Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Guided Reading Plan (Day 1)
Book Title: What Is It? Unit 4 week 1 (Treasures Leveled Readers)
Text Level: D
Primary Standard: RI.K.1 With prompting and support, ask and answer questions about key details in a text.
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.
PostReading
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
Discussion Questions and
Comprehension Application
Apply comprehension teaching point.
Also choose questions that support
Common Core Standards from the
Reading Curriculum
Guided Reading & Small Group Instruction
This is Nonfiction text about making a fruit salad. What
fruits would you put in a fruit salad? (Create an organizer
on the easel that will allow you to sort information.)
(RF.K.3.c)
High Frequency Words: Review; to, what, is, it, this, in,
for, you, can, have and color words by having students
pinch the word on the pinch card as the teacher calls it
(see below)
Focus on: color words and introduce “what”
Reading the question: What is it?
(RI.K.4 and RF.K.2.d)
Encourage students to use picture cues and first sound
to read the vocabulary terms: apple, orange, banana,
vine, bunches, grapes,
*grapes grow on vines, bananas grow in bunches
(RI.K.1)
Make, confirm and/or modify predictions
"Making predictions is like being a magic mirror that can
tell you what it's thinks is going to happen. After reading
1, 2 or 3 pages, stop reading. Use your pretend magic
mirror to find clues from what you read to help you think
and ask questions to predict what will happen next."
(RI.K.1)
What describing words did the author use to help you
figure out the fruit?
As you are reading the text with the students list the
describing the words on your chart paper, easel, etc.
Save this list for tomorrow’s lesson.
Suggested items for anecdotal notes or checklist:
 Uses illustrations
 Makes/confirms predictions
 Recalls information
 Demonstrates fluency
How did the author describe the apple? (RI.K.1)
What words did he use to describe; oranges, bananas,
grapes? (RI.K.1)
What color words do you see? (RI.K.1)
Did the color words help you predict what fruit the author
was describing? (RI.K.1)
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Extension
Suggestions
grade level standards in which the
book level falls to enhance
comprehension of the text.
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
Guided Reading & Small Group Instruction
Application: Think about the magic mirror. Ask students
if they correctly predict what the author was describing
and what the author would describe next? Remind
students that predictions can be correct or incorrect, but
the important thing is that predicting helps readers think
about and interact with the text.
Use the page below. Students can use this text or texts
from their book bins to rainbow write words, or even sight
word cards. This will reinforce color words from the book
as well. Students can write with smelly markers,
markers, crayons or write on white boards with colored
dry erase markers.
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Roll the dice and write the word to match the corresponding color.
Read the word after you write it. You can write the word in all the colors.
Write your word with red.
1
Write your word with orange.
2
Write your word with yellow.
3
Write your word with green.
4
Write your word with blue.
5
Write your word with purple.
6
Copy two-sided cut columns apart one for each student
Reading Curriculum
Guided Reading & Small Group Instruction
3/21/2016
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
to
what
is
it
this
in
for
you
can
have
Reading Curriculum
Guided Reading & Small Group Instruction
to
what
is
it
this
in
for
you
can
have
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
red
yellow
blue
green
orange
purple
black
brown
pink
white
Reading Curriculum
Guided Reading & Small Group Instruction
red
yellow
blue
green
orange
purple
black
brown
pink
white
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Guided Reading Planning Template (Day 2)
Book Title: What Is It? Unit 4 week 1 (Treasures Leveled Readers)
Text Level: D
Primary Standard: RI.K.7 With prompting and support, describe the relationship between illustrations and the text in
which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts)
Pre-Reading
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
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.
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
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
Guided Reading & Small Group Instruction
This is a Nonfiction text about fruit. We are going to look
at how the author of What is It? describes fruit in the text
to help us create our own page for a group book later
today.
(RF.K.3.c and L.K.1.d)
High Frequency Words: Review color words and “what”
Reading the question: What is it?
(L.K. 2.b, L.K.6 and RF.K.4)
Introduce the question mark. Discuss the tone of your
voice when you read a question. Have them look for the
question mark on cover of their book. Practice reading
the title with expression.
(RI.K.7)
With prompting and support, describe the relationship
between illustrations and the text in which they appear
Pull out the describing graphic organizer and review the
words that the students shared yesterday. As students
are rereading text, add to the organizer as needed.
(RI.K.7)
While you are reading, I want you to pay close attention
to how the author describes the fruit. What words and
pictures help you understand the fruit he is describing?
Suggested items for anecdotal notes or checklist:
 Uses illustrations
 Recalls information
 Demonstrates fluency
 Responds to text
How did the author help you predict the food? (RI.K.1)
What words did the author use to describe the food?
(RI.K.1)
Think of a fruit that you want to describe. How will you
illustrate your drawing? What words will you use to
describe it? (RI.K.7)
How can you help readers guess your fruit? (RI.K.1)
With the fruit you are choosing, think about:
What color is your fruit on the inside? (RI.K.1)
What color is it on the outside? (RI.K.1)
What does your fruit grow on? (RI.K.1)
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Extension Suggestions
Where does your fruit grow? On the ground? In a tree?
(RI.K1)
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
Guided Reading & Small Group Instruction
Application: Use the organizer from the reader. Teacher
can model a picture of a fruit and use describing words to
create a riddle.
Students will take pictures of food items or objects that
they want to describe. Students can use the app Turbo
Collage to combine the photos. Student will write their
describing clues to help their partner guess their
photographed item. Students can share their “clues” with
their groups.
If an iPad is not available, have students make a riddle
and share it to the group or class. Model your riddle
before your students create their riddle. Here is an
example:
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Student Anecdotal Notes
Rori
 Correctly answered many
questions about the story
 Used the text to answer the
questions
 Identified and read sentences
with intonation with the question
mark
Used onset and rime to decode
Lindy
 Answered some questions about
the story
 With assistance, used the text to
answer the questions
Needed assistance to remember
and needs to learn the name for a
question mark
Mindy
 Did not answer questions about
the story
 Listened to peers answer story
questions
 Identified and read
sentences with intonation
with the question mark
Russell
 Correctly answered many
questions about the story
 With reminders, used text to
story questions
 Identified and read sentences
with intonation with the question
mark
Used letter sounds to identify
unknown words
Mitch
 Correctly answered many
questions about the story
 Answered most story questions
from recall
 Read sentences with intonation
Used onset and rime to decode
words
James
 With prompting, answered
questions about the story
 Used the text to answer the
questions
Did not read fluently
Informal Running Records
Student Lindy
Title What Is It?
Level D
Strengths: Has good sight word identification. Read parts of text with fluency.
Area of Needed Growth: Needs reading strategies when she reaches unknown words, need to look at
punctuation
Accuracy Rate 89%
Self Correction 1:5 Fluency Read fluently, limited expression.
Student Russell
Title What Is It?
Level D
Strengths: Has strong decoding skills. Comprehended story well. Monitors reading well.
Area of Needed Growth: Needs to start to carry over CVC decoding skills into his writing. More work
with elkonin boxes.
Accuracy Rate 96% Self Correction 1:2
Fluency Read fluently. Strong decoding and used
pictures to sound out words, but answered story questions from memory.
Next Steps: Russell needs to move onto an E. Make chart or review current chart on what to do when
you come to an unknown word. Students are relying just on sight word ID and want my help when they
reach a decodable word.
Reading Curriculum
Guided Reading & Small Group Instruction
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