Emergent Lesson Plan Template
ADVERTISEMENT
1
2
3
4
5Jan Richardson, “The Next Step in Guided Reading, K-2”
Next Step in Guided Reading K-2
Emergent & Early Plan – levels A-I
Transitional Plan – Levels J-M
Based on 20-minute lesson each day
Based on 20-minute lesson each day
Day 1
Day 2
Day 1
Day 2
Day 3
Sight word review (writing)
Sight word review
Preview & Predict
New vocabulary for
Reread book for
<1 min. (optional after E)
<1 min. (optional after E)
New vocabulary
next section of text
fluency, if
(3-5 min.)
(2-3 min.)
appropriate
st
(5 minutes)
Introduce and read new
Finish 1
read and/or
Read w/prompting
Continue reading
text w/prompting
reread familiar texts
(10 min.)
w/prompting
8-10 min.
w/prompting
5-8 min.
(12-15 min.)
Teaching points – 2 min.
Teaching points – 2 min.
Teaching points:
Teaching points:
Guided Writing
• crosscheck • endings
• phrasing & intonation
Decoding, fluency,
Decoding, fluency
(15-20 minutes)
• use MSV
• known parts
• recall information
vocabulary, retell.
vocabulary, retell.
• reread
• analogies
• retell story elements
Discussion prompt
Discussion prompt
If reading is fluent,
spend entire lesson
Teach new sight word
Teach new sight word
Word Study
Word Study
1-2 min. (optional after E)
(optional after E)
(3-5 minutes)
(3-5 minutes)
doing guided
writing.
Word Study
5-8 min.
Guided writing
5-8 min.
Prompts for Guided Reading
Self-monitoring &
Fluency & Phrasing
Vocabulary
Comprehension
Decoding
• Are you right?
• Read it without pointing.
• Reread and look for
• Look at the picture and tell me
• What would make
• How would the character say
clues.
what you read. (retell w/picture
sense? Check the picture.
that? Can you read it like the
• Read on and look for
support)
• Think about the story.
character?
clues.
• What did you read on this page?
• Get your mouth ready.
• Read it all together so it
• Substitute another word
(cover picture & prompt for retell)
sounds smooth.
that makes sense.
• Check the middle (or
• What happened at the beginning of
the story? Then what happened?
end) of the word.
• The teacher uses her fingers
• Check the picture.
to frame 2-3 words at a time,
• Reread.
• Find a part you know.
• What’s the problem in the story?
helping the student read in
(analysis)
• Cover the ending. Is
• Have you heard that
phrases.
word before? How can it
• What might happen next? How
there a part you know?
• The teacher slides his finger
help?
could they solve the problem?
• Break the word apart.
over the words to push the
• Does this word remind
(predict)
• Do you know another
word that looks like this
student’s eye forward.
you of another word you
• How is the character feeling now?
one?
• The teacher reads w/student
know?
(inference)
and models intonation &
• What can you do to
• What would make
• Why do you think the character did
expression.
(or said) that? (inference, cause-
help yourself?
sense?
effect)
• Why is this word in bold print?
ADVERTISEMENT
0 votes
Related Articles
Related forms
Related Categories
Parent category: Education