Interactive Read Aloud/Video Aloud: Planning Page
FIRST:
What will you read aloud (or show, if video)?
Title ___________________________________________________________________________
Pages (or minutes if video) ______________ — ______________
SECOND: What will you focus on? (Choose 2-3 skills)
THIRD: What prompts will you use to prompt children to practice?
(Tip: If you have the The Reading Strategies Book, you can find the strategies that best
fit the goal(s) and skill(s) and use the prompts at the bottom of each page.
FOURTH: Find pages in the book (or the time marker in the video) where you find yourself
using those goal(s)/skill(s). Place a post-it note on each page where you’ll stop and prompt the
readers. Think about what you’ll have them do in each spot: turn and talk, stop and jot, stop and
act. You could also stop and think aloud.
©2018 Serravallo
Planning page to go with lesson types described in Understanding Texts & Readers.
Mini Lesson: Planning Page
CONNECT
(starting story, anecdote, or reminder of past work)
TEACH
Today, I’ll teach you…
(state strategy)
I’m going to show you how I.. (state strategy)
Demo text:
Demo page:
Sample language (think aloud):
ACTIVE
ENGAGEMENT
Did you see how I…? (restate strategy)
Now I’m going to set you up to do a quick practice of…
(restate strategy)
Practice text & page number (will you provide or will kids bring their
own?)
Sample language to prompt them to practice:
[set them up to practice by writing in a notebook, jotting on a post it,
thinking aloud with a friend, etc.]
[call students back together]
LINK
As I listened in/watched you practice, I saw…
[call out a strong example or ask a child to share]
So today as you go off to read, (restate strategy) if you
find… (state conditions, times, or places when this would be helpful)
©2018 Serravallo
Planning page to go with lesson types described in Understanding Texts & Readers.
Guided Reading: Planning Sheet (Page 1 of 2)
BOOK TITLE: ______________________________________ LEVEL: __________
FIRST: (who is in your group? )Students:
__________________________________ ______________________________
__________________________________ ______________________________
***REMEMBER that the best GR plans are based on student assessment and knowledge of text difficulties and behaviors of the
level. You are teaching the reader, not the book.
SECOND: Plan the book Introduction (introduce some/all in any order):
Introduce the gist of
the book (i.e. basics of
plot or overarching
topics covered in NF)
Introduce any
difficulties that you
don’t want to leave for
the children to
problem-solve
themselves (i.e.,
vocabulary, text
structures)
Activate prior
knowledge
Remind them of a
strategy they should
use in the reading of
the text
Give a question or
purpose for reading
©2018 Serravallo
Planning page to go with lesson types described in Understanding Texts & Readers.
Guided Reading: Planning Sheet (Page 2 of 2)
THIRD: Children will read as you coach. Plan for prompts to use: (if you have The Reading
Strategies Book, you can use prompts at the bottom of any strategy page). Think about each
individual student’s goal, and/or the focus for this lesson, to choose prompts.
FOURTH: Based on how students read during the practiced time, pick one strategy to teach
to all children and have children practice it quickly.
FINALLY: Take your notes.
©2018 Serravallo
Planning page to go with lesson types described in Understanding Texts & Readers.