt: Discussion Prompt:

Teach 1 Sight Word: (optional after level E)

What’s missing? Mix & Fix Table Writing Whiteboard
Word Study (choose 1): Guided Writing:
 Sound sorts: ________________________________

 Making words: ______________________________

 Sound boxes: _______________________________

 Analogy Chart: ______________________________

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Transitional Guided Reading Lesson

Title: __________________ Level: ___ Strategy Focus: _______ Lesson #____

Day 1 Date______________ Pages__________ Day 2 Date______________ Pages_________

Introduce New Book: This book is about Continue reading the book. You will read about

________________________________________ ___________________________________________

________________________________________ ___________________________________________

___________________________________________

New vocabulary: _________________________ New vocabulary: ____________________________

Text Reading With Prompting (Use the prompts that are appropriate for each student.)
Teaching Points: Choose 1 or 2 each day (decoding, vocabulary, fluency, and/or comprehension)
Decoding strategies: Fluency & Phrasing
 Reread & think what would make sense.  Phrasing.
 Cover (or attend to) the ending.  Attend to bold words.
 Use analogies.  Dialogue, intonation & expression.
 Chunk big words.
Vocabulary Strategies Comprehension: (oral)
 Reread the sentence and look for clues.  B-M-E  Five-finger Retell
 Check the picture.  S-W-B-S  Describe a character’s feelings
 Use a known part. Other:
Discussion Prompt: Discussion Prompt:

Word Study (if appropriate) Word Study (if appropriate)

Sound boxes~Analogy chart~Make a big word Sound boxes~Analogy chart ~Make a big word

Day 3 Reread the book for fluency (5 min.) and/or Guided Writing (15 - 20 min.)

Beginning-Middle-End Five-finger retell Somebody-Wanted-But-So (SWBS) Character Analysis

Problem – solution Compare or contrast Other: ______________________________________

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Fluent Guided Reading Lesson Plan (Day 1)

Title:_______________________Level:___ Strategy Focus: ______________Lesson #___

Date: ______________ Pages read: ____________

Before Reading (5 minutes)
This book is about ____________
___________________________
___________________________
___________________________
__________________________
Preview & predict
New Vocabulary for Day 1:
___________________________
___________________________
___________________________
___________________________
___________________________
Read & Respond (10 minutes)
Model Strategy
____________________________
____________________________
____________________________
Observations
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
After Reading (5 minutes)
Discussion and teaching points
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Words for the New Word List:
1._________________________
2._________________________

Possible Teaching Points for Fluent Guided Reading

Decoding Comprehension - fiction
 Reread & think  Retell – STP, VIP
 Cover the ending  Visualize
 Use known parts  Predict & support
 Chunk big words  Make connections
 Connect  Character traits
Vocabulary  Ask questions
 Use context clues  Determine Importance
 Use pictures or  Summarize by chapter
visualize  Cause and effect
 Use a known part  Character analysis
 Make a connection  Make inferences –
 Use the glossary (from dialogue, action,
or physical
description)
Comprehension - nonfiction Comprehension - poetry
 Retell - STP  Clarify
 Ask questions  Visualize
 Summarize w/key words  Make connections
 Main Idea/Details  Ask literal questions
 Important/Interesting  Summarize
 Interpreting visual information  Ask inferential
(maps, charts) questions
 Contrast or Compare  Make inferences
 Cause/Effect  Draw conclusions
 Draw conclusions  Interpret author’s
 Evaluate- fact/opinion, author’s point purpose
of view  Figurative language
 Reciprocal teaching (simile, metaphor,
 Other:_________________________ personification, etc.)
 Reciprocal teaching
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Fluent Guided Reading Lesson Plan (Continued)

Date _____________ Pages read___________

Before Reading (5 minutes) Read & Respond (10 minutes) After Reading (5 minutes)
This book is about ____________ Observations Discussion and teaching points
____________________________ __________________________
___________________________
____________________________ __________________________
___________________________
____________________________ __________________________

New Vocabulary: ____________________________ __________________________

___________________________
____________________________ __________________________
___________________________
____________________________ Words for the New Word List:
___________________________
____________________________ 1._________________________
___________________________
____________________________ 2._________________________

