Guided Reading Lesson Plan

Title: Level:

Teaching Ex. Good readers form new and longer words by combining two
common words together.
Point/Strategy:

Before Reading
(Most important day
1):
Title, setting, and characters

Prior knowledge
(What do students need to know
in order to read this story?)

Define problem or plot in the

story

(A-J) Structure of the text

(The story goes like this…)

Tricky parts (vocabulary

definitions, literary devices, new
punctuation)
Mini Lesson: Share Teaching Point: Good readers ___________ by
___________.
Teaching point or strategy to
pursue while reading

Model Teaching Point:

Today and everyday good readers:

During Reading:
Monitor reading and
application of strategy

Prompt as needed

If student struggles
significantly with new
strategy, return to INM/GP
After Reading:
Questions/discussion ideas
for after the reading that
relates back to the teaching
point.

Sample Guided Reading Lesson Plan

Title: Anna's Magic Coat
Level: J
Teaching Good readers describe a character by looking at
Point/Strategy: what the character says.

Before Reading
(Most important day Anna and the Magic Coat: Anna, Oma, Opa.
1): Grandma's house to school picnic.
Title, setting, and characters

Prior knowledge
(What do students need to know
in order to read this story?)
Define problem or plot in the
story
Have your plans ever been interrupted by rain? How
did you feel? Did you wish you had something
special to protect you from the rain?
Anna is supposed to go to the school picnic, but it
looks like it is going to rain!

(A-J) Structure of the text
(The story goes like this…)
Tricky parts (vocabulary
definitions, literary devices, new
punctuation)
There are a lot of compound words in this story: P. 8,
cupcake, P.7 whoever, P.9 without. Don’t forget to
read on word then they other and then put together.
Tricky words: P. 5 murmered, P.6 lightning, P.8
through

Mini Lesson: Share Teaching Point: Good readers describe a

Teaching point or strategy to
pursue while reading
character by looking at what the character says.
Model Teaching Point: Remember this morning when
we were reading Alexander and the No Good, Very
Bad Day. Remember we how we decided that he
was grumpy by looking at the things he said. He
said things like, “I hate him.” And “That’s not fair!”
We noticed that he said a lot of complaints and that
made us realize that he was grumpy or rude. It was
by looking at the things he said that made us realize
we could describe him as grumpy.

Quick Check for Understanding: If a character says,

“I love going to art museums,” and “I love to build
birdhouses.” How could we describe this person?

Link: Today and everyday, good readers find

character traits by looking at what characters say.
During Reading:
Monitor reading and
application of strategy

Prompt as needed

If student struggles
significantly with new
strategy, return to INM/GP
After Reading: How would you describe Anna in the beginning of the
Questions/discussion ideas story when she says things like: “Cloud be gone!” “I
for after the reading that hope it doesn’t rain!”
relates back to the teaching How would you describe her at the end of the book?
point.
Why do you think that?