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Transitional Guided Reading Plan

Date:
4/18/16

Title:
Poggy Frog and The Spooky Swamp
Noise

Day 1
1. Introduction

Gist
statement:

New
Vocab:

Have The student warm up by


reading Night Noises, and tell
me the BME of the story.
Afterwards we will work on ight
words. After word work, I will
introduce a new book The
Spooky Swamp Sound and
after we read it, have The
student compare the
characters and their feelings
throughout the story.

Level:

Strategy Focus:
Comprehension and vocabulary development

Day 2

Day 3

1. Continue Reading

1. Reread the book for fluency

Observations:

Observations:

(5 min) OPTIONAL

Might, sight, fright

2. Teaching Points: Choose 1 or 2 each day


Comprehension Strategies:
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)

Fiction
BME
SWBS
5-finger retell
Compare
characters
Character feelings
Flag VIP

Nonfiction:
Recall information
Write key words

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

Fluency & Phrasing:


Phrasing
Attend to bold words
Dialogue, intonation, expression
Attend to punctuation

3. Discussion Prompt

3. Discussion Prompt

Compare/Contrast
Ask questions
Summarize
Main idea/Details

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

Writing: I spent to nights at Lauras


house.

Notice how the word night ends in


ight? What sound do those letters
make? What other words can you
think of that end in ight?

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.

4. Word Study (if appropriate)

4. Word Study (if appropriate)

Sound
boxes:

Sound
boxes:

Analogy:
Make a big
word:

Night, sight, fright,


might, right

Analogy:
Make a big
word:

Name/Date: Christine Crowe________


Lesson #: ___8
1. Content Standard(s) addressed by this lesson:

Kindergarten Standards: 2.1.a.iii


Second Grade Standards: 2.1.a.iv, 2.1.b.iv, 2.3.a.vii

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 reading The Spooky Swamp Sound, The student will be able to tell me how the
characters felt at the beginning of the story, before they knew what the sound was, and
at the end of the story, when they figure it out.
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 student was able to give me accurate character descriptions of the animals in the
book. She was able to identify fear in the animals before they knew where the noise was
coming from. She was also able to identify happiness and relief in the characters after
they found out that the noise was just a little girls paddle in the water.
1. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
I ended up having to introduce two new books today, because we had already read
through the new book before we got our iPad. I think the lesson went a little too long
reading three books, doing word work, and writing a sentence all in one sitting. I could
tell The student was getting antsy at the end. She didnt even want to write Kai a note at
the end, which she is usually really excited about. I think she just wanted to be done.
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.

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)
Next time I want to try using the SWBS comprehension strategy. The student was really
excited about the five-finger retell when I first introduced it to her, but the novelty of it
has worn off and she doesnt get as excited anymore. Im hoping she likes SWBS as
much as she like the five-finger retell at the beginning of the semester.

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.