Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Guided Reading Planning Template (Day 1)
Text Title: The Three Little Mice [Andrew Goldberger] (1.2 Week 4)
Text Level: I
Primary Standard: RL.1.2 Retell stories, including key details, and demonstrate understanding of
their central message or lesson.
Supporting Standard(s): RL.1.1 Ask and answer questions about key details in a text.
I can retell stories including key details.
Introduction
Today you will be reading a…
(name genre, brief summary similar to
F&P running record introduction)
Today students will read a Folk tale called Three Little
Mice. A Folk Tale is story or tale that been passed down
and told orally. This tale is about how a Mama Mouse
takes care of her 3 Little Mice
High Frequency Words: again, could, make, one, then,
three
Sort a few of the words to determine the ending sound of
the suffix –ed. Word cards are below.
Suffix –ed
called, lived, scared, whispered, , played, bored, warned,
bumped, squeaked, chased, dashed, helped, hissed,
laughed, shouted
Pre-Reading
Word Work
High frequency words and/or sound
patterns needed to read the text with
fluency
http://safeshare.tv/w/YrGhwZhrtd
(https://www.youtube.com/watch?v=fhi5jJBKgN4)
Sort the words based on how they sound at the end
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
First Grade Curriculum
Guided Reading & Small Group Instruction
Explain the meaning of the word stuck (Page 11). “Now
they were stuck.”
Use the strategy: Somebody wanted but so. Talk to the
students about connecting with the main characters and
trying to understand what they wanted to do and why it
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
text level. Focus on one item that
benefits ALL students in the group.
did or did not work. Show them this visual to remind
them about their purpose for reading.
Thinking Job
During
Reading
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
I want you to think about The Three Little Mice and their
adventure. What are the key events in the story?
Decide what needs to be done based off previous
running records.
Suggestions:
 Fluently reading words with suffixes
 Retell stories including 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





Retell what happened in the story. (RL.1.2)
Retell the story, including key details. (RL.1.2)
What lesson was learned in the story? (RL.1.2)
Who are the characters in the story? (RL.1.1 and
RL.1.3)
What is the setting of the story? (RL.1.1 and RL.1.3)
What happened at the beginning, middle, or end of
story? (RL.1.2)
Why did Mama Mouse teach the Three Little Mice to
speak dog? (RL.1.1)
Where did the mice go? (RL.1.1)
What is the central message of the story? (RL.1.2)
Comprehension Application: Apply the Somebody,
Wanted, But, So strategy to retell the story with the key
details.
First Grade Curriculum
Guided Reading & Small Group Instruction
3/12/2016
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Extension Suggestions
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
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
First Grade Curriculum
Guided Reading & Small Group Instruction
Have the students
create this flip book to
retell the story events.
Discuss with the
students that
“Somebody” in this flip
book are the Three
Little Mice. If needed,
assist them by telling
them so is about what
Mama Mouse does at
the end of the story.
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Guided Reading Planning Template (Day 2)
Text Title: The Three Little Mice [Andrew Goldberger] (1.2 Week 4)
Text Level: I
Primary Standard: RL.1.3 Describe characters, settings, and major events in a story, using key
details.
I can describe the characters in a story using key details.
Introduction
Today you will be reading a…
(name genre, brief summary similar to
F&P running record introduction)
Word Work
Pre-Reading
High frequency words and/or sound
patterns needed to read the text with
fluency
Vocabulary
Today we will be reading The Three Little Mice in order to
decide which character is your favorite. What
character(s) do you like the best and why?
As a quick
warm up,
have the
students color
code the sight
words. The
sight word
review page is
below.
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
Review the purpose of a heading. This may be one of
the first fiction texts that has headings. Discuss its
importance for locating information and getting the brain
ready to understand what will read next in the text.
Comprehension Support
As you are reading discuss how to use 5 W’s to help you
remember and understand the book. Focus on questions
to help you understand the characters. See book marks
below.
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
During
Reading
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
First Grade Curriculum
Guided Reading & Small Group Instruction
What details help you describe the characters?
Based off of previous running records, decide which skills
need to be assessed. Possible ideas:
 Answering questions
 Reading with fluency
 Describing characters and key details
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives

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




Describe a character from the story. Which detail
supports your answer? (RL.1.3)
Describe the setting of the story. Which detail
supports your answer? (RL.1.3)
Who are the characters in the story? (RL.1.1)
How are the characters behaving, or feeling, at
the beginning, middle, and end of the story?
(RL.1.3)
How do we know the mice going to leave the
hole? (RL.1.1)
How do we know El Gato is going to find the
mice? (RL.1.1)
Extension Suggestions
Comprehension Application:
Use the 5W’s bookmark to share which questions were
used to find details about the characters.
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
First Grade Curriculum
Guided Reading & Small Group Instruction
The students
could write
LOST,
WANTED or
HERO, at
the top. See
smaller
version
below.
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
-ed words for the students to read and sort based off their sound.
bumped squeaked squeaked
chased
helped
hissed
laughed
shouted
called
lived
scared
whispered
bored
warned
planted
headed
dashed
wanted
played
charted
First Grade Curriculum
Guided Reading & Small Group Instruction
3/12/2016
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
First Grade Curriculum
Guided Reading & Small Group Instruction
3/12/2016
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
First Grade Curriculum
Guided Reading & Small Group Instruction
3/12/2016
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Name____________________________________________________________________________
Character Name: _________________________
Reward:
Looks Like:
Last Seen:
Foot Print:
Likes:
Known For: _______________
__________________________
First Grade Curriculum
Guided Reading & Small Group Instruction
3/12/2016
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Student Anecdotal Notes
Brooks
Alex
 Read –ed words fluently
 Comprehended story and located
answers in the text
 Made careless reading errors
 Used table of contents to locate
information
 Knew the setting, character and
problem in the story
 With assistance, knew who,
what, when, where why to
describe story events
Nancy
 With assistance, described
characters, settings, and major
events, using key details
 Read slowly, but monitored well
Nicholas
 Read fluently and with intonation
 First one to understand the
humor in the book
 Independently described
characters from the story
Lynn
Charlotte
 Used illustrations to describe
characters in the story
 Needed reminders to scan ahead
at punctuation
 Needed reminders to read all the
way through the word to look at
suffixes
 Looked closely at illustrations to
understand the story
Informal Running Records
Student Brooks
Title The Three Little Mice
Level I
Strengths: Locating information in text Area of Needed Growth: Needs to verbally share text to selfconnections
Accuracy Rate 92%
Self Correction _1:8__________ Fluency Moderately fluent, careless mistakes
Student Lynn
Title The Three Little Mice
Level I
Strengths: Gets great comprehension using illustrations Area of Needed Growth: reading with
expression
Accuracy Rate 95%
Self Correction 1:5
Fluency Read well, no expression
Next Steps:
Do various quick sentence reads with varying punctuation to develop Lynn’s expression when reading.
First Grade Curriculum
Guided Reading & Small Group Instruction
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