| Book Title
| Animal Tracks |
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Goal of Guided Reading
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Help scholars become better readers by supporting comprehension. |
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Planning Steps:
| Check the box after you complete each of the steps below. q Select a great book on the right level q Read book two times, once as a reader and once as a teacher q Identify what the book is mostly about q Identify tricky comprehension and vocabulary determine comprehension job q Determine comprehension job |
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What is the main idea?
| Just like humans leave footprints where they stand, animals leave prints called tracks. This book shows us the different kind of tracks left by different animals.
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What is the chapter/section mostly about?
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What tricky vocabulary will scholars encounter?
| reflection, lodge, stream bank, bare, crayfish
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What tricky comprehension spots will scholars encounter? (Could include prior knowledge)
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| What comprehension job will you give scholars?
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Ask yourself what this whole book is mostly about in order to figure out the main idea. Write the main idea in 1 or 2 sentences. |
Guided Reading
| Book Title
| Alexander, Who’s Not (Do you hear me? I mean it!) Going to Move |
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Goal of Guided Reading
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Help scholars become better readers by supporting comprehension. |
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Planning Steps:
| Check the box after you complete each of the steps below. q Select a great book on the right level q Read book two times, once as a reader and once as a teacher q Identify what the book is mostly about q Identify tricky comprehension and vocabulary determine comprehension job q Determine comprehension job |
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What is the main idea?
| Alexander is not looking forward to relocating when his dad gets a new job; he will miss his friends and the places in his neighborhood.
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What is the chapter/section mostly about?
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What tricky vocabulary will scholars encounter?
| immature, mature, barricade, lonesome
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What tricky comprehension spots will scholars encounter? (Could include prior knowledge)
| Prior Knowledge: Have you ever had to move or switch schools? How did you feel?
Text Features: dashes are used to interrupt sentences with thoughts, periods are used to spell the word no, i.e., N.O. |
| What comprehension job will you give scholars?
| List 3 people and 3 places that Alexander is going to miss when he moves away. How does the author tell you that Alexander will miss these people and places? |
Guided Reading
| Book Title
| Amber Brown is Green with Envy-Realistic Fiction |
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Goal of Guided Reading
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Help scholars become better readers by supporting comprehension. |
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Planning Steps:
| Check the box after you complete each of the steps below. q Select a great book on the right level q Read book two times, once as a reader and once as a teacher q Identify what the book is mostly about q Identify tricky comprehension and vocabulary determine comprehension job q Determine comprehension job |
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What is the main idea?
| Amber Brown’s parents are divorced and she is just becoming used to shared custody. Then her mother and stepfather decide to move without even asking her how she feels about moving. |
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What is the chapter/section mostly about?
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What tricky vocabulary will scholars encounter?
| Day 1: Divorce, shared custody, envy, guilty
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What tricky comprehension spots will scholars encounter? (Could include prior knowledge)
| Frequent use of ellipsis |
| What comprehension job will you give scholars?
| Day 1: Ch. 1-4 How do Amber Brown’s feelings change in the first four chapters and why? What causes her to feel this way? |
Guided Reading
Title: Andy Shane and the Very Bossy Dolores Starbuckle
Level: K
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Title and Setting
| Andy Shane and the Very Bossy Dolorer Starbuckle
Realistic Fiction-Explain.
Andy’s School |
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Prior Knowledge
| Do you think it is possible to get along with everybody? Why or why not? Why do you think it is important to work things out and cooperate with other people? |
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Gist of Story/Book
| This story is about a boy named Andy Shane who has a problem at school. Lets read to learn what the problem is and how he solves it. |
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Structure of Text
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Rhyming Words Italics |
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Tricky Parts
| -Fantasy is a made up story that could not happen in real life. -Ellipses tell readers that sentence will finish on the next page.
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| Questions to Pursue While Reading/Strategy Reminder
| How is Andy Shane feeling in chapter 1? Why? Have you ever felt this way? When? Why? What is Andy Shane’s problem? How do you think he will solve it? What are some ways he could solve it? What are some ways you would solve this problem?
Strategy focus: Today when you read, I want you to use the strategies you learned to figure out a word you don’t know, while asking yourself- Does this make sense? |
Guided Reading
Title: Andy Shane and the Very Bossy Dolores Starbuckle
Level: K
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Title and Setting
| Andy Shane and the Very Bossy Dolorer Starbuckle (CHAPTER 2)
Realistic Fiction-Explain.
Andy’s School |
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Prior Knowledge
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Gist of Story/Book
| What happened in chapter 1? What was the main character’s problem? How do you think he will solve it? Lets read to find out. |
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Structure of Text
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Rhyming Words Italics |
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Tricky Parts
| -Fantasy is a made up story that could not happen in real life. -Ellipses tell readers that sentence will finish on the next page.
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| Questions to Pursue While Reading/Strategy Reminder
| What new character’s do we meet in chapter 2? What kind of person is Granny? What can you tell me about the relationship between Granny and Andy? What is your evidence? Do Andy Shane’s feelings change in chapter 2? Why? How does Andy Shane act in chapter 2? Did Andy solve his problem yet? We have to keep reading to find out how he solves it, do you still predict that he will solve it the same way you predicted yesterday? Why or why not?
Strategy focus: Today when you read, I want you to use the strategies you learned to figure out a word you don’t know, while asking yourself- Does this make sense? |
Guided Reading
Title: Andy Shane and the Very Bossy Dolores Starbuckle
Level: K
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Title and Setting
| Andy Shane and the Very Bossy Dolorer Starbuckle (CHAPTER 3)
Realistic Fiction-Explain.
