1. Guided Reading Lesson Plan Assignment Directions & Template
Name: LeAnne Ray READ 3301 Section: 001
Directions: You will first ASSESS your focus student to determine an instructional reading level
using the leveled text book bundle and running record forms found on Blackboard. Based on this
information you will plan and teach a guided reading lesson with your focus student. This lesson can
be taught in a small group INCLUDING your focus student OR one-on-one. Before you teach the
guided reading lesson you will turn in this ENTIRE DOCUMENT including your LESSON PLAN
TEMPLATE (page 2) on Blackboard for feedback. You may NOT teach this lesson until feedback has
been provided.
Assessments Information: Answer the following questions based on the information you gathered
while completing the assessments on your focus student. You may NOT plan this lesson until you
have assessed your focus student.
1. List the titles of ALL books/passages that you used for your running record diagnostic
assessment while finding an instructional level on your focus student. Record the
accuracy rates and self-correction ratios for each book/passage in the table below
(remember you may have read a several books/passages or just a few—it depends on
your focus student’s abilities). (Item 2)
I was only given two books from the teacher, and she only gave me level C books to use
because the student is not a that good with comprehension. –LeAnne
Running Record Diagnostic Assessment Titles/Accuracy Rates
Book/Passage Title Level Accuracy % SC Ratio
1 The Rain C 98% NO SC
2 Making Soup C 98% NO SC
3
2. Based on the running record diagnostic assessment, as well as your observations prior
to teaching the guided reading lesson, identify the type of reader your focus student is
and give a rationale. Describe his/her strengths and needs. (Item 1)
My focus student is an early reader. Since she focuses on pointing at the words on the paper
to make sure that she does not lose her place, she is definitely an early reader. Her strengths
include that she knows her sight words, reads at a steady pace, and uses pictures to help with
anything she does not understand. Her only weakness is depending on the teacher to tell her a
word without trying to figure it out on her own.
3. Select a LEVELED TEXT (this should NOT be a text used to complete the running record
diagnostic assessment). Record the title and level of the guided reading text you selected to
teach. Ask your practicum teacher for a book title you can use to teach your guided reading
lesson. You will need a set of books OR just one copy of the text if you are doing a one-on-one
lesson. Each student you are teaching the lesson with must have an INDIVIDUAL copy of the
selected text to read. (Item 2)
If your practicum teacher does not have a set of books for you to use, you will print an
appropriately leveled book from the set you have downloaded and make enough copies for
each student in your group.

2. Title of Selected Leveled Text: The Easter Egg Hunt Level: C_________
4. Give a RATIONALE for why you selected this text. Why did you feel it was appropriate
for your focus student or focus student’s group? How do you plan to address your
focus student’s needs through teaching this text? (Item 2)
This was a good choice for my focus student and her group because it is a level C book, and
relates to a holiday coming up. Since my focus student is struggling with figuring out how to
say different words, I would coach her during the listening in part to keep trying and tell her that
it is okay to be wrong that is the only way to learn.
Guided Reading Lesson Plan
Review the SAMPLE Guided Reading Lesson Plan (separate attachment). Use the TEMPLATE
(page 4) provided to write your Guided Reading Lesson Plan.
Consider the Following when Completing the Template:
 Introduce New Book: Book Title/Level
Write book introduction here. This should include a plan for a picture walk, activating prior
knowledge about the topic, new vocabulary words and/or specific language structures that
need addressing.
*Language Structures are phrases that would typically sound unfamiliar because students
would not typically say them when they are speaking (i.e. “Here you are”, “Away we go”, or
“down to the river”) OR a pattern that is repeated often throughout the text (i.e. Away goes
the….). It’s important to introduce these language structures before reading and have students
repeat them BEFORE the first reading of the book.
 Word-Solving Strategy Lesson: Make a plan to model and practice using a word-solving
strategy that this particular student needs to practice (focusing on meaning/semantic cues,
visual/graphophonic cues, or syntax/structural cues). See handout on word-solving strategies
and ideas for text levels below.
o Levels A-C: re-read and think about what would make sense and start with that letter,
check the first part and then the rest of the word (look-ing), picture sort for initial
consonant sounds
o Levels D-E: use the first part (blend/digraph) to help you think about what would make
sense, OR breaking words into parts (ex: in-to, a-way), OR cover the ending and see if
there is a part you know (ex: cover –ing on “looking”), picture sort for blends or digraphs
o Levels F-I: use the first part (blend/digraph) to help you think about what would make
sense, OR breaking words into parts (ex: in-to, in-side, zoo-keep-er), OR cover the
ending and see if there is a part you know (ex: cover –ing on “looking”), OR use a word
you know to help read a new word (analogies) ex: if you can read look, you can read
book and took.
o Levels J-P: breaking words into parts (ex: in-to, in-side, zoo-keep-er), OR cover the
ending and see if there is a part you know (ex: cover –ing on “looking”), OR use a word
you know to help read a new word (analogies) ex: if you can read look, you can read
book and took

