Fluent Plan Levels N+ Based on 20-minute lesson each day
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1 Next Step in Guided Reading 3-5 Transitional Plan levels J-M Fluent Plan Levels N+ Based on 20-minute lesson each day Based on 20-minute lesson each day Day 1 Day 2 Day 3 Day 1 Day 2 Day 3 Introduce New New vocabulary for next section of Reread for fluency Assessment New vocabulary New vocabulary for next section of text New vocabulary for next section of vocabulary text (optional) (3-5 min.) (2-3 min.) text. (2-3 min.) (3-5 min.) (2-3 min.) (5 min.) Read w/prompting Teaching points: Decoding, fluency, vocabulary, retell. Discussion: CCSS Word Study (3-5 minutes) Are you right? Reread and think about the story. Cover the ending. Is there a part you know? Break the word apart. Do you know another word that looks like this one? What can you do to help yourself? Continue reading w/prompting (12-15 min.) Teaching points: Decoding, fluency vocabulary, retell. Discussion: CCSS Word Study (3-5 minutes) (15-20 min.) a response to the text with teacher support and prompting. Connect to CCSS. Day 4 (optional) a response to the text with teacher support and prompting. Connect to CCSS. Prompts for Guided Reading Decoding Fluency Vocabulary Comprehension Read the Reread and look for punctuation. How would the Read on and look for character say that? The teacher slides Substitute another word his/her finger over that makes sense. the words to push Check the picture. the student s eye Find a part you know. forward. Have you heard that The teacher reads word before? How can it w/student and help? models intonation & Does this word remind expression. you of another word you know? How can it help? What would make sense? NARRATIVE What have you read? (retell) What s the problem in the story? Why do you think the character did (or said) that? How are the characters similar (or different)? What caused the character to change? What is the main idea/theme? INFORMATIONAL What was most important? Why did the author include that diagram, etc.? What is the main idea/theme? Author s purpose? Summarize what you ve read. What caused? What was the effect of? How is this text similar to (or different from) another?
2 Selecting the Word Study Activity to Match the Skill Focus Skill Focus Word Study Activity Examples Short vowels Making words/sound boxes jog, jag, rag, rat, rot, got, get Digraphs and Blends Making words or Sound boxes Prompt students to say word slowly and listen to vowel. chat-chap-chip-ship-shop clap-clip-grip-grin-spin-spun wept-west-lest-list-last-lamp Prompt students to check the word to make sure the letters and sounds match. Silent e feature Making words or Analogy chart mat-mate-mane-man-pan-pane Prompt students to attend to vowel sound. hop hope chop flop slope grope hop hope jog flip strip spine spoke stripe Vowel Patterns Analogy charts Prompt students to listen for the vowel pattern. new night flew chewed chewy flight slightly frightful Multisyllabic words Spelling/meaning connections Greek/Latin stems Make a big word Select a word from the text that can be connected to other words in meaningful ways. Explain the meaning of stems. 1. Select a 2-3 syllable word from the story. 2. Clap the syllables in the word. 3. Give students the letters for the word. 4. Student say each part to make the word. 5. Break the word in parts and remake. Text word: exhibit Connections: exhibition, exhibitor Text word: intercontinental; discuss meaning of inter Connections: intercom, interception, interchange, etc.
3 Scaffolds for Teaching Comprehension Retell ~ STP Ask & Answer Questions STOP at the end of a page THINK What did I read? PARAPHRASE Retell in your own words (use illustrations, if necessary)! 1. Flag a fact from the text. 2. Turn the fact into a question. What How Why 3. Write your question in your notebook with the page #. 4. Share your question with your groupmates. 5. Use the text to support your answer. Main Idea/Details 1. Turn heading into a question. 2. Take notes on facts that answer the question. If necessary, revise question. 3. Use heading and important details to form main idea statement. Character Analysis - Inference Flag a character s action or dialogue. Ask yourself Why did the character do that? Why did the character say that?
4 Transitional Lesson Plan Template (Levels J-M) Book Title: Level: Focus: Day 1 Date: Day 2 Date: Introduce New Book: This book is about Continue reading the book. Today you will read about New vocabulary: New vocabulary: Observations and individual teaching points: Text Reading With Prompting: See Prompts for Guided Reading (10-12 minutes) Teaching Points After Reading: Choose 1 or 2 (decoding, vocabulary, fluency, and/or comprehension). Decoding strategies: p. Reread & think what would make sense. Cover (or attend to) the ending. Use analogies. Chunk big words. Fluency & Phrasing p. Phrasing. Attend to bold words. Dialogue, intonation & expression. Vocabulary Strategies p. Reread the sentence and look for Check the picture. Use a known part. Use the glossary. Retelling Shared retelling w/transition words 5-finger retell B-M-E S-W-B-S Describe character s feelings BME DAY 3: Date: Individual Student Assessment ; Other students reread book (3-5 minutes) BME; 5-finger retell; SWBS; Events & Details; Character analysis, Other:
5 Fluent Lesson Plan Template (Levels N+) Title: Level: Focus: Day 1 Date: Day 2 Date: Day 3 Date: Introduce text: This text is about : New Vocabulary: Continue reading text. Today you will read about next chapter/section: New vocabulary: Continue reading text. Today you will read about next chapter/section: New vocabulary: Text Reading and Writing w/prompting: See Prompts for Guided Reading (10-12 minutes) Teaching Points After Reading: Choose 1 or 2 each day (decoding~fluency~vocabulary~comprehension). Decoding strategies: p. Reread & think what would make sense * Cover (or attend to) the ending. Use analogies. Chunk big words. Fluency p. Phrasing. Attend to bold words. Dialogue, intonation & expression. Vocabulary Strategies p. Reread the sentence and look for Check the picture. Use a known part. Use the glossary. Retelling Shared retelling 5-finger retell B-M-E S-W-B-S Describe character s feelings DAY 3: Date: Individual Student Assessment ; Other students reread book (3-5 minutes) BME; 5-finger retell; SWBS; Events & Details; Character analysis, Other:
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