A to Z Teacher Stuff - Guided Reading new products

Being a Guided Reading Wizard

Do you want to be a guided reading wizard? With over 80 pages, this packet contains activities, lessons, and tools to help you become just that! This packet is perfect for early readers {kinder and 1st grade}.

This packet includes:

Short vowel game
Long vowel game
Digraph posters {ch, sh, th, wh and a bonus poster for ph}
Guided reading lesson plan template
Running record sheet
Step-by-step planning guide
Alphabet review game
Word work ideas
Sight word games
Sound stars
Sound munchers
One-to-one correspondence ideas
Poetry Walk
Graphic Organizers
Guided Reading Journal
Vocabulary book
6 decoding strategy posters

Reading Response Activities w/a Modern Spin

An Awesome set of "modern day" book activities your students will really love!!! They are printables that can be used for ANY Book or Story and ANY Grade Level!!!

Included are:

Create a Character Voki

CD Cover Soundtrack Activity

Create a Character Emoticon

Facebook Character Ananlysis

Facebook Character Analysis: USE W/ANY BOOK!

Tap into your students interests through an activity about the world's Number 1 Social Network, Facebook! This activity contains 3 awesome student printables (and a set of student directions) that the students will complete as they analyze characters from ANY Novel or BOOK!!! Use this activity again and again for an engaging, fun ,and COOL activity that your students will enjoy doing and not even realize they are learning!!!

Who Took the Cookie? Name Recognition Balanced Literacy Unit

Start your year off right by beginning with solving a mystery! Your students will be taken on a reading and writing adventure that will have them learning, problem solving and connecting to the well-loved classic story.

You'll be amazed at how students will begin to recognize their own names and other classmates' names as you begin your year together! This unit incorporates all aspects of the balanced literacy approach and can easily be planned for one week or extend into two! Make the beginning of your year focused and have a successful start - and this unit is flexible enough to fit in and around all of the procedures you're introducing, teaching and reinforcing!

Make this a simple process with everything you need to pull it together here in this unit.

This 40 page unit includes:

Hickety Pickety Game (Name Recognition)
Who Took the Cookie (Name Game)
Poem (Shared Reading)
Class Book (Independent Reading)
Emergent Reader (Guided Reading)
Book Suggestions (Read Aloud)
Retell Props (Literacy Center)
Class Name Chart (Shared Reading)
Cookie Graph (Interactive Writing)
Analyzing a Graph (Math Extension)
Letters and Replies to Parents for Supplies
Who Took the... (Independent Writing)
Dissecting the Book (Read Aloud Discussions)
Dissecting the Book (Response Sheet)
Predictable Chart (Shared Writing)
Name Labels Template

The Gingerbread Man Emergent Readers

The Gingerbread Man is a great emergent reader for anytime. Great picture support and introduction to retelling stories. Included are two different versions of text, one for readers level 1/A and one for readers level 2-4/B-D. Based on the version by Karen Schmidt.

Designed for beginning readers, students love being able to read this book on their own. With a strong level of picture support, and expected text (featuring sight words) students will enjoy reading success!

Guided Reading Lesson Plan Template Bundle (for any leveled book)

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.

Included:

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.

Guided Reading Pack (Lesson Plans, Strategy Posters & Running Records)

This pack has what you need to help make your guided reading lesson planning, organization and strategies used a snap!

Get the lesson plan templates that makes planning for your guided reading lessons more simple and time-effective! 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.

Keep yourself organized using the individual reading log and running record forms. They help you keep it all in one place and easily accessible everyday.

Five reading strategy posters feature simple icons that are meaningful to students and effective when used as prompts and during guided reading instruction and modeled during shared reading experiences.

