Guided Reading Lesson K-1
At this level, students may read a new book every day. Half of the books they read should be informational. Store at least the last 3 books read in the students’
book bag. The focus is problem solving with words so the students can decode text efficiently, gain fluency, and comprehend.
Familiar Reading / Fluency
Word Study / Vocabulary
Reading (Have the group chorally read one to three familiar books (above 94% accuracy)
Writing (Select 3-5 known frequency words and/or letters for the students to write on marker boards to build writing
fluency) Students may write the first word in the center and all four corners, use their finger to read the words, use just
their eyes to read the words, read the words again as they erase each one the repeat with the next word.
Have students partner read or whisper read while the teacher takes a running record on one student – possibly reading
yesterday’s new book for emergent readers.
After the child has finished the book, comment on strategies the student used (or could have used) during reading.
Check for comprehension by having the student retell the story.
o Design a brief lesson based on the needs of the children. It may include high frequency words, academic vocabulary
tier II words, chunking, word families, directional behavior, text features, looking at print in detail, hearing sounds in
words, use of multiple cues, etc.
Students use magnetic letters, tactile letters, Wikki Stix, pointers, clay, translucent counters, linking charts, or other
manipulatives to reinforce the teaching point.
Use affixes, base and root words to help make meaning out of word parts
Substitute and add initial and ending sounds when decoding (car to bar to bark)
Use analogies (must to bust to dust)
Read the punctuation
Reread to increase the rate of reading
Use decoding strategies or Fix-up strategies (When you come to an unknown word)
Comprehension Strategy / Teaching Point:
New book is introduced which may include the teaching point from word study. It may also include a comprehension strategy
which the teacher models explicitly by thinking aloud. Strategies might include:
o Activating prior knowledge before, during, and after reading
o Determining the most important ideas and themes in the text
o Asking questions of themselves, the authors, and the texts they read
o Creating visual and other sensory images from text during and after reading
o Drawing inferences from text
o Retelling or synthesizing what they have read
o Utilizing a variety of fix-up strategies to repair comprehension when it breaks down
o The teacher and students talk about the book using pictures to predict and locate tricky words.
o Ask questions about what they notice as they view the pictures.
o Ask what they know about the title, a picture in the book (i.e. sheep, magnets, clouds), the topic.
o Identify anchor words quickly (I, the, me).
Predict and locate (What letter do you expect to see at the beginning of sheep?
Find the word as fast as you can.)
Repeat the pattern, repeat the new words, and stop at new vocabulary words, accessing prior knowledge, and
analyzing the word together.
o Students independently whisper read the book.
o The teacher provides support as needed, however the goal is to have the students read and use strategies
o The book is read again chorally to promote fluency.
o Ask which comprehension strategy the student will use when he or she comes to an unknown word.
o Ensure that every child reads every text from beginning to end.
o Praise, prompt, and encourage students through modeling and teach them to self-monitor, correct, and use fix-up
Jennifer Evans, St. Clair County RESA
Reread yesterday’s sentence as a group.
Have student orally compose a group or individual sentence about today’s new book.
The teaching point should be incorporated into the sentence.
The students write their sentence in a writing journal that is divided in half.
The students begin writing their sentence on the bottom of their page. The top portion in known as the “try
page” where the teacher supports the children while they practice writing unknown words from the sentence.
o These words may include high-frequency words, words needed often in writing, words that have a close
sound/symbol correspondence, or words that the children could learn with a little more practice.
o The sentence is then copied onto a sentence strip by the teacher. Each child rereads their sentence strip. The
teacher cuts the sentence strip into words or chunks (depending on each child’s needs). Each child reads the
words from the sentence strip as it is cut. The cut-up sentence is assembled, read by each child, and sent home in
an envelope to be read with parents.
o Have students retell, restate, summarize the stories orally. Help students to visually represent parts of the text.
Discuss the text at a deeper level through questioning strategies, asking big idea questions that the students will
respond to and bring back the next day.
Student take home yesterdays book to read to their parents.
Students choose what books they want to read from their book bags during silent reading time.
Students can write about reading by retelling, summarizing, goal-setting, questions to discuss, opinions about the text, etc.