Transitional Guided Reading Plan

Date:
4/11/16

Title:
Night Noises

Day 1
1. Introduction

Gist
statement:

New
Vocab:

Reread First Grade Bunny,

have The student provide fivefinger retell. New book
introduction Night Noises.
Have The student make
predictions before we read.

Level:

Strategy Focus:
comprehension

Day 2

Day 3

1. Continue Reading

1. Reread the book for fluency

Observations:

Observations:

(5 min) OPTIONAL

noises

2. Teaching Points: Choose 1 or 2 each day

Comprehension Strategies:

Vocabulary Strategies:
Reread the sentence and look for clues
Check the picture or visualize
Use a known part (compound words)
Use the glossary

Fiction
Nonfiction:
BME
Recall information
SWBS
Write key words
5-finger retell
Compare/Contrast
Compare
Ask questions
characters
Character feelings
Summarize
Flag VIP
Main idea/Details
Fluency & Phrasing:
Phrasing
Attend to bold words
Dialogue, intonation, expression
Attend to punctuation

3. Discussion Prompt

3. Discussion Prompt

Decoding Strategies:
Reread & think what would make sense
Cover (or attend to) the ending.
Use a known part (shouted)
Use analogies (saw jaw)
Chunk big words (re-mem-ber)

2. Guided Writing
(15-20 min)
BME
Problem-Solution
5-finger retell
Compare/ Contrast
SWBS
Character Analysis
Event detail
Key word summary
Other: __________________________

Writing: Create a sentence using a

word that has the letters oi in it. Pay
attention to capitalization.
I hear noises in the classroom.

The word noise has oi in it, what do

those letters together make? What
other words have oi in them?

4. Word Study (if appropriate)

Sound
boxes:

Oi- noises, boil, soil,

spoil

4. Word Study (if appropriate)

Sound
boxes:

Instructions: Type in the green shaded areas as needed. Then print to use when teaching.
Adapted by Nathan Elliott from: Richardson, J. (2009). The next step in guided reading : focused assessments and targeted lessons for helping every student become a better reader . New York: Scholastic Inc.

Analogy:
Make a big
word:

Analogy:
Make a big
word:

Name/Date: __Christine Crowe______________

Lesson #: ____5___
1. Content Standard(s) addressed by this lesson:

Kindergarten: Standard 2.3.d.iv

Second Grade: Standard 2.1.a.i, 2.1.a.iv, 2.3.a.ii, 2.3.b.iv

2. ABCD Objective (Use Evidence Outcomes from the standard as a starting

point)
Create your lesson objective for the focus of the guided reading lesson for the week (e.g.
word work for March 7-11)
After rereading First Grade Bunny, The student will be able to provide me with all the
elements of the five finger retell. After reading Night Noises, and doing word work on oi
words, The student will be able to tell me what the vowel pattern oi sounds like, and give
examples of words that use oi.
3. Attach written/typed lesson plan either from the The Next Step in
Guided Reading text, or an approved format.
4. Lesson Reflection:
1. To what extent were lesson objectives achieved? (Utilize running record data
to justify the level of achievement)
The objectives of this lesson were achieved in that The student was able to provide me
with an accurate five finger retell. She does still need guidance when trying to figure out
the events and setting potions of the five finger retell, but she is able to provide the rest
on her own. This shows me that her comprehension is improving.
1. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
I think this lesson went very well, and do not think I would change anything if I were to
do it again!
1. What do you envision for the next lesson? (Focus on next steps that align with your
evidence outcome. For example: Next week for word work, I will)
For next time, I am going to introduce a higher level book with more words on each page.
I think she has proven herself ready, and am interested to see how she does at the next
level.

Instructions: Type in the green shaded areas as needed. Then print to use when teaching.
Adapted by Nathan Elliott from: Richardson, J. (2009). The next step in guided reading : focused assessments and targeted lessons for helping every student become a better reader . New York: Scholastic Inc.