Included:

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
two column running record sheet
three column running record sheet
individual student reading log
5 reading strategy posters (all 5 come in three different sizes)

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Helps Meet Common Core English/Language Arts 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-3. Blend syllables together to form a word when given an oral prompt (e.g., po - ta - to = potato).
K.RF.2.b-4. Segment words into syllables orally when given a spoken prompt (e.g., hamburger = ham - burg – er).
K.RF.2.c-1. Blend onsets and rimes of single-syllable words when given by a teacher.
K.RF.2.c-2. Segment onsets and rimes of single-syllable words when given by a teacher.
K.RF.2.d-1. State the initial sounds in three-phoneme words.
K.RF.2.d-2. State the final sounds in three-phoneme words.
K.RF.2.d-3. State the medial sounds in 3 phoneme words.
K.RF.2.e-1. Blend at least three phonemes together to state one-syllable words.
K.RF.2.e-2. Segment one-syllable (3 phonemes) words into phonemes.
K.RF.2.e-3. Substitute individual sounds of simple one-syllable words to make new words. Start with beginning sounds (e.g., cat becomes hat).
K.RF.2.e-4. Add individual sounds to simple one-syllable words to make new words. Start with beginning sounds (e.g., art becomes part; car becomes cart).
K.RF.3.a-1. Produce 50 percent of the primary or most frequent sounds for each consonant.
K.RF.3.a-2. Produce all of the primary or most frequent sounds for each consonant.
K.RF.3.b-1. Recognize short vowel sounds (a, e, i, o, u) within common spellings.
K.RF.3.c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do).
K.RF.3.d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
K.RF.4. Read emergent-reader texts with purpose and understanding.
K.RF.4.a. Use self-correcting strategies when reading simple sentences.
K.RI.1.a. With prompting and support, answer simple questions about key details (individuals, events, ideas, or pieces of information) in a text.
K.RI.1.b. With prompting and support, ask simple questions about key details (individuals, events, ideas, or pieces of information) in a text.
K.RI.2.a. With prompting and support, identify the main topic in a text.
K.RI.2.b. With prompting and support, retell orally two or more key details (individuals, events, ideas, pieces of information) in a text.
K.RI.3.a. With prompting and support, describe differences between two individuals, events, ideas, or pieces of information in a text.
K.RI.3.b. With prompting and support, describe similarities between two individuals, events, ideas, or pieces of information in a text.
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.RI.4.c. With prompting and support, answer questions about unknown words in a text.
K.RI.4.d. With prompting and support, ask about unknown words in a text.
K.RI.5.a. Identify the front cover of a book.
K.RI.5.b. Identify the back cover of a book.
K.RI.5.c. Identify the title page of a book.
K.RI.7.a. Recognize that illustrations (pictures, drawings, charts, captions) depict a person, place, thing, or idea that is in the text.
K.RI.7.b. With prompting and support, explain how the illustrations (pictures, captions, drawings, charts) support and extend the text.
K.RI.8.b. With prompting and support, identify key points (individuals, events, ideas, or pieces of information) in informational text.
K.RI.10. Actively engage in group reading activities with purpose and understanding.
K.RL.1.a. With prompting and support, orally answer questions asked by the teacher about key details (characters, setting, major events) in a text.
K.RL.1.b. With prompting and support, ask simple questions about key details (characters, setting, major events) in a text.
K.RL.2.a. With prompting and support, identify orally one key detail (characters, setting, major events) of familiar stories.
K.RL.2.b. With prompting and support, identify orally two or more key details (characters, setting, major events) of familiar stories.
K.RL.2.c. With prompting and support, sequence identified key details (characters, setting, major events) of familiar stories.
K.RL.3.b. With prompting and support, identify characters in a story.
K.RL.3.d. With prompting and support, identify setting(s) in a story.
K.RL.3.e. With prompting and support, identify major events in a story.
K.RL.4.a. With prompting and support, recognize that words have a meaning.
K.RL.4.b. With prompting and support, recognize when a word is not understood in the context of a story.
K.RL.4.c. With prompting and support, answer teacher's prompts about unknown words (new vocabulary) in a story.
K.RL.4.d. With prompting and support, ask about unknown words (new vocabulary) in a story.
K.RL.4.e. Understand and use fix-up strategies.
K.RL.4.e-1. Use pictures to figure out unknown words.
K.RL.4.e-2. Break words into sounds to read unknown words.
K.RL.4.e-3. Chunk unknown words into parts to read unknown words.
K.RL.7.a. Identify that illustrations tell a story or help tell a story.
K.RL.7.b. Explain that illustrations support and extend the story.
K.RL.10. Actively engage in group reading activities with purpose and understanding.
K.RL.10.a. Use pictures and context to aid comprehension and to draw conclusions or make predictions about story content.
K.SL.1.e. Participate in a conversation about a book or text and other kindergarten topics.
K.SL.1.f. Speak to and respond to an adult in complete sentences.
K.SL.1.g. Speak to and respond to a partner in complete sentences.
K.SL.1.h. Speak to and respond in a group in complete sentences.