Date _____________ Pages read___________

Before Reading (5 minutes)
This book is about ____________
___________________________
___________________________
Read & Respond (10 minutes)
Observations
____________________________
____________________________
____________________________
After Reading (5 minutes)
Discussion and teaching points
__________________________
__________________________
__________________________

New Vocabulary: ____________________________ __________________________

___________________________
____________________________ __________________________
___________________________
____________________________ Words for the New Word List:
___________________________
____________________________ 1._________________________
___________________________
____________________________ 2._________________________
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Prompts for Guided Reading
Use the following prompts when working with individual students. The areas are listed in a hierarchy of
processing. Attend to monitoring, decoding and fluency before you prompt for vocabulary and
comprehension.

Helping students self-monitor:

 Are you right? (Ask this question even when the student is correct.)
 Does that make sense? If the student says, “Yes,” reread the sentence the way the
student read it and ask again, “Does that make sense? Try that again and see if you can
fix it to make sense.”
 Does it look right? Check it with your finger.
Helping students decode unknown words:
 Sound the first part and check the picture. What would look right and make sense?
 Cover the ending. Is there a part you know that can help?
 Can you break it into parts? (Chunk it.)
 Reread the sentence and think what would make sense.
 Do you know another word that looks like this one?
Helping students read with fluency and phrasing:
 Try reading it without pointing.
 How would the character say that? Can you read it like you’re talking?
 Put some words together so it sounds smooth.
 The teacher uses his or her fingers to frame 2-3 words at a time, helping the student read
in phrases.
 The teacher slides his or her finger over the words to push the student’s eye forward.
 The teacher reads with the student to model expression and intonation.
Helping students understand the meaning of words (vocabulary):
 Is there a word you don’t understand?
 Do you know what that word means? (Teacher points to the new word.)
 Have you heard that word before?
 Teacher uses the word in a sentence.
 Are there any clues in the sentence or picture to help you?
 Do you know a word that is similar? (ex. introduction/introduced)
Helping students comprehend the text:
 What is happening on this page? What happened at the beginning of the story? (retell)
 Is there a confusing part? What don’t you understand? (clarify)
 What is the most important idea or event? (determining what is important)
 Can you summarize what you read in one sentence? (summarize)
 Can you ask a question about what you read? (question, clarify)
 What do you think might happen next? Why do you think that?
 What are you thinking now? (think aloud)
 What are you thinking about the character? What might the character be thinking or
feeling right now? (inference)
 Why do you think the character did (or said) that? (inference, cause-effect)
 How do you think the character feels now? (inference)
 What was the effect of . . .? What do you think caused that to happen? (cause-effect)
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Reading Workshop Contract

Name ______________________________________ Date _________________________

Literacy Activity #1 Literacy Activity #2

Monday  guided reading  guided reading

Independent Reading  writing  writing

Title:_________________  word study  word study
Pg. _____ to _______  other:______________  other:______________
Tuesday  guided reading  guided reading
Independent Reading  writing  writing
Title:_________________  word study  word study
Pg. _____ to _______  other:______________  other:______________
Wednesday  guided reading  guided reading
Independent Reading  writing  writing
Title:_________________  word study  word study
Pg. _____ to _______  other:______________  other:______________
Thursday  guided reading  guided reading
Independent Reading  writing  writing
Title:_________________  word study  word study
Pg. _____ to _______  other:______________  other:______________
Friday  guided reading  guided reading
Independent Reading  writing  writing
Title:_________________  word study  word study
Pg. _____ to _______  other:______________  other:______________
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Class Progress Chart (Put in landscape layout)

Pre-
Name A A B C D E F G H I J K L M N O P Q R S T U
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
End of Year
Benchmark K 1st 2nd 3rd 4th
OPTIONAL PAGE

READING BUDDY
STRATEGIES

PAUSE
Wait five (5) seconds
1…..2…..3…..4…..5
Let your Buddy finish the
sentence

PROMPT
“Try it. What would make
sense?
“Reread the sentence.”
“Look at the picture.”
“Is there a part in the
word that you know?”
“Can you break the word
into parts?”

PRAISE
“That was a good try!”
“I like the way you tried
something!”
“You are close!”
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