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)

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.