Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Guided Reading Day 1
Text Title (Treasures Leveled Reader): What Will The Weather Be?
Text Level: F
Primary Standard: RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of
information in a text.
Supporting Standard(s): The students will read to learn about how the weather changes.
Introduction
Today you will be reading a…
(name genre, brief summary similar to
F&P running record introduction)
Word Work
High frequency words and/or sound
patterns needed to read the text with
fluency
Today we are going to be reading an informational text
about the weather and how it changes Let’s see what we
can learn about weather by reading the text.
(L.1.f)
Explain that “Y” can make the long e vowel sound when
added to the end of a long word (2 syllables). Model with
rainy. Practice with sunny and windy. Notice that “y”
makes the long e sound when the word is a longer word
(2 syllables). It makes a short i sound when the word is
short (one syllable) like “by”.
Pre-Reading
The video link below shows examples of when “y” makes
the long e sound.
“Y” says long e
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.
(L.1.4.a, RI.1.4)
During the picture walk discuss “extreme” on page 9.
Teach synonyms such as “risky” and “dangerous”.
Students should be encouraged to locate the vocabulary
word in the text and use the picture/illustration and sound
to read the word.
(RI.1.5) Know and use various text features to locate key
facts or information in a text.
Text features, such as a chart, help readers locate key
facts and information in a text. It is important as a reader
to look at the text features and the information before
reading. Readers, with the teacher’s assistance, can
make an enlarged version of the chart to take notes.
Use sticky notes to find words and phrases that match to
a place on the chart
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
First Grade Guided Reading
(RI.1.3)
Read to find out: How does the weather change as a
storm is coming in and moving out of an area?
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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
(RI.1.3) Describe the connection between pieces of
information
Based on formative data, you may need to show a
student how to compare two pieces of information to
make a connection. On page 6 direct the student to the
chart at the top of the page. What are the differences
between Monday and Tuesday? How are they similar?
The both show the weather using the clouds but the
cloud are different.
Extension Suggestions
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




What types of weather did you notice in the
text?(RI.1.1)
What information did the text features supply?
(RI.1.5)
Which days had similar weather? How do you
know?(RI.1.3)
Which days had different weather? (RI.1.3)
How does the weather change as a storm moves in
and out of an area?(RI.1.3)
Comprehension Application: Use the Post-It notes from
your reading time. Place the Post-It note with text
support to a matching location on the chart.
Compare two different types of weather. Use sentences
and pictures to describe two types of weather. (RI.1.3,
SL.1.4)
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 Guided Reading
Sounds of “Y” Word Sort. Sort the pictures by the long e
or long i sound spelled “Y”. (RF.1.3.f)
Magnetic letters: Use magnetic letters to create words 2
syllable words the end with the long e sound spelled Y.
(RF.1.3.f)
Students can draw and write about two types of weather
using KidPix or another drawing/writing program.
(SL.1.4, W.1.2)
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Name:___________
Word Sort: Sounds of “Y”
Directions: Sorts the words into two columns.
Sounds like “E”
First Grade Guided Reading
Sounds like “I”
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
windy
sunny
buy
cry
rainy
fly
First Grade Guided Reading
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Name: ____________________________________________
Date: _____________
Weather
Draw 2 different types of weather from the text. Write a sentence for each illustration.
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First Grade Guided Reading
4/16/2015
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Guided Reading Plan (Day 2)
Text Title (Location): What Will The Weather Be?
Text Level: F
Primary Standard: RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text
Supporting Standard(s): The students will read to learn about how the weather changes.
Introduction
Today you will be reading a…
(name genre, brief summary similar to
F&P running record introduction)
Word Work
High frequency words and/or sound
patterns needed to read the text with
fluency
Pre-Reading
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
Today we are going to reread about how the weather
changes during a storm system. What types of weather
did we read about yesterday? How did the weather
change as a storm was moving in and out of an area?
(RF.1.4.c)
Review that “Y” can make the long e vowel sound when
added to the end of a long word (2 syllables). “Y” can
also make the long I sound at the end of a short (one
syllable) word. Look at the words as they are used in the
text. How do the context clues and pictures help you read
the word?