Andy’s School |
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Prior Knowledge
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Gist of Story/Book
| What happened in chapters 1 & 2? What was the main character’s problem? How do you think he will solve it? Lets keep reading to find out. |
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Structure of Text
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Rhyming Words Italics |
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Tricky Parts
| -Fantasy is a made up story that could not happen in real life. -Ellipses tell readers that sentence will finish on the next page.
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| Questions to Pursue While Reading/Strategy Reminder
| What happens in ch 3? Why does Granny go to Andy’s school? How did Andy feel about his granny coming to school? What is your evidence? How do the other kids feel about Granny visiting school? What’s your evidence? How does Dolores feel about Granny coming to school? What’s your evidence? What does Dolores do in this chapter? Why do you think she behaves that way?
Did Andy solve his problem yet? Lets make predictions about chapter 4
Strategy focus: Today when you read, ask meaningful questions about what is happening and what your character is doing? |
Guided Reading
Title: Andy Shane and the Very Bossy Dolores Starbuckle
Level: K
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Title and Setting
| Andy Shane and the Very Bossy Dolores Starbuckle (CHAPTER 4)
Realistic Fiction-Explain.
Andy’s School |
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Prior Knowledge
| Chapters 1-3 |
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Gist of Story
| This story is about a boy named Andy Shane who has a problem at school. Lets read to learn what the problem is and how he solves it. |
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Structure of Text
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Rhyming Words Italics |
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Tricky Parts
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| Questions to Pursue While Reading/Strategy Reminder
| What happens in ch 4? What does Granny do in the math center? How does Dolores feel about this? How do you know? How does Andy change in this chapter? How did Granny Webb help him? How does Dolores change in this chapter? How does Granny help Andy solve his problem? What is the main idea of this chapter? Were your predictions correct? What information did you use to help you make this prediction?
Strategy focus: Using what you have read so far to make predictions. Reading on to check your predictions. |
Guided Reading Duke
Book Introduction
Title: Amelia Bedelia Under Construction
Level: L
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Title and Setting
| This is a realistic fiction book, which means it is a made-up story that could happen in real life. |
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Prior Knowledge
| Have you read Amelia Bedelia books before? Amelia Bedelia always tries to help out, but she gets herself into a lot of trouble because she misunderstands the meaning or words. When I say someone is feeling blue, does that mean they are the color blue? No, we know it’s an expression. Amelia Bedelia would be confused and think they were the color blue. |
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Gist of Story/Book
| In this story, she tries to renovate a house, but she does a really silly job because she confuses words. |
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Structure of Text
| A lot of dialogue and no paragraphs so make sure you know which characters are speaking.
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Tricky Parts
| Homophones: words that sound the same, but mean different things and are spelled differently. These trick Amelia, but they won’t trick us. |
| Questions to Pursue While Reading/Strategy Reminder
| Think about important events in beginning, middle and end of story. |
Structure of a Guided Reading Lesson
DAY 1: Monday 10/5
| Introduction to the Text | Previous page. |
| Reading the Text
| While you are reading I want you to think about impt. Events in beginning, middle & end of story. |
| Discussing the Meaning
| Why does Amelia come to the Hardy house in beginning? What happens in the middle of story? What do the Hardy’s decide to do at the end of the story? |
| Teaching for Processing Strategies | Use context for word meanings and decoding. |
| Word Work (Optional) |
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| Extending the Meaning (Optional) |
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DAY 2: Tuesday 10/6
| Introduction to the Text | Quickly summarize to your partner what happens in beginning, middle and end of story. Important parts only. |
| Reading the Text
| While you are reading I want you to think about Amelia’s character. What kind of person is Amelia? |
| Discussing the Meaning
| What kind of person is Amelia? List of pros and cons. |
| Teaching for Processing Strategies |
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| Word Work (Optional) |
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| Extending the Meaning (Optional) | Would you want Amelia Bedelia to babysit for you? Why or why not? |
DAY 3: Wednesday 10/7
| Introduction to the Text | Discuss how in the English language many words have multiple meanings. Discuss why Amelia was confused by the words sand, coats and marble. |
| Reading the Text
| Whenever Amelia gets confused by a word, I want you to stop and think about the word and why she is confused. What are the multiple meanings of the word? |
| Discussing the Meaning
| Scavenger Hunt: Find places in the book where Amelia is confused by words. Use post-its when you find words that have more than one meaning. |
| Teaching for Processing Strategies | How did you stop and think when a word had more than one meaning. Share the words you posted. |
| Word Work (Optional) | Early finishers can search books for homophones and make a list. |
| Extending the Meaning (Optional) |
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DAY 4: Thursday 10/8
| Introduction to the Text | Today we read for fluency. |
| Reading the Text
| Alter voice to match characters so you must pay attention to who is speaking. |
| Discussing the Meaning
| Discuss how author uses language to make reader laugh. Tell your partner which misunderstanding you thought was funniest. Share my favorite part, when she confuses homophones bored and board (p. 7) |
| Teaching for Processing Strategies | Go around reading aloud using smooth voices and altering them to match characters. |
| Word Work (Optional) |
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| Extending the Meaning (Optional) |
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Friday: NB File work. Read Amelia Bedelia. Make a list of all the homophones in the book. Homophones are words that sound the same, but mean different things and are spelled differently. In your guided reading notebook, make a picture dictionary of homophones. Look at my example below:
Board & Bored