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Early Guided Lesson Plan (Levels D-I): Day 1

Student: Hamza
Grade: 1st
Date: Feb. 26
Strategy Focus: Monitor and Decode
Observations
BEFORE
READING

Sight-Word Review-Writing (Use Fry list data)


The, Of, And, A, To, In, Is, You,
That, It, He, Was, For, On, Are
Book Title:
Biscuit and the Baby

Guided Reading Level:


F

Book introduction:
This book is called Biscuit and the Baby and its about a
puppy that wants to meet a new member of his family. You
are going to read about what Biscuit does in the mean time
until he can meet the new family member.

DURING
READING

New vocabulary: Rattle (11), Silly (13), Waa! (18)


Prompts for Early Readers (HIGHLIGHT all that
apply to this specific lesson):
Check the picture. Does it look right and make sense? Reread and think
about the story.
What can you do to help yourself figure out that word?
Check the end (or middle) of the word. What would look right and make
sense?
Cover the ending. Is there a part you know? Try that again and think
what would make sense.
Chunk the word and think what would make sense.
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)
Try reading that like the character would say it. (expression)
What is happening in the story? What is the problem? How might they
solve the problem? How does the character feel now? (comprehension)

AFTER
READING

Teaching Points (use anecdotal notes to


select one or two teaching points each day;
HIGHLIGHT all that apply to this specific
lesson): See pgs. 119-123 for detailed explanations of
procedures.

Word-solving
strategies:

Fluency:

Monitor with meaning


Monitor with letters and
sounds (visual)
Reread at difficulty
Attend to endings
Use known parts
Chunk big words
Break down contractions
Use analogies

Attend to bold words


Reread for expression

Comprehension:

not end of the chapter literal questions):

- Picture-Walk: Hamza trying to read the print to


guess what was going to happen.
- Related the new word rattle to a maraca, which
he is already familiar with as well as asking if
this would be something his baby sister has.
- Booties was an unknown term. I asked him
chunk the word to break it down into segments
so he was able to come up with correct term.
- Throughout the first couple pages, I noticed
lack of expression (very monotone). Suggested
he reread to follow the punctuation and how the
character would say/sound if it were them
reading.

- After reread, Hamza stated the book was funny


and a good book because he got to pretend to be
a baby and be a puppy during the book.
- Was able to conquer the tough words without
relying on my support when rereading a difficult
passage.
- Do to time-restriction, unable to work on his
comprehension (hopefully can focus on day 2).

How do you think the main character feels now?


- Happy. I think that the puppy is very happy at
the end of the story because he meet the baby
and he wanted to meet the baby the whole story.

(Use Fry list data and 4 part

that

procedure on GR page 124)

- Immediately excited to read the book because


he is familiar with books about Biscuit the dog.

Recall information
Retell story (B-M-E)
Summarize story (SWBS)
Five finger retell
Problem-solution
Discuss characters feelings

Discussion Prompt (higher-level, open ended;

Teach Sight Words

+The +Of +And +A +To +In +Is +You


-That +It +He +Was +For +On +Are
Spelt that originally as tat, self-corrected after
going through the remaining words on the list

Whats missing

Table writing
Rev., Fall 2013

Spelling
stage
(highlight)
LNA
WW
SA

Mix and fix

Whiteboards
Word Study (Use WTW resources; Data driven by
Primary Spelling Assessment):

N/A

N/A

The Next Step in Guided Reading 2009 by Jan Richardson. Scholastic Professional p. 114

Rev., Fall 2013

Early Guided Lesson Plan (Levels D-I): Day 2


Student: Hamza
Grade: 1st
Date: Feb.
27
Strategy focus: Retelling
Observations
BEFORE
READING

DURING
READING

Sight-Word Review-Writing (Use Fry list


data)
As, With, His, They, I, At, Be, This,
Have, From, Or, One, Had, By, Word
Other:
That
Continue reading or rereading portions of
book from previous session. Make sure to
include observations.

