Sample Guided reading planning sheets

							Sample texts for beginning readers
                Guided reading planning sheet
Term: ______week: _________ Date: ___________ Stage: _____

Reading outcomes:           .5,   .6,   .7
Targeted group         Text: I’m Brave L:2       Alpha Kids Horwitz Martin
1.                     Teaching points
2.                        • Predict what the text may be about from the title
                              and illustrations.
3.
                          • Students know where to start reading on the page
4.                            (L to R).
5.                        • Concept of a word.
                          • Demonstrate how to turn pages carefully.
                          • Read the text.
Orientation to the text
Introduce the new text.
Ask students to make predictions about the text.
Discuss the illustration on the front cover.
Discuss the meaning of the word “brave” to draw on prior knowledge of
students.

Reading the text
Discuss the title page and read the title together.
Talk through the illustrations, discussing what is happening in illustrations
(who & what).
Focus on the picture cues.
Discuss where to start reading and which way to go (L to R).
Read through the text encouraging students to join in.

Working with the text
Have the students reread the text with the group.
Teacher asks “show me a word”, another word.
Count how many words on the page.
Students to locate a word that matches the picture, e.g. lion, tiger, dragon,
monster, bus.
Provide support where necessary, e.g. students use fingers to frame the word
and to read along with the text.

After the Guided Reading
Students read with a partner, turning pages carefully and finger pointing to
demonstrate one-to-one matching.

Reflection (e.g. student learning, your learning, your teaching, where next?)
Sample texts for beginning readers
                Guided reading planning sheet
Term: ______week: _________ Date: ___________ Stage: _____

Reading outcomes:            .5,   .6,   .7
Targeted group       Text: Snake’s Dinner L:7 Alpha Kids Horwitz Martin
1.                   Teaching points
2.                      • Predicting and confirming what the text is about from
3.                          illustrations.
4.                      • Discuss the structure of the text using question and
5.                          answer format.
                        • Reading with phrasing and fluency—noting the
                            purpose of the punctuation on the page.
                        • Contractions—What are they? What do they mean?
Orientation to the text
Introduce the new text, read and discuss the title.
Discuss the illustration on the cover. Is it real or imaginary?
Ask the students to predict what a snake might eat for dinner.
Confirm by looking silently through the text.

Reading the text
Students silently look through the new text focusing on the illustrations initially
then the text.
Discuss the illustrations predicting what the snake eats for dinner.
Provide the structure of the text. How would you ask a question or respond with
the answer?
Discuss the purpose of the punctuation on the page. Teacher models how to read
in the punctuation and allows student time to practise reading through the text
with phrasing and fluency.

Working with the text
Students to locate these words, e.g. contractions or sight words e.g. what, where
Use magnetic letters to make the words.
Read the questions within the text e.g. “What’s for dinner?” or “Can I eat you?”
Have the students reread the text with a partner, one reading the question, the
other the response.
Provide support where necessary. Ensure students are reading for meaning by
the way they are using the punctuation.

After the guided reading
Students read with a partner, ensuring that they read with fluency and expression.
In pairs predict what might happen to the snake on the last page (page 16).


Reflection (e.g. student learning, your learning, your teaching, where next?)
Sample texts for beginning readers
                Guided reading planning sheet
Term: ______week: _________ Date: ___________ Stage: _____

Reading outcomes:              .5,    .6,   .7
Targeted group         Text: The Duckling L:14           Alpha Kids      Horwitz Martin
1.                       Teaching Points
2.                           • Predict from the title and cover the type of text, what
3.                               will it be about? Make inferences from illustrations.
4.                           • Use the strategies for reading effectively to search for
5.                               cues, to problem-solve and to construct meaning from
                                 texts.
                             • Self-correcting: make sense, look right and sound right,
                                 with an emphasis on rereading for meaning and use of
                                 direct speech.
Orientation to the text
Discuss the strategies readers use as they process texts to construct meaning.
Discuss purpose of the text.
Talk about the illustrations, clarifying students’ knowledge and understanding of
ducklings.
Students predict and infer, using the cover of the text what they think will happen to
the duckling.

Reading the text
Students confirm their predictions by silently reading the text before discussing their
thoughts with the group.
Teacher reads part of the text emphasising the reading strategies being used.
Discuss what good readers do as they read with an emphasis constructing meaning
and processing words as you read.
Students are given time to read the text aloud to practise the strategies of rereading
and thinking about making sense as they read.

Working with the text Select one or two teaching points then let the students
practise the behaviours with the teacher as the observer.
Locate high frequency words or sound patterns that need reviewing as students read
independently.
Use the examples to explicitly teach what the student needs to know, e.g. blending,
processing words on the run (using magnetic letters or white board).
Focus on pages 5 and 6 to discuss direct speech and the effect on meaning.
In pairs students read the text to locate the verbs used, e.g. chased, shouted.

After the guided reading
Students return to the text to reread to their partner using phrasing and fluency so
that what they read makes sense, sounds right and looks right.

Reflection (e.g. student learning, your learning, your teaching, where next?)