Guided Reading Strategy Posters for Kindergarten

Want to be able to give your students a visual icon to reinforce the strategies you're teaching? These posters are a perfect fit when working with beginning and non-readers.

Five posters feature simple icons that are meaningful to students and effective when used as prompts and during guided reading instruction and modeled during shared reading experiences. Each poster comes in three different sizes.

The kindergarten-friendly font makes these ready to print!

The strategies featured are:

Look at the picture
Get your mouth ready (produce beginning sound)
Think what makes good sense (use context, use beg. sound and picture in combination)
Say the bit you know (look for word parts, sight words embedded, etc.)
Go through the whole word (blending the sounds)

Guided Reading Running Records and Individual Reading Logs

Keep yourself organized using these guided reading forms.

Designed for working with beginning readers, these forms will help you keep it all in one place and easily accessible everyday.

Use a simple Individual Reading Log to keep track of what books each individual student has read, the levels of progression and their running record score when applicable.

Running Record Sheets come in two different styles (two column and three column).

Save time with these running records and tips on how to organize a fully functional guided reading binder! Read some tips and see photos here: on our blog.

"What to Say When Your Child is Reading to You" Parent Handout

Give parents the tool they need to help their child with reading at home. This is a perfect guide to help parents ask questions to their beginning reader so that they are not relying on, "sound it out."

KindergartenWorks brings you a parent-friendly, powerful tool in guiding parents as they are listening to their blossoming reader. As teachers we know that it is helpful when we can give parents a resource that is simple to follow and appealing to the eye.

This handout is just that!

Now updated to also include:

a reading book log and
a parent-friendly explanation of most commonly used guided reading strategies. Parents who utilize this will be helping their child to develop into a well-rounded reader that reads for meaning. The picture icons featured here refer to the guided reading strategy posters also available for purchase.

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Helps Meet Common Core English/Language Arts Standards:

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-3. Blend syllables together to form a word when given an oral prompt (e.g., po - ta - to = potato).
K.RF.2.c-1. Blend onsets and rimes of single-syllable words when given by a teacher.
K.RF.2.d-1. State the initial sounds in three-phoneme words.
K.RF.2.e-1. Blend at least three phonemes together to state one-syllable words.
K.RF.2.e-3. Substitute individual sounds of simple one-syllable words to make new words. Start with beginning sounds (e.g., cat becomes hat).
K.RF.2.e-4. Add individual sounds to simple one-syllable words to make new words. Start with beginning sounds (e.g., art becomes part; car becomes cart).
K.RF.3.b-1. Recognize short vowel sounds (a, e, i, o, u) within common spellings.
K.RF.3.c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do).
K.RF.3.d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
K.RF.4. Read emergent-reader texts with purpose and understanding.
K.RF.4.a. Use self-correcting strategies when reading simple sentences.
K.RI.7.a. Recognize that illustrations (pictures, drawings, charts, captions) depict a person, place, thing, or idea that is in the text.
K.RL.4.a. With prompting and support, recognize that words have a meaning.
K.RL.4.b. With prompting and support, recognize when a word is not understood in the context of a story.
K.RL.4.e. Understand and use fix-up strategies.
K.RL.4.e-1. Use pictures to figure out unknown words.
K.RL.4.e-2. Break words into sounds to read unknown words.
K.RL.4.e-3. Chunk unknown words into parts to read unknown words.
K.RL.7.a. Identify that illustrations tell a story or help tell a story.
K.RL.10.a. Use pictures and context to aid comprehension and to draw conclusions or make predictions about story content.
K.SL.1.f. Speak to and respond to an adult in complete sentences.