+As +With +His +They +I +At +Be +This


+Have From Or +One +Had By +Word
- Silently restates words and stretches it out
himself before attempting to write anything
- form from, r(reversed)o or, bie by

Prompts for Early Readers (HIGHLIGHT all


that apply to this specific lesson):
Check the picture. Does it look right and make sense? Reread and

- Coaxed him to reread and include emotion


within his voice (similar to the first day),
which he then read following all the cues of
punctuation.

think about the story.


What can you do to help yourself figure out that word?
Check the end (or middle) of the word. What would look right and
make sense?
Cover the ending. Is there a part you know? Try that again and think
what would make sense.
Chunk the word and think what would make sense.
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)
Try reading that like the character would say it. (expression)
What is happening in the story? What is the problem? How might they
solve the problem? How does the character feel now? (comprehension)
AFTER
READING

Teaching Points (use anecdotal notes to


select one or two teaching points each day;
HIGHLIGHT all that apply to this specific
lesson): See pgs. 119-123 for detailed explanations of
procedures.

Word-solving
strategies:

Monitor with meaning


Monitor with letters and
sounds (visual)
Reread at difficulty
Attend to endings
Use known parts
Chunk big words
Break down
contractions
Use analogies

Fluency:

Attend to bold words


Reread for expression

Comprehension:

Recall information
Retell story (B-M-E)
Summarize story (SWBS)
Five finger retell
Problem-solution
Discuss characters feelings

Discussion Prompt (higher-level, open


ended; not end of the chapter literal
questions):

- Reread book from start to finish with a


monotone voice

- Read: Oh no, Biscuit. Those boots are not


for you. Woof, woof. Book States: Oh no,
Biscuit. Those booties are for the baby. Woof,
woof!Had Hamza reread to correct himself
-Skipped a page, but realized it and went back
and read the missed page before continuing.

-Able to recall events in the order of


occurrence:
B: Biscuit wanted to meet the baby
M: Biscuit was barking and he woke the baby
and then he got scared because the baby
was
crying
E: In the end, Biscuit got to meet the baby
- Reread with expression second time and was
very mindful to how the characters would
sound and mindful of the punctuation within
the text.

Why do you think Biscuit wanted to meet the


baby?
- I think that Biscuit wanted to meet the baby
because he just wanted to have a new friend.

Teach Sight Words

(Use Fry list data and 4 part


procedure on GR page 124)

Review Day One: That


New Words: From, Or, By

Whats missing
Mix and fix

Table writing
Whiteboards
Rev., Fall 2013

Word Study

(Use WTW resources; Data driven by


Primary Spelling Assessment):

N/A

N/A
Guided Writing (dictated or open-ended sentence):
I want it to stop snowing.

I want it to stop snowin.

The Next Step in Guided Reading 2009 by Jan Richardson. Scholastic Professional p. 114

Early Guided Lesson Plan (Levels D-I): Day 1


Student: Hamza
Grade: 1st
Date: March 5
Strategy Focus: Decoding Comprehension
Observations
BEFORE
READING

Sight-Word Review-Writing (Use Fry list data)


But, Not, What, All, Were, We, When, Your, Can Said
Guided Reading Level:
Book Title:
I Lost My Tooth!
F
Book introduction:
This book is called I Lost My Tooth! and it is about a puppy
dog who is about to lose his first tooth. You are going to
read about what happens with this loose tooth.

DURING
READING

New vocabulary: Loose (4), Camera (15), Picture (18)


Prompts for Early Readers (HIGHLIGHT all that
apply to this specific lesson):
Check the picture. Does it look right and make sense? Reread and think
about the story.
What can you do to help yourself figure out that word?
Check the end (or middle) of the word. What would look right and make
sense?
Cover the ending. Is there a part you know? Try that again and think
what would make sense.
Chunk the word and think what would make sense.
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)
Try reading that like the character would say it. (expression)
What is happening in the story? What is the problem? How might they
solve the problem? How does the character feel now? (comprehension)

AFTER
READING

Teaching Points (use anecdotal notes to


select one or two teaching points each day;
HIGHLIGHT all that apply to this specific
lesson): See pgs. 119-123 for detailed explanations of
procedures.