3.  Comprehension/Review: Invite student to retell/discuss the story. Ask questions to activate
comprehension strategies. Then ask student to share strategies used to figure out tough words
in the new book/to comprehend.
 Teaching Points: Remind student to use a particular strategy for word-solving or convention
before reading OR after the reading, discuss a common practice noted during reading.
o Level A-C-one to one matching (readers point to each word as they read), use picture
clues (readers use the pictures to help think about what would make sense), monitoring
(readers notice when something does not make sense or look right), Readers reread
and use the first letter/part to think about what would make sense.
o Level D & above – Readers can break words into parts to help read new words (ex: a-
way, re-mem-ber, to-ge-ther, cat-er-pill-ar), Readers can use words they know to read
new words (if you can read “can”, you can read “man”), Readers notice contractions
(when two words are put together to make a shorter form of the word), Readers reread
and use the first part to think about what would make sense, Readers read with
expression and make their voices sound like talking.
 Guided Writing: Ask students to write a sentence in response to the book. This could be
open-ended (What did you think of the book?) or a dictated sentence emphasizing a particular
word-pattern studied during the word solving strategy lesson. Record plan on lesson plan
below.
o If your student is reading a Level A/B book, you will need to give them a dictated sentence to
write. For example, you might say “I want you to write the sentence ‘I ride my bike’”. It will need
to be a very basic sentence related to the story that consists of appropriate high frequency
words and words that they can hear dominant consonant sounds to write down what they hear.
o If your student is reading a Level C/D book, you will need to give them a story starter such as “I
go to the…” and then let them finish the sentence. Explain that they will need to write the part
that you said first and that they can finish it any way they choose.
o If your student is reading Levels E and above, you can ask them to write at least 2 sentences
related to the book.

4. Guided Reading Lesson Plan Template
Teacher Name: LeAnne Ray
Date of Lesson:TBD
Warm-Up
Running Record Student: Taylee
Title of Running Record Book & Level: Making Soup (LevelC)
New Book Title & Level:
Allie and Ollie (LevelC)
Teaching Points
(Item 5)
Word-Solving Strategy Lesson
(Item 6)
BOOK INTRODUCTION (Items 3-4) When ever in doubt over
a word, start over and
prepare your mouth to
say the unfamiliar word.
You can use text and
pictures to help figure out
what a word is.
Teacher model:
Page 3--Dog
If you get stuckat the
end of the sentence, you
can use the pictures to
help you figure out w hat
the w ord is.
For example, turn to
page three. “Allie and
Ollie are…” I do not know
that w ord, so let me look
at the picture. Allie and
Ollie must be dogs. The
w ord does looklike dog.
So I read “Allie and Ollie
are dogs.”
Page 4—sisters
Let’s look at page four.
“Allie and Ollie are…”
Well, they are playing
together and they both
are w earing bows. Maybe
they are sisters. The
w ord does looklike it
reads sister. “Allie and
Ollie are sisters.”
Page 5—people
We can also do the same
thing w ith page five.
Working on short vowels.
Students w illbe given a t-chart w ith
the short vowelo and a. I w illcall out
six w ordsfor the students to place
under the correct column based on
w hich short vowelthey hear.
Here are the w ords:
 Dog
 Cat
 Bat
 Cop
 Tag
 Pot
My focus student struggled with her
short vow els; therefore, Iw ould like to
be able to help her strengthen those
skills.
1-Access Prior
Knowledge (Item3):
Tell the students
about my puppy. And
ask them about any
experiences with
dogs.
Concepts/New
Vocabulary (Item4):
Chase
Language Structures
(Item 4):
I did not see
anything out of the
norm that the
students w ould not
understand.
2-Summary Statement (Item3):
Have you ever had a puppy or dog? I have one. I
have a corgibeagle mix. He is really short and kind
of long. I love having my puppy! Do any of you have
a dog or know someone w ith a dog?
In this story. There are tw o dogs named Allie and
Ollie. They are sisters. These dogs are special
because they act like poeple. As w e read, we need
to pay attention to how they act like humans.
Picture walk:
P. 3—Clarify w hat it means to chase something.
Comprehension/Review Plan for After Reading
(Item 5):
Turn and talk withpartner:
Share w ith your partner w hat your favorite part of the
book w as and w hy it w asyour favorite.
Group Discussion:
How did Allie and Ollie act like people? How do w e
know this?
Guided Writing(Item 7):
I w ould like for you to think about the tw o dogs Allie and Ollie fromour story and complete a sentence about them. Write something on your paper that
you learned about them fromthe story. Here is the sentence: “Allie and Ollie like to…..”
DURING the lesson:
Observe the students while reading and “dip in” to support word-solving and/or comprehension strategy use. Take
anecdotal notes as you observe and record below. You will submit this at a later date. Leave this section blank when you
submit the “plan” to your instructor.