(L.1.4)
Academic Vocabulary: text features
Explain the term text features. Point them out in a
previously read text.
(RI.1.5) Know and use various text features (e.g.,
headings, tables of contents, glossaries, electronic
menus, icons) to locate key facts or information in a text
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.
Before rereading today, think about the text features and
their purpose. Photographs and charts help the reader
understand the information in the text. A strategy to use
when you see a text feature in the text is the Stop,
Observe and Apply. Example: Stop at the text feature.
Observe what is seen, written or shared. Apply the new
information to understand what you read.
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 Guided Reading
What text feature can you identify and what is its purpose
for this text?
Based on formative data from yesterday, you may need
to show a student the connection between the text
features and the why the author used them in various
places in the text. Use the chart from yesterday and
review how the charts helped us understand words and
phrases. You may also want to do this with the tree map.
4/16/2015
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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
Extension
Suggestions
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 Guided Reading


What are some things you notice about the weather
after looking at the chart at the top of each
page?(RL.1.3)
What was the purpose of the chart?(RI.1.5)
What information did you get from the charts at the
top of the pages?(RL.1.5)
Do you think the charts and words are connected?
Why/Why not? (RI.1.7)
What is the purpose of the captions? How do they
help readers understand the information in the
photographs? (RI.1.5)
Why did the author use text features in various places
throughout the text? (RI.1.5)
Comprehension Application: Stop, Think, Apply
Let’s make a tree map today recording the text features
we found using the Stop, Think and Apply strategy.
Teacher creates the tree map on chart paper. I’ll start our
thinking by adding charts to the tree map. Reread the text
paying close attention to the text features. After reading,
we will record the text features on the map.
(Rl.1.5, SL.1.4)
Create a tree map that displays the text features the
authors used in the informational article. Be sure to
include the purpose for each one under the feature. Use
the frame to answer the question, “How do text features
help readers?”
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Name:_____________________ What Will The Weather Be?
Text Features
Directions: Write the text features that you found in the text below.
charts
Helped us see the
weather pattern
Frame: “How did the text features help the reader?” It helped the reader by
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First Grade Guided Reading
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Student Anecdotal Notes
Israel
Collin
 Independently read and wrote
long e words spelled with “Y”
accurately.
 Knew that weather changed
and could name examples
 Independently, used text to
locate answers
 Could identify text features and
describe how they helped the
reader
Arianna
 Independently read long e
words spelled with “Y”
accurately.
 Knew that weather changed
and could name examples
 With prompting, used text to
locate answers
 With prompting, could point to
text features
 Independently read and with
assistance wrote long e words
spelled with “Y” accurately.
 Knew that weather changed
and could name examples
 Correctly answered many
questions.
 With prompting, used text and
text features to locate answers
 With assistance, read and write
long e words spelled with “Y”
accurately.
 Knew that weather changed
and could name examples
 With prompting, used text to
locate answers
 With prompting, could point to
text features
Isabel
Jaden
 With assistance, read and write
long e words spelled with “Y”
accurately.
 Knew that weather changed
 Independently, used text and
pictures to locate answers
 Could identify text features
Ava
 With assistance, read long e
words spelled with “Y”
accurately.
 Independently found answers to
questions in the text
 With prompting, used text and
text features to locate answers
Informal Running Records
Student
Israel
Title ______What will The Weather Be?
Level F
Strengths: Great recall from story. Relied and used illustrations/photos to read unknown words
Area of Needed Growth: Needs to work on blending and using onsets and rimes.
Accuracy Rate 64/71 _ 90% Self Correction 1:3 Fluency _Read slowly, but accurately relied on photos
Student
Isabel
Title What Will The Weather Be?
Level F_____
Strengths: Knew how weather changed. Area of Needed Growth: Slowing Isabel’s reading down. She
needed prompting to look back in text because she did not know what she was reading. Did not monitor
reading.
Accuracy Rate 66/71 Self Correction no monitoring Fluency Read fluently, but recalled with
illustrations
Next Steps: See if Isabel can slow down when reading. Model how to self-monitor when reading.
First Grade Guided Reading
4/16/2015
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
First Grade Guided Reading
4/16/2015
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