PLANNING SUPPORT & SAMPLE LESSON

54 Excerpted from

Next Step Guided Reading Assessment

Fluent Guided Reading Lessons

(Levels N–Z)

Comprehension is the ultimate goal of every guided reading lesson, but it

plays an especially important role with ﬂuent readers. Now that decoding

has become automatic, the ﬂuent reader has more cognitive capacity

to devote to deeper thinking and reﬂection. The focus for your lesson

will likely be a speciﬁc comprehension strategy; however, the ultimate

goal is for students to use a combination of many strategies so they can

independently read and understand complex texts.

Fluent Guided Reading Framework

Day 1 Day 2 Day 3

Text Introduction Brieﬂy review Day 1’s work. Guided Writing

Read and Respond Read and Respond

Conferences Conferences

Share and Teach Share and Teach

Discussion Questions Discussion Questions

Word Study Word Study

Preparing to Teach a Fluent Guided

Reading Lesson

As with any guided reading lesson you teach, you want to select the

text and the lesson components that match your students’ needs and

interests. Depending on what you’ve learned about your readers from

analyzing your assessment data, the focus for your lesson might be on

decoding, vocabulary, or comprehension. The section that follows will

help you make this instructional decision.

planninG support

& sample lesson

TAB 4 text.indd 54 2/26/13 5:35 PM

55Excerpted from

Next Step Guided Reading Assessment

Pinpoint an Instructional Focus

To select the focus for your lesson, use the data from the Whole-Class

Comprehension Assessment Class Proﬁle, the Reading Assessment

Conference Class Proﬁle, and what you’ve learned from observing your

readers. With ﬂuent readers, we usually spend one or two weeks on the

same focus, but you may need to adjust your groups sooner if you notice

students making accelerated progress.

Proﬁcient readers use many strategies to comprehend text. We have

included a few basic ones to get you started. As you gain expertise in

teaching guided reading, you’ll be able to design lessons around other

important reading behaviors. See the Fluent Guided Reading Prompts and

Teaching Points Chart (pages 146–147) for more ideas.

If readers have difﬁculty . . . Then prompt and teach . . .

Self-monitoring and decoding big words (e.g.,

they skip or mumble through words and continue

reading even when a miscue doesn’t make sense).

Self-monitoring and decoding

Determining the meaning of words in text, including

ﬁgurative language

Vocabulary strategies

Recounting stories Retelling

Answering literal questions to demonstrate

understanding of a text

Asking questions

Determining the main idea and recounting

supporting details

Main idea/key details

Analyzing relationships between characters and

their actions

Character analysis

Making an inference or drawing a conclusion about

characters or ideas

Inferring

Distinguishing fact/opinion, point of view, and

theme

Evaluating

Summarizing the important parts of a text Summarizing

Interpreting information from text features such as

charts, graphs, maps. and diagrams

Text features and creating graphic

organizers

TAB 4 text.indd 55 2/26/13 5:35 PM

56 Excerpted from

Next Step Guided Reading Assessment

During the guided reading lesson, state the instructional focus for your

students; we recommend doing this after the book introduction and just

before students begin reading independently. This will set a purpose for

reading and help guide your during-reading prompts, observations, and

after-reading teaching points.

Select a Text

Select any short text that provides a slight challenge for the group and ﬁts

your focus. Look beyond the leveled book room; you can choose any short

text (poem, magazine article, short story, or a chapter from a novel). Read

a few pages and ask yourself, “Does this text contain some challenging

vocabulary? Will it give students a chance to practice the focus strategy?” If

so, then it is a good text for your guided reading lesson.

The CCSS for English Language Arts state, “To build a foundation for

college and career readiness, students must read widely and deeply from

among a broad range of high-quality, increasingly challenging literary

and informational texts” (http://corestandards.org/the-standards, p. 10).

Guided reading is a perfect format for exposing students to complex

texts. See the chart below to help select texts for ﬂuent guided reading.

TