Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Guided Reading Plan (Day 1)
Book Title: Animal Babies (Treasures Leveled Readers)
Text Level: E
Primary Standard: RI.1.7 Use the illustrations and details in a text to describe its key ideas.
Introduction
Today you will be reading a…
(name genre, brief summary similar
to F&P running record introduction)
Pre-Reading
Word Work
High frequency words and/or sound
patterns needed to read the text with
fluency
Vocabulary
Vocabulary Word (location in text):
Choose words that holds meaning in
the text that a student must know to
comprehend the story, but could not
figure out through context, prior
knowledge, or decoding
Comprehension Support
Include the teaching point and a
strategy for how students will apply it
within this text level. Focus on one
item that benefits ALL students in the
group.
Thinking Job
Standard based question that sets
students up to master the primary
standard. This is what the student
needs to be thinking/doing while
reading
Reading Curriculum 3/22/2016
Guided Reading
Today you will be reading n informational nonfiction text
called Animal Babies. This story is about baby animals
and things they like to do.
Show this video to start the discussion about what these
zoo animals do for fun.
https://www.youtube.com/watch?v=iVIjckwltkk
Animal Fun

Review the High Frequency Word: with and play
(RF.1.2b)

Blending: various CVC words with a focus on; un and
-it
During picture walk give clues to see if the student can
find the given CVC word. For example (Page 3) I am
looking for a word with the initial /f/ sound and the final
sound /n/.
On page 11, the initial sound is /s/ and middle sound is
/u/. Where is this word? See if the students can hear the
sounds and then read the word.
(RI.1.4)
Before and during reading, use pictures to review the
names of these animals and their babies: goat and kid,
dog and puppy, cat and kitten, horse and foal, pig and
piglet, fox and kit, and elephant and calf.
RI.1.7 Use the illustrations and details in a text to
describe its key ideas
Examine the title, cover, illustrations, photographs and
text to gather information about how the animals have
fun.
Strategy: Mark up the text and illustrations with
highlighter tape as you find answers to what these
animals do for fun.
Read to find out:
What do these animals do for fun?
Page 1 of 8
Post-Reading
During
Reading
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Conferring Plan
Identify students to confer with and
skills to teach based on running
records and/or formative data
Suggested items for anecdotal notes or checklist:
 Finds support for answers using the text or photos
 Identifies the main events in a story
 Uses new vocabulary
Let’s look back through the text and discuss each
animal.
 What does the kitten do for fun? How do you know?
(RI.1)
 What does the dog do for fun? How do you know?
(RI.1)
Discussion Questions and
 What does the goat do for fun? How do you know?
Comprehension Application
(RI.1)
 What information does the cover show? (RI.1)
Apply comprehension teaching point.
Also choose questions that support  What information do you see in the illustrations? (RI.1)
Common Core Standards from the  How do the illustrations help us learn what the animals
do for fun? (RI.7)
grade level standards in which the
book level falls to enhance
Application: Look through the story at the sections of text
comprehension of the text
and pictures you marked up with highlighter tape. Have
students explain to the group why they chose to highlight
a picture or text and how it answered the question what
animals do for fun.
While discussing the story, create a tree map to sort what
these animals like to do for fun. Make the tree map on
chart paper to use for the next lesson
Extension Suggestions
H
Related Tasks
Ex: Writing/drawing to source
prompt, Arts Integration, re-tell the
story, sequence the story, create a
Thinking Map, sketch a prediction,
dramatize selection, reinforce High
Frequency words, vocabulary,
Phonics, phonemic awareness skills
Have
Reading Curriculum 3/22/2016
Guided Reading
Have the students use the
computer or iPad to
research an animal of their
choice. They could choose
a pet or farm animal. Show
the students this rubric so
they know the purpose of
the project. Use page
below or create your own
and model using PebbleGo
and researching an animal
and your expectation for
your students’ answers.
Page 2 of 8
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Name______________________________________________________________
Write your animal’s name in the circle. Add information from PebbleGo in your circle map. You can draw, or
write animals facts. Research what your animal looks like, eats, lives, and a fun fact.
Reading Curriculum 3/22/2016
Guided Reading
Page 3 of 8
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Guided Reading Planning Template (Day 2)
Book Title: Animal Babies (Treasures Leveled Readers)
Text Level: E
Primary Standard: RI2 With prompting and support, identify the main topic and retell key details of a text.
Introduction
Today you will be reading a…
(name genre, brief summary similar
to F&P running record introduction)
Today we will be reading in order to determine what the
main idea of the story is and what animal babies are found
in the text.
Pre-Reading
Word Work
High frequency words and/or sound
patterns needed to read the text with
fluency
(RF.1.2b)
Vocabulary
Vocabulary Word (location in text):
Choose words that holds meaning in
the text that a student must know to
comprehend the story, but could not
figure out through context, prior
knowledge, or decoding
Comprehension Support
Include the teaching point and a
strategy for how students will apply it
within this text level. Focus on one
item that benefits ALL students in the
group.
Reading Curriculum 3/22/2016
Guided Reading
As a warm- up, give students
“Mystery Word Bags” with
letters to make words with –it
and –un word families.
Monitor the students; ability
to create words. In the –it
bag, put letters: h, I, t, f, j, b,
s and p. In the –un bag,
have the letters: f, u, n, b, p,
r, s, and g. Give the students
the bag and see what words
they can create. If they do
not pick up on the word
family, guide them to do so.
Have them sound out and
read the words they create.
(RI.1.4 and L.1.6)
Main Idea: The most important or central thought of the
text, which tells the reader what the text is about.
(RI.1.2) Identify the main
topic and retell key details
in the text
Strategy: Teacher will
model flagging a detail that
supports the main idea in the text with small sticky notes
on pages 2 and 3. Encourage students to flag evidence in
the text to support their ideas.
Page 4 of 8
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
During
Reading
Thinking Job
Standard based question that sets
students up to master the primary
standard. This is what the student
needs to be thinking/doing while
reading
Conferring Plan
Identify students to confer with and
skills to teach based on running
records and/or formative data
(RI.1.2)
Read to find out:
What is the text mainly about and how do I know?
Suggested items for anecdotal notes or checklist:
 Responds to questions about the text
 Communicates the message of the text
 Determine the key details from the text
 Retell the main topic and key details
Post-Reading

Discussion Questions and
Comprehension Application

Apply comprehension teaching point.
Also choose questions that support
Common Core Standards from the
grade level standards in which the
book level falls to enhance
comprehension of the text

Reading Curriculum 3/22/2016
Guided Reading



What do ALL the animals have in common? What do
they ALL like to do? (RI.1.1)
What baby animals are in the story? (RI.1.1)
How do the photographs help you understand the
story? (RI.1.7)
What is this text mostly about? (RI.1.2)
What do the animals like to do? (RI.1.1)
Where did you find that information? (RI.1.1)(RI.1.2)
Application: Students will refer to the sticky notes as they
discuss the main topic in order to recall one or more
detail(s) from the text. Students will refer to their flagged
ideas to answer questions about the text that identify key
details that support the main idea.
Page 5 of 8
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Extension Suggestions
Students will continue researching their animal using
PebbleGo. Students will make a foldable to answer the
questions on the rubric from the day before. Students can
draw pictures to answer the questions. Students can use
the page below to help create their foldable. Or you can
recreate it on construction paper. See page below.
Related Tasks
Ex: Writing/drawing to source
prompt, Arts Integration, re-tell the
story, sequence the story, create a
Thinking Map, sketch a prediction,
dramatize selection, reinforce High
Frequency words, vocabulary,
Phonics, phonemic awareness skills
Reading Curriculum 3/22/2016
Guided Reading
Page 6 of 8
Anne Arundel County Public Schools | Department
of Academics & Strategic Initiatives
Fold here
Cut
here,
until fold.
Cut
here,
until fold.
Body Habitat Food Fun
Fact
Cut
here,
until fold.
Student Anecdotal Notes
Reading Curriculum 3/22/2016
Guided Reading
Page 7 of 8
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Stacy
 Independently finds support for
answers using the text or photos
 Independently connects a story to
a life experience
 Independently identifies the main
events of the story
Luisa
 With assistance, finds support for
answers using the text or photos
 Independently connects a story to
a life experience
 With assistance, identifies the
main events of the story
Jamie
 With assistance, identifies
the main events of the
story
 Independently connects a
story to a life experience
 Independently uses new
vocabulary
David
 Independently communicates the
message of the text
 Independently connects a story to
a life experience
 With prompting, identifies the
main events of the story
Ron
 Independently, responds to
questions about the text
 With prompting, communicates
the message of the text
 Independently, connects the story
to a life experience
Gil
 With assistance, finds
support for answers using
the text or photos
 With prompting, identifies
the main events in a story
 Independently, connects a
story to a life experience
 Independently uses new
vocabulary
Informal Running Record
Student Luisa
Title Animal Babies
Level E
Strengths: Remembered new words and vocabulary when reading. Makes connections.
Area of Needed Growth: Needs more work with onset and rimes.
Accuracy Rate 154/164 94%
Self Correction 2:7 Fluency Reads fluently, took time to sound
out the CVC words, but remembered them on the next pages.
Student Gil
Title Animal Babies
Level E
Strengths: Makes great life connections. He needs to carry this over to remembering the story.
Area of Needed Growth: Answering questions and remembering details from the text.
Accuracy Rate 148/164 90% Self Correction 1:8
to decode words.
Fluency Reads slowly. Uses letter sounds
Next Steps: Luisa needs additional work with onset and rimes to help recognize spelling patterns.
Gil needs more work on blending sounds together. Gil would benefit from stretching out the
sounds to read words.
Reading Curriculum 3/22/2016
Guided Reading
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