Transitional Guided Reading Plan

Date:
3/28/16

Title:
The Horrible Urktar or Oar

Day 1
1. Introduction

Gist
statement:

We will do a picture walk on a

new book, and The student will
make predictions about what
she thinks will happen. After
we read, she will give me a
five-finger retell.

Level:

Strategy Focus:
Introducing a new book/ predictions

Day 2

Day 3

1. Continue Reading

1. Reread the book for fluency

Observations:

Observations:

(5 min) OPTIONAL

New
Vocab:

2. Teaching Points: Choose 1 or 2 each day

Comprehension Strategies:

Vocabulary Strategies:
Reread the sentence and look for clues
Check the picture or visualize
Use a known part (compound words)
Use the glossary

Fiction
Nonfiction:
BME
Recall information
SWBS
Write key words
5-finger retell
Compare/Contrast
Compare
Ask questions
characters
Character feelings
Summarize
Flag VIP
Main idea/Details
Fluency & Phrasing:
Phrasing
Attend to bold words
Dialogue, intonation, expression
Attend to punctuation

3. Discussion Prompt

3. Discussion Prompt

Decoding Strategies:
Reread & think what would make sense
Cover (or attend to) the ending.
Use a known part (shouted)
Use analogies (saw jaw)
Chunk big words (re-mem-ber)

2. Guided Writing
(15-20 min)
BME
Problem-Solution
5-finger retell
Compare/ Contrast
SWBS
Character Analysis
Event detail
Key word summary
Other: __________________________

Observations:

In the Horrible Urktar of Oar we

saw the word going, what does
adding ing to a word do to the
meaning?

4. Word Study (if appropriate)

Sound
boxes:

Ing words
Playing, going, eating,

4. Word Study (if appropriate)

Sound
boxes:

Instructions: Type in the green shaded areas as needed. Then print to use when teaching.
Adapted by Nathan Elliott from: Richardson, J. (2009). The next step in guided reading : focused assessments and targeted lessons for helping every student become a better reader . New York: Scholastic Inc.

Analogy:
Make a big
word:

Analogy:
camping

Make a big
word:

Name/Date: Christine Crowe_________

Lesson #: ___2________
1. Content Standard(s) addressed by this lesson:

Kindergarten: Standard 2.1.a.iii

Second Grade: Standard 2.1.ii, 2.2.i

2. ABCD Objective (Use Evidence Outcomes from the standard as a starting

point)
Create your lesson objective for the focus of the guided reading lesson for the week (e.g.
word work for March 7-11)
After reading the Horrible Urktar of Oar, The student will be able to provide a fivefinger retell of the book. After word work, The student will be able to explain what adding
ing to a word does to a words meaning.
3. Attach written/typed lesson plan either from the The Next Step in
Guided Reading text, or an approved format.
4. Lesson Reflection:
1. To what extent were lesson objectives achieved? (Utilize running record data
to justify the level of achievement)
The lesson went very well. The student, with very little guiding, was able to tell me the
characters, setting, main events, problem, and ending of the Horrible Urktar of Oar.
Word work went pretty well, she understood the concept. Most words are sight words to
her because she reads so much, so I feel like the word work was too easy for her again.
1. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
I will have to find more challenging word work for The students next lesson.
1. What do you envision for the next lesson? (Focus on next steps that align with your
evidence outcome. For example: Next week for word work, I will)
For next time, I would like to go into more detail in terms of comprehension of The
Horrible Urktar of Oar. I would like to do a character analysis of both characters and
have her compare the two, because the two characters embody opposite traits.

Instructions: Type in the green shaded areas as needed. Then print to use when teaching.
Adapted by Nathan Elliott from: Richardson, J. (2009). The next step in guided reading : focused assessments and targeted lessons for helping every student become a better reader . New York: Scholastic Inc.