Word-solving
strategies:

Monitor with meaning


Monitor with letters and
sounds (visual)
Reread at difficulty
Attend to endings
Use known parts
Chunk big words
Break down contractions
Use analogies

Fluency:

Attend to bold words


Reread for expression

Recall information
Retell story (B-M-E)
Summarize story (SWBS)
Five finger retell
Problem-solution
Discuss characters feelings

Comprehension:

Discussion Prompt (higher-level, open ended;

not end of the chapter literal questions):

+But +Not +What +All +Were +We Wen


+Your +Can +Said
- Went back and self-corrected were and your
after moving on to the next word in the set

- During the picture-walk: Hamza did not use


the text to predict what would happen in this
story.
- While identifying the new vocabulary: Hamza
began to use the skill I taught him of covering
up part of the word to help break it down.
- Read with phenomenal expression! Mentioned
to me, he has been working at home with his
mom to do this more during our sessions.
- Read I hope she comes to take it when the
sentence was I hope she comes tonight. So, I
had Hamza try it again before continuing. He
read it just as he said it the first time.

-Needed to work on decoding the word tonight.


So after completing the reading, I pretended as
though I could not read the page and asked for
help. Hamza looked at the page and while
pointing out each word to me he said each word.
To figure out the word tonight, he covered up
night and read to then night and finally put it all
together.
-Struggled a bit with determining the ending:
B: First, he said my tooth is loose to his puppy
friends.
M: He said, oh no! my tooth is gone.
E: The puppy took a picture and waited for the
tooth fairy.
What do you think the puppy is feeling during
the story?
Rev., Fall 2013

Teach Sight Words

(Use Fry list data and 4 part

procedure on GR page 124)

when

Whats missing

Table writing
Mix and fix

Whiteboards
Word Study (Use WTW resources; Data driven by

Spelling
stage
(highlight)
LNA
WW
SA

Primary Spelling Assessment):

Initial Digraphs for Middle Letter Name- Alphabetic


(Form A) If < 5 continue with teaching diagraphs.
*If criteria is met, email Professor Cheryl for next step!*

I think that the puppy is happy because his tooth


is loose and sad once he loses it, but then happy
again because the Tooth Fairy came for him.
-Recognized when after I wrote it although he
spelt it wrong when reviewing the sight words.
-LOVES mix and fix
Tells me that Table Writing is not fun at all!
- Said each word after I had stated what the
picture was to himself to determine the
beginning diagraph.
- Scored a 6/6
- Move onto blends: s, t, st

Rev., Fall 2013

Early Guided Lesson Plan (Levels D-I): Day 2


-- Not in Field: Doctors Appointments; We discussed in class on Tuesday,
March 4 -Student:
Strategy focus:
BEFORE
READING

Grade:

Date:
Observations

Sight-Word Review-Writing (Use Fry list data)


Other:
Continue reading or rereading portions of
book from previous session. Make sure to
include observations.

DURING
READING

Prompts for Early Readers (HIGHLIGHT all that


apply to this specific lesson):
Check the picture. Does it look right and make sense? Reread and think
about the story.
What can you do to help yourself figure out that word?
Check the end (or middle) of the word. What would look right and make
sense?
Cover the ending. Is there a part you know? Try that again and think
what would make sense.
Chunk the word and think what would make sense.
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)
Try reading that like the character would say it. (expression)
What is happening in the story? What is the problem? How might they
solve the problem? How does the character feel now? (comprehension)

AFTER
READING

Teaching Points (use anecdotal notes to


select one or two teaching points each day;
HIGHLIGHT all that apply to this specific
lesson): See pgs. 119-123 for detailed explanations of
procedures.

Word-solving
strategies:

Monitor with meaning


Monitor with letters and
sounds (visual)
Reread at difficulty
Attend to endings
Use known parts
Chunk big words
Break down contractions
Use analogies

Fluency:

Attend to bold words


Reread for expression

Recall information
Retell story (B-M-E)
Summarize story (SWBS)
Five finger retell
Problem-solution
Discuss characters feelings

Comprehension:

Discussion Prompt (higher-level, open ended;


not end of the chapter literal questions):
Teach Sight Words

(Use Fry list data and 4 part


procedure on GR page 124)

Whats missing

Table writing
Mix and fix

Whiteboards
Word Study (Use WTW resources; Data driven by

Primary Spelling Assessment):


Rev., Fall 2013

Guided Writing (dictated or open-ended sentence):


The Next Step in Guided Reading 2009 by Jan Richardson. Scholastic Professional p. 114

Early Guided Lesson Plan (Levels D-I): Day 1


Student: Hamza
Grade: 1st
Strategy Focus: Monitor and Comprehension
BEFORE
READING

Sight-Word Review-Writing (Use Fry list data)


There, Use, An, Each, She, Do, How, If
Book Title:
Biscuit Finds A Friend

AFTER
READING

+There, +Use, +An, -Each, +She, +Do, +How, +If


Wrote each as ech. Did not tell him if he was correct
or wrong with his spelling, but must have known he
was incorrect because he asked for a second chance.

Guided Reading Level:


F

Book introduction:
This book is called Biscuit Finds A Friend and its about the
puppy we read about before. Only in this story, Biscuit
meets a new friend. Lets read together and find out who
the new friend is.

DURING
READING

Date: March
12
Observations

New vocabulary: Found (5), Finding (15), Friend (24)


Prompts for Early Readers (HIGHLIGHT all that
apply to this specific lesson):
Check the picture. Does it look right and make sense? Reread and think

- During the picture-walk, Hamza described


what he saw in pictures. He was not using the
text to help him predict what would happen.
- Read the following passages incorrectly:
Is it a ball? Woof! and Is it a bone? Woof!
Encouraged Hamza to reread the pages over
again in order to read it properly so it would not
later impede his comprehension of the story.

about the story.


What can you do to help yourself figure out that word?
Check the end (or middle) of the word. What would look right and make
sense?
Cover the ending. Is there a part you know? Try that again and think
what would make sense.
Chunk the word and think what would make sense.
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)
Try reading that like the character would say it. (expression)
What is happening in the story? What is the problem? How might they
solve the problem? How does the character feel now? (comprehension)

- Read with awesome expression (especially


with these words: quack, woof, and splash).

Teaching Points (use anecdotal notes to


select one or two teaching points each day;
HIGHLIGHT all that apply to this specific
lesson): See pgs. 119-123 for detailed explanations of

-Although during reading, I had prompted


Hamza to reread a portion that he read questions
as inverted statements, I wanted to see what he
would do if I messed them up while I read them.

procedures.

Word-solving
strategies:

Monitor with meaning


Monitor with letters and
sounds (visual)
Reread at difficulty
Attend to endings
Use known parts
Chunk big words

Fluency:

Attend to bold words


Reread for expression

Recall information
Retell story (B-M-E)
Summarize story (SWBS)
Five finger retell
Problem-solution

Comprehension:

- Is evident that Hamza has continued to


enhance his expression skills while at home with
his mother.

-I read the two pages just as he did, Hamza


stopped me and told me to pay attention to the
ending (punctuation). I claimed that I did not
understand what he meant and asked if he could
show me what he meant by reading it to me.
- Hamza read it to me just as the text was
printed with particular attention to the
punctuation
Rev., Fall 2013

Break down contractions


Use analogies

Discuss characters feelings

Discussion Prompt (higher-level, open ended;

not end of the chapter literal questions):


What was the problem in this story?
Teach Sight Words

(Use Fry list data and 4 part


procedure on GR page 124)

Spelling
stage
(highlight)

Each
Whats missing
Mix and fix

Table writing
Whiteboards

Word Study

(Use WTW resources; Data driven by


Primary Spelling Assessment):

Initial Blends for Letter Name-Alphabetic Stage


ST, S, T

-The little duck was lost and needed to get back


to the pond, so Biscuit helped him get back to
his mom.
-Did not recognize each once we had written it
out after specifying that was the word we were
going to review.
-Completed 4 steps; favorite today was mix and
fix. Hamza resists doing the table writing, but
does it when I tell him it is something we do to
help us remember the words later.
-Said each picture name after I did before
identifying where it should be categorized.
- After we completed doing it together, asked me
to shuffle the cards and did it alone.

Rev., Fall 2013

Early Guided Lesson Plan (Levels D-I): Day 2


Student: Hamza
Grade: 1st

Date: March
13
Observations

Strategy focus: Comprehension


BEFORE
READING

DURING
READING

Sight-Word Review-Writing (Use Fry list data)


Which, Their, Will, Up, Other, About, Out, Many,
Then
Other:
Each
Continue reading or rereading portions of
book from previous session. Make sure to
include observations.
Prompts for Early Readers (HIGHLIGHT all that
apply to this specific lesson):
Check the picture. Does it look right and make sense? Reread and think
about the story.
What can you do to help yourself figure out that word?
Check the end (or middle) of the word. What would look right and make
sense?
Cover the ending. Is there a part you know? Try that again and think
what would make sense.
Chunk the word and think what would make sense.
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)
Try reading that like the character would say it. (expression)
What is happening in the story? What is the problem? How might they
solve the problem? How does the character feel now? (comprehension)

AFTER
READING

Teaching Points (use anecdotal notes to


select one or two teaching points each day;
HIGHLIGHT all that apply to this specific
lesson): See pgs. 119-123 for detailed explanations of
procedures.

Word-solving
strategies:

Fluency:

Monitor with meaning


Monitor with letters and
sounds (visual)
Reread at difficulty
Attend to endings
Use known parts
Chunk big words
Break down contractions
Use analogies

Attend to bold words


Reread for expression

Comprehension:

Recall information
Retell story (B-M-E)
Summarize story (SWBS)
Five finger retell
Problem-solution
Discuss characters feelings

Discussion Prompt (higher-level, open ended;


not end of the chapter literal questions):
What was problem that Biscuit had to solve?
Teach Sight Words (Use Fry list data and 4 part
procedure on GR page 124)

Which

Whats missing
Mix and fix

Table writing
Whiteboards

-Which +Their +Will +Up +About +Out


+Many +Then, +Each
Which Wech
But remembered previously taught word each

-Read fluently with no errors and with great use


of expression following the punctuation in text.
-Slowed down as he approached new
vocabulary word (finding); to read it, Hamza
chunked the word by covering up the ing to
help break down the word and figure out it
* Did not rely on me to tell him the word!!

-Able to recall events in the proper


sequence:
B: Biscuit and his owner found a baby duck
M: They took the duck back to the pond to
be with his mom and dad and brothers and
sisters
E: The duck followed him back to the house

Biscuit found the baby duck and had to return


him to his mom and dad before they got scared.

-Said that I spelt the word wrong and it was


actually spelled the way he thought wech
-Had Hamza look at the word and recite
how to spell it three times before teaching it
-Without the I, thought that an e was missing
so we worked hard on correcting this before
continuing on to the others (did those fine)

Word Study

(Use WTW resources; Data driven by


Primary Spelling Assessment):

-Sorted alone and was able to do so, just asked


Rev., Fall 2013

Initial Blends for Letter Name-Alphabetic Stage


ST, S, T
Guided Writing (dictated or open-ended sentence):
The duck was lost, but the puppy helped him find
his mom.

for reminding what the pictures were before


placing them into the category

The duck was lost but the pup helpd


find his mom.

The Next Step in Guided Reading 2009 by Jan Richardson. Scholastic Professional p. 114

Student: Hamza

Early Guided Lesson Plan (Levels D-I): Day 1


Grade: 1st

Strategy Focus: Monitor and Decoding


BEFORE
READING

Sight-Word Review-Writing (Use Fry list data)


Them, These, So, Some, Her,
Would, Make, Like, Him, Into
Guided Reading Level:
Book Title:
G
More Spaghetti, I Say!
Book introduction:
This book is called More Spaghetti, I Say! and its about a
monkey who wants to play with his friend Minnie. Minnie
wont play with her friend because she wants to do
something else. Lets find out what she want to do instead.

DURING
READING

New vocabulary:
Spaghetti (title), Minnie (1), Freddy (3),
Marshmallow (12)
Prompts for Early Readers (HIGHLIGHT all that
apply to this specific lesson):
Check the picture. Does it look right and make sense? Reread and think
about the story.
What can you do to help yourself figure out that word?
Check the end (or middle) of the word. What would look right and make
sense?
Cover the ending. Is there a part you know? Try that again and think
what would make sense.
Chunk the word and think what would make sense.
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)
Try reading that like the character would say it. (expression)
What is happening in the story? What is the problem? How might they
solve the problem? How does the character feel now? (comprehension)

AFTER
READING

Teaching Points (use anecdotal notes to


select one or two teaching points each day;
HIGHLIGHT all that apply to this specific
lesson): See pgs. 119-123 for detailed explanations of
procedures.

Date: March
19
Observations

+Them These +So Some +Her


-Would +Make +Like +Him +Into
These Theis, Some Sum, Would Wid

-I brought in two level F books and one


level G book then had Hamza select which
book he wanted to read before we began
tutoring. This made Hamza very excited
about our tutoring session.
- While introducing the new vocabulary
words, Hamza covered up a portion of the
word to help himself decode the word.
-Read the story fluently and with excellent
expression (it is clear that he has been
working on this outside of our sessions).
-When Hamza approached an unfamiliar
word, he attempted to cover part of the
word and decode it through this strategy.

-We worked together to look at the


unknown words throughout the text and
chunk them into parts that are easily
recognized or known. Then once the

Rev., Fall 2013

Word-solving
strategies:

Monitor with meaning


Monitor with letters and
sounds (visual)
Reread at difficulty
Attend to endings
Use known parts
Chunk big words
Break down contractions
Use analogies

Fluency:

Attend to bold words


Reread for expression

Comprehension:

Recall information
Retell story (B-M-E)
Summarize story (SWBS)
Five finger retell
Problem-solution
Discuss characters feelings

Discussion Prompt (higher-level, open ended;

not end of the chapter literal questions):

What was the problem in this story and how was it


solved?
Teach Sight Words (Use Fry list data and 4 part
procedure on GR page 124)

Spelling
stage
(highlight)

These
Whats missing
Mix and fix

word was known and read fluently,


Hamza reread the passage where the
word appeared.

Table writing
Whiteboards

Word Study

(Use WTW resources; Data driven by


Primary Spelling Assessment):

Initial Blends for Letter Name-Alphabetic Stage


SP, S, P

-The one monkey wanted to play with his friend


and his friend just kept eating spaghetti. Then
when his friend could play, he just wanted to eat
all of the spaghetti.
-Chose the word these over the other two that
were missed because he incorrectly read the
word when going through the HF word list.
-Changed up procedure and began with table
writing this really HELPED with completing
the other methods of teaching the word these.
-Strong understanding of this concept sort
-Plan to mix last weeks concept sort (st, s, t)
with this sort for tomorrows Word Study

The Next Step in Guided Reading 2009 by Jan Richardson. Scholastic Professional p. 114

Rev., Fall 2013

Early Guided Lesson Plan (Levels D-I): Day 2


Student: Hamza
Grade: 1st

Date: March
20
Observations

Strategy focus: Comprehension


BEFORE
READING

Sight-Word Review-Writing (Use Fry list data)


Some, Time, Has, Look, Two, More, Go, See
Other:
These
Continue reading or rereading portions of
book from previous session. Make sure to
include observations.

DURING
READING

Prompts for Early Readers (HIGHLIGHT all that


apply to this specific lesson):
Check the picture. Does it look right and make sense? Reread and think
about the story.
What can you do to help yourself figure out that word?
Check the end (or middle) of the word. What would look right and make
sense?
Cover the ending. Is there a part you know? Try that again and think
what would make sense.
Chunk the word and think what would make sense.
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)
Try reading that like the character would say it. (expression)
What is happening in the story? What is the problem? How might they
solve the problem? How does the character feel now? (comprehension)

AFTER
READING

Teaching Points (use anecdotal notes to


select one or two teaching points each day;
HIGHLIGHT all that apply to this specific
lesson): See pgs. 119-123 for detailed explanations of
procedures.

Word-solving
strategies:

Monitor with meaning


Monitor with letters and
sounds (visual)
Reread at difficulty
Attend to endings
Use known parts
Chunk big words
Break down contractions
Use analogies

Fluency:

Attend to bold words


Reread for expression

Recall information
Retell story (B-M-E)
Summarize story (SWBS)
Five finger retell
Problem-solution
Discuss characters feelings

Comprehension:

Discussion Prompt (higher-level, open ended;


not end of the chapter literal questions):
Retell the story in your own words.
Teach Sight Words

(Use Fry list data and 4 part


procedure on GR page 124)

Time
Whats missing
Mix and fix

Word Study

Table writing
Whiteboards

(Use WTW resources; Data driven by


Primary Spelling Assessment):

-Reviewed 2 misspellings from the day before


+These Some +Has +Look +Two +More +Go
+See ; Some Sum, Time Tim
-Correctly wrote yesterdays taught sight word
-After discussion with mentor, we selected that the
word time should be focused on.

-During reread, Hamza did not use


expression to help him in reading. We
worked together on rereading a few pages
to get the expression of the characters
before finishing the book.
-Chunking and covering up parts of words
to make sense of the unfamiliar words

-Able to recall the sequence of events:


B: The girl was eating too much spaghetti
and wasnt going to play
M: He got mad and was throwing the
spaghetti everywhere and telling her that
she was eating it too much. The girl got sick
from eating too much too.
E: She was ready to play but then he didnt
want to play because he loved eating
spaghetti

The girl monkey was eating too much spaghetti


and would not play with her friend. He was
upset, but then he tried to eat spaghetti and he
liked it so much that he wouldnt play with her.
-Selected time because they had just covered
the silent e and long vowels in class previously.
-Similar to yesterday, began with table
writing. Then continued to help build a
strong visual memory with other tasks
which he did well with.

-Before determining where each word belonged,


Hamza emphasized the blend then placed it in
Rev., Fall 2013

Initial Blends for Letter Name-Alphabetic Stage


P, S, T, SP, ST
Guided Writing (dictated or open-ended sentence):
Can I have spaghetti for dinner?

the appropriate location.


- Once completing the sort, Hamza checked it
without my prompting to do so. He was correct.

Can I have spkedi for diner?


-Hamza shows good effort when spelling the
sounds he hears with each word he is asked to
write from the dictated sentence.

The Next Step in Guided Reading 2009 by Jan Richardson. Scholastic Professional p. 114

Early Guided Lesson Plan (Levels D-I): Day 1


Student: Hamza
Grade: 1st
Date: April 2
Strategy Focus: Comprehension
Observations
BEFORE
READING

Sight-Word Review-Writing (Use Fry list data)


Write, Number, No, Way, Could,
My, Than, First, Water, Been
Book Title:
Old Mother Hubbard

Guided Reading Level:

Book introduction:
This book is called Old Mother Hubbard and is a nursery
rhyme that is in the form of a short story. It is about how Old
Mother Hubbards dog did not get his bone. Lets read
together and find out why.
New vocabulary: Cupboard (1)
DURING
READING

Prompts for Early Readers (HIGHLIGHT all that


apply to this specific lesson):
Check the picture. Does it look right and make sense? Reread and think
about the story.
What can you do to help yourself figure out that word?
Check the end (or middle) of the word. What would look right and make
sense?
Cover the ending. Is there a part you know? Try that again and think
what would make sense.
Chunk the word and think what would make sense.
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)
Try reading that like the character would say it. (expression)
What is happening in the story? What is the problem? How might they
solve the problem? How does the character feel now? (comprehension)

AFTER
READING

Teaching Points (use anecdotal notes to


select one or two teaching points each day;
HIGHLIGHT all that apply to this specific
lesson): See pgs. 119-123 for detailed explanations of
procedures.

Word-solving
strategies:

Monitor with meaning


Monitor with letters and
sounds (visual)
Reread at difficulty
Attend to endings
Use known parts
Chunk big words

-Rit Nubr know whay cod +my


-van +first watar bin
-Was rushing and not taking the time to write
the sounds he was hearing. Although some
words I felt were difficult from this list for him.

Fluency:

Attend to bold words


Reread for expression

Recall information
Retell story (B-M-E)
Summarize story (SWBS)
Five finger retell
Problem-solution

Comprehension:

-Pointed to the words on the pages as he was


reading (this is encouraged in the classroom so
it is second nature to him to do this as he is
reading with me during tutoring.)
- Strong expression with much attention paid to
punctuation and context of the story line.
-Read with few errors
(important to note: second week in a row, he
chose to read the G guided reading level book)
-Due to the fluency and expression being so
well done, focus went directly to
comprehension.

-Very detailed retell, but not entirely


accurate. Plan to revisit this again to
stronger retelling skills.
B: The dad was wishing for cookies. Then
Old Mother Hubbard offered some cookies
to the cat, but the cat wanted fish.
M: The dog was hungry too and so Old
Mother Hubbard offered the dog fish. Then
the dog said, no, I want a bone
E: Old Mother Hubbard went cupboard to
get a bone and the cupboard was empty, so
the dog got none.
Rev., Fall 2013

Break down contractions


Use analogies

Discuss characters feelings

Discussion Prompt (higher-level, open ended;

not end of the chapter literal questions):


What is the problem in this story?
Teach Sight Words (Use Fry list data and 4 part
procedure on GR page 124)

Could
Whats missing

Table writing
Mix and fix

Whiteboards
Word Study (Use WTW resources; Data driven by

Spelling
stage
(highlight)

Primary Spelling Assessment):

Initial Blends for Letter Name-Alphabetic Stage


SL, SN, SW *Pre-made blend on PD Toolkit

Everybody was hungry and the dog did not get


his bone because there wasnt any bone in the
cupboard.
-Chose could because it was a previous sight
word for him inside the classroom.
-Wrote the word, said the letters three times
before beginning table writing.

-Mix and fix was the most difficult, but got it on 3rd
attempt; confused placement of o and u.

-Completed sort without any assistance needed


-Silently says the word to self before placing it
into its appropriate category.
-Adding previous worked on blends to this set.

Rev., Fall 2013

Early Guided Lesson Plan (Levels D-I): Day 2


-- Student absent; Did not complete session, completed running record:
Wed., April 9 -Grade: 1st
Date: April 2
Observations

Student: Hamza
Strategy focus: Comprehension
BEFORE
READING

Sight-Word Review-Writing (Use Fry list data)


Write, Number, No, Way, Could,
My, Than, First, Water, Been
Continue reading or rereading portions of
book from previous session. Make sure to
include observations.

DURING
READING

Prompts for Early Readers (HIGHLIGHT all that


apply to this specific lesson):
Check the picture. Does it look right and make sense? Reread and think
about the story.
What can you do to help yourself figure out that word?
Check the end (or middle) of the word. What would look right and make
sense?
Cover the ending. Is there a part you know? Try that again and think
what would make sense.
Chunk the word and think what would make sense.
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)
Try reading that like the character would say it. (expression)
What is happening in the story? What is the problem? How might they
solve the problem? How does the character feel now? (comprehension)

AFTER
READING

Teaching Points (use anecdotal notes to


select one or two teaching points each day;
HIGHLIGHT all that apply to this specific
lesson): See pgs. 119-123 for detailed explanations of
procedures.

Word-solving
strategies:

Monitor with meaning


Monitor with letters and
sounds (visual)
Reread at difficulty
Attend to endings
Use known parts
Chunk big words
Break down contractions
Use analogies

Fluency:

Attend to bold words


Reread for expression

Recall information
Retell story (B-M-E)
Summarize story (SWBS)
Five finger retell
Problem-solution
Discuss characters feelings

Comprehension:

Discussion Prompt (higher-level, open ended;


not end of the chapter literal questions):
Teach Sight Words

(Use Fry list data and 4 part


procedure on GR page 124)

Whats missing

Table writing
Mix and fix

Whiteboards
Word Study (Use WTW resources; Data driven by

Primary Spelling Assessment):


Rev., Fall 2013

Initial Blends for Letter Name-Alphabetic Stage


SL, SN, SW, ST, SP
Guided Writing (dictated or open-ended sentence):
Old Mother Hubbard didnt have any bones to give
the dog.
The Next Step in Guided Reading 2009 by Jan Richardson. Scholastic Professional p. 114

Rev., Fall 2013