5. Student Name Observations and Anecdotal Notes Throughout the Lesson
Aiyana Aiyana took her time while reading and was very observant when it came to new words.
When she got to the word “human”, she used the new word-solving strategy. She
prepared to read the word and then gave it her best shot. It worked!
Sarah Sarah is still working with her phonemes and trying to sound out unfamiliar blends. She
tries very hard not to mess up because she turns red in the face when she messes up.
Taylee Taylee tries very hard to read words correctly. She seemed to struggle with the double
letter sounds like in the work “looking”. She would say it like “lu-king”. She got stuck
on Allie and Ollie and looked at the pictures to determine that the words had to be the
names of the dogs. Also, she was using the word-solving strategy to solve these
challenges.
Shelly Shelly does not sound out her words, instead she tries to use pictures and the teacher to
get help. She did not blend sounds correctly, so her words were not pronounced
correctly. I guided her into using the word solving strategy, and she was able to solve
the word.
Anastasia Anastasia struggled with blending. She would get stuck on a word and ask for help. I
would guide her into using our word-solving strategy. The strategy worked a couple of
times, but she would get huffy and puffy and almost give up.
AFTER the lesson:
Take a running record on your focus student reading the text you just taught in your guided reading lesson. You will
submit this at a later date.
GUIDED READING LESSON PLAN ASSIGNMENT (35 Points)
Completed
(check
here)
ITEMS RELATED TASKS possible
points
earned
points
Item 1 Identified the TYPE of reader of your focus student and
identified his/her strengths and needs (based on screening
and diagnostic assessments).
3
Item 2 Identified the title, level, and rationale for text (small, leveled
book) selected to plan this lesson.
Listed title, level, accuracy rate, and SC ratio for all book(s)
6

6. STUDENT (S) COMMENTS (ITEM 8)— Include your reflection on the assignment. What did you learn
about planning a Guided Reading Lesson? How might you apply what you learned when you become
a teacher? Were there issues with this assignment?
I learned that there are many ways to go about planning a guided reading lesson. In fact, I looked up
different examples of word-solving strategies to figure out what would help my focus student improve
her vocabulary. I found different things that would help, but then looked at her running record and
spelling inventory and discovered that working on short vowels would help her the most. With this, I
learned not to be afraid of looking for other materials to help make a lesson benefit the students.
I will definitely apply the knowledge that students do not always enjoy guided reading and tend to be
really mean to each other when one messes up. I observed one student that just did not want to be at
the table participating in the guided reading. I had to go out of my way to encourage the student to
participate and say that we are going to write and draw a picture at the end of the lesson. This helped
diffuse the situation a bit, but I did have to remind the student of what was to come. I noticed that
there were two girls that did not get along very well. One student would make fun of the other as she
read her book. I will need to look into strategies to handle this because I tried the comment of “We
need to be nice to our friends.” All I got out of that was, “We. Are. Not. Friends.” Yikes!
I did not find any issues with this assignment because they handled it very well. All of the students
showed interest by their behavior, which consisted of being alert and active in participation. The only
thing I would have adjusted would be to either add another short vowel sound or a few more words. I
would do that because the working on short vowels activity went way too fast.
given during the Running Record Diagnostic Assessment.
Item 3 Included a book introduction for the new book. The
introduction accessed background knowledge, encouraged
conversation, and set a purpose for reading.
6
Item 4 Book introduction also included a plan to “de-bug” the book by
pointing out new vocabulary AND language structure (pattern
of the text if there was any).
4
Item 5 Plan for Comprehension strategy/review and Teaching Points
are developmentally appropriate based on student(s) needs
and are applicable based on the chosen text.
4
Item 6 Included an appropriate word-solving strategy focus based on
student(s) needs. The lesson for teaching the strategy is
clear, and provides student(s) with adequate practice for using
the strategy.
5
Item 7 Plan for guided writing is specific and developmentally
appropriate based on student(s) level and needs.
3
Item 8 Student Comments reflect professional knowledge and
thoughtful composition.
2
Item 9 Used correct grammar, spelling, and punctuation. (no more
than 2 errors)
2
Total 35