Get the templates that makes planning for your guided reading lessons more simple and time-effective! Help your beginning readers by using the right strategies, and focusing on the right things before and after the reading.
Filling in the template will save you time and allow you to review your plans quickly what it is you want to accomplish with your group.
- explanation of reading strategies
- questions you can use to guide students
- ideas for fun pointers
- samples of 3 lesson plans
- template for level 1/A
- template for level 2/B
- template for level 3/C
- template for level 4/C
- template for level 5/D
- template for level 6/D
- template for level 7/E
- template for level 8/E
- template for level 9-10/F
- template for level 11-12/G
- blank template for any level
- weekly group planning sheet
Common Core ELA Standards:
- K.RF.1.a-1. Demonstrate how to hold a book with correct orientation.
- K.RF.1.a-2. Distinguish pictures from words by pointing when prompted.
- K.RF.1.a-3. Locate on a printed page where to start reading with multiple lines of text.
- K.RF.1.a-4. Demonstrate that the left page of a book is read before the right page of a book.
- K.RF.1.a-5. Track text with a finger on a printed page from left to right.
- K.RF.1.a-6. Track text with finger from one line of the printed page to the next line on the same printed page (return sweep).
- K.RF.1.a-7. Demonstrate that pages are turned one at a time in a sequence from front to back.
- K.RF.1.a. Follow words from left to right, top to bottom, and page by page.
- K.RF.1.b-1. Distinguish letters from numbers on a printed page by pointing.
- K.RF.1.b-2. Locate a letter on a printed page within text.
- K.RF.1.b-3. State that letters are placed together to form words.
- K.RF.1.b-4. Locate a word on a printed page within text (reads own name).
- K.RF.1.b-5. Listen to spoken sentence(s) and state individual words in the sentence(s).
- K.RF.1.b. Recognize that spoken words are represented in written language by specific sequences of letters.
- K.RF.1.c-1. Isolate words within printed text. Example: Isolate words using index cards or by circling words.
- K.RF.1.c-2. Point to individual words using one-to-one correspondence.
- K.RF.1.c. Understand that words are separated by spaces in print.
- K.RF.2.b-1. Recognize the concept of a syllable (e.g., parts/chunks of a word).
- K.RF.2.b-2. Count and state the number of syllables in words.
- K.RF.2.d-1. State the initial sounds in three-phoneme words.
- K.RF.3.c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
- K.RI.4.a. With prompting and support, recognize that words have a meaning.
- K.RI.4.b. With prompting and support, recognize when a word is not understood in the context of a text.
- K.RL.7.a. Identify that illustrations tell a story or help tell a story.
- K.RL.10. Actively engage in group reading activities with purpose and understanding.
- K.SL.1.a. Listen to and follow directions.
- K.SL.1.e. Participate in a conversation about a book or text and other kindergarten topics.
- K.SL.1.h. Speak to and respond in a group in complete sentences.
- K.SL.1.i. Express a relevant response (on topic) by listening to the conversation.
- K.SL.6.b. Role play different voice levels. Use the appropriate voice level for one to one, table/small group, whole group, and outdoor settings.
- K.SL.6.c. Express ideas in complete sentences so that everyone can understand.
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