Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Book Title: We Can Play Text Level: A
Guided Reading Planning Template: Day 1
Reading Plan: Students can distinguish between the words “in” and “on” by using the characters actions as examples in the story.
Primary Standard : RL.K.3 With prompting and support, identify characters, settings and major events in a story.
Introduction
Today you will be reading a…
(name genre, brief summary similar to F&P running record introduction)
Today we will be reading a fantasy book, We Can Play (show book) "Who do you think this book will be about?" Discuss the characters in the story. We will be reading to see if the animals are in or on an object. Let’s see what animals the rabbits meet today.
(Fantasy- Level A- Topic- Animals)
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
(RF.K.3.c)
Have them put letter tiles on the high frequency words or play read and jump to introduce the words from the story. (see below)
High Frequency Words: , in, on, the, go
(RF.K.3.c)
Review the terms in and on and discuss the distinction (if needed). Give students a container and have them place the teddy bear in the container and then flip the container over and have them place the teddy bear on the container. Direct students to sit on the chair, or use classroom items to help distinguish between the two if needed.
(RL.K.4)
Cave, den, web, rock, nes t- introduce based on the needs of your students during picture walk. Have students use picture cues and initial sound to read the words
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.
(RL.K.3)
Identify characters and their actions in the story
"We are looking for the characters' names and what they do in the story. One way we can remember a character's name is to write the name on a post it note or say the name aloud as you read from the story. As you read, try that strategy."
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
(RL.K.1, and L.K.1.e)
Boys and girls, as we are reading this story, I want you to think about your favorite character in the story and where does your character go and where would you have your character to go using the words in and on ?
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:

Listens to enrich vocabulary

Uses illustrations to understand the story

Identifies the characters in a story
Kindergarten Curriculum 4/13/2020
Theme 1 | Guided Reading & Small Group Instruction Page 1 of 6

Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Book Title: We Can Play Text Level: A
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.

Who are the characters in the story? (RL.K.3)

What characters are in something? (RL.K.1)

What characters are on an object? (Could sort that information) (RL.K.1)

Can you tell me where you would have a character go using “in” or “on”? (RL.K.1 and L.K.1.e)
Application: Students can match character post it notes with action pictures from the story.
(RF.K.3.c and L.K.1.e)
Give students cards with in and on written on them (see
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 below) Then give them teddy bear counters. Have students work with a partner and “fish” for a word in the pile. If the students choose in - they place the teddy bear in an object
(cup or small basket). If they choose on , they place the teddy bear on an object.
Kindergarten Curriculum 4/13/2020
Theme 1 | Guided Reading & Small Group Instruction Page 2 of 6

Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Book Title: We Can Play Text Level: A
Below are the words for Go Fishing which allow students to practice distinguishing with “in” and “on”: in in in in on on on on
Kindergarten Curriculum 4/13/2020
Theme 1 | Guided Reading & Small Group Instruction Page 3 of 6

Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Book Title: We Can Play Text Level: A
Guided Reading Planning Template
Reading Plan: Day 2- Retell the story using pictures in the text
Primary Standard : RL.K.2 With prompting and support, retell familiar stories, including key details.
Introduction
Today you will be reading a…
(name genre, brief summary similar to F&P running record introduction)
We are going to look at We Can Play again and this time, we are pretending that we are the rabbits and we are going to get our friends to play. Students can act out story while reading by making bunny ears, or you can give them ears to retell the story.
(Fantasy- Level A- Topic- Animals)
(RF.K.3.c)
Review words by having students make the words on finger paint bags. Use a Q-tip to help them write the words.
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.
High Frequency Words: in, on, the, go
(L.K.6 and RL.K.2)
Review sequencing terms: First, Next, Then, Last
(L.K.1.e)
Review the difference between in and on
(RL.K.2)
Retell story events in a logical sequence
"When we retell a story, it is important to tell the story in the order that it happened."Think of the story as a line such as this." (Teacher displays a string line with the words first, next, then and last equally distributed on the line.) "As you read the story, keep the line in your mind and think about where you would put the events on the line."
Kindergarten Curriculum 4/13/2020
Theme 1 | Guided Reading & Small Group Instruction Page 4 of 6

Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Book Title: We Can Play Text Level: A
Thinking Job (RL.K.2)
Standard based question that sets While reading, let's see who the rabbits visit and the order that they go to see their friends. 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
Suggested items for anecdotal notes or checklist:
 Retells the main events of a story
 Identifies the characters in a story
 Acts out text
 Retells important facts from a text through
Discussion Questions and
Comprehension Application
Also choose questions that support

Questions:
 Who did the rabbits visit first? (RL.K.1)
 Who did they visit next? (RL.K.1)
 Then who did they visit? (RL.K.1)
Apply comprehension teaching point.
 Who did they visit last? (RL.K.1)
 Who did the rabbits play with? Why? (RL.K.1)
 What are all the characters doing in the illustrations?
Common Core Standards from the grade level standards in which the book level falls to enhance comprehension of the text
(RL.K.1)

Application: Pass out picture cards or give each child a specific page of the story. Ask students to line up along the string line with their pages and pictures in the order the story took place. Students then share out their part of the story. (RL.K.2)
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
(RL.K.2)
Students will retell the story using pictures on the flow map here.
Depending on the student, they can retell the story to you or a friend using the flow map.
Kindergarten Curriculum 4/13/2020
Theme 1 | Guided Reading & Small Group Instruction Page 5 of 6

Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Book Title: We Can Play Text Level: A
Lisa
Tracks print from left to right
Identified the words in and on the page independently
Identified title
Student Anecdotal Notes
Lori
Tracks print from left to right
With assistance pointed to in and on
Able to retell story using pictures
Nyla
With assistance, tracked print from left to right
With assistance pointed to the words in and on
With assistance retold the story using pictures
Joe
Tracks print from left to right
Had 1-1 with words: Knew all the
High Frequency Words
Retold story using pictures
Cameron
Tracks print from left to right
Knew words in, on, the, go
Used pictures to help him read the book
Chase
With assistance followed along in the book
With assistance reread the book
Unable to retell story using picture
Student Joe Title We Can Play Level A
Strengths: Tracks print and has 1-1 Area of Needed Growth: Recognizing spaces in between words
Accuracy Rate __98% Self Correction 1:2 Fluency ___________________________________
Student Lisa Title We Can Play Level A
Strengths: Able to frame a word, Identified front and back of book Area of Needed Growth: 1-1
Accuracy Rate 85% Self Correction 1:3 Fluency ___________________________________
Student Chase Title We Can Play Level A
Strengths: Able to point to the title of the book read the text
Area of Needed Growth: Using illustrations to
Accuracy Rate 80% Self Correction 1:5 Fluency ___________________________________
Joe is ready to move up to Level B Try Cameron in a B text to see if he can move up.
Continue to work on sequencing events with pictures. Review in and on .
Kindergarten Curriculum 4/13/2020
Theme 1 | Guided Reading & Small Group Instruction Page 6 of 6