I am following up on my previous posts on Guided Reading. This post will discuss to 2 day lesson plan… what is it? AND…what on earth do you do for 2 WHOLE DAYS!
What about a Pre A reader?
As with most classrooms, students are not all at the same level at the same time. You will have readers in your classroom and you will have students who are stepping up to reading. So what is a Pre A reader?:
- Knows fewer than 40 letters
- Hears few sounds
- Has limited book experience prior to school
- Lacks concepts of print
- Could be an ESL student
These students will have a slightly different focus during their 2 day guided reading lesson. We go into greater detail in our lesson leveled text units, but the emphasis for these students will be on letter identification, phonemic awareness, and concepts about print. Naturally, we work with their names as well!
We also work on letter formation. I ask them to follow the correct path of motion… then circle their best one at the end of each row… simple!
Guided Reading: Day 1 (20-25 mins)
So what happens on day one of a guided reading lesson
High frequency word work (3-5 mins): Using magnetic trays allows for a quick set up and clean up! We select one word to focus.
Strategy focus (1-2 min): Introduce or review reading strategies! This is a quick process!
Book intro (1 mins): Since instructional level text should be a text that they can read between 90%-95% accuracy, I want to select a text that is close to their independent level. I want to be sure I select a text that will offer some challenges, but I don’t want to be doing all of the work. So my book introduction might sound like this, “Today we are going to ready about animals that swim. Let’s read to find out which animals swim.” I may do a picture walk if I feel that there are some images that might be confusing or if there is some unfamiliar vocabulary. But in general, I want students to use the strategies we just discussed to figure out unknown words (ie, look at the picture, get your mouth ready for the first sound).
Students read the text (5-6 mins): For PreA & A students. the first read may be a choral read. At this level, the students are dependent on the text pattern, so I might support them with a choral read or an echo read (I read the text, then they echo me). This should not be confused with round robin reading (RRR) or popcorn reading. Research does not support round robin or popcorn reading… so please consider changing your practice if you are still doing it. If you want to see what the experts say, there are many, MANY resources that discuss the negative impacts of RRR, but you can start by reading this article or perhaps this article.
For B and beyond students: When my students are reading the text in my small group they are all reading at the same time… in a whisper voice. If I notice they all start to chorally read, I have them stop and start again. It is at this time that I nudge up next to the students and listen to them read the text. I can take a running record at this time. This would be a cold read since this is day 1 of the text. I am also able to reinforce the strategies the student is using well and prompt the student to try other strategies if they are stuck.
Book discussion (1-2 mins): We always take an opportunity to discuss the book that was read.
Word work (3-5 mins): This varies depending on the needs of the group.
At the close of day 1, the students add the book we just read to their book bag to practice at home.
Guided Reading: Day 2 (20-25 mins)
On the next day that I meet with the students we continue our work with the book from Day 1… but first…
High frequency word work (3-5 mins): We repeat the same word from day 1 and we may add a review word from a previous lesson.
Students read the text (5-6 mins): Again the students read independently (even Pre A and A students). This book should be a familiar read for them, so I will be listening for fluency. This is another opportunity to take a running record. I can also reteach and support the reading strategies that were discussed on day 1. Questions I might be asking myself as I listen in to students reading: “What skills are they using? What do I need to reteach?”
Book Discussion (3-5 mins): This discussion varies depending on the text level.
Sentence Dictation (5-6 mins): Students now use the model sentence from day 1 to construct their own sentence on day 2. As students move up in levels this changes slightly.
Plan it out ahead of time!
Having your lesson plans prepared ahead of time is crucial. As you can tell from my timeline of the lessons, we are hustling! We don’t have a moment to waste, so I have to be prepared and focused. It is really EASY to turn a 20 minute guided reading lesson into a 30 minute wander down random lane. I speak from experience. I can tell myself that I can wing it, but when my lesson is not planned and focused, it is not effective.
Goodness! This was a huge post! I sure hope it helps you!
WAIT! I have more questions!
Because this is a HUGE subject, I don’t think it can be tackled in one post. Here are a few additional post that will give you more tips on Guided Reading:
Posts to help you with what the other kids are doing
Since other students are working at stations, I have listed a few blog posts that will help explain how I run those activities for student independence:
We have created two sets of leveled texts. Each set has 6 books (3 fiction and 3 informational texts), 2 day text specific lesson plans, sight word work, word work, sentence work, and running records). We JUST added Set 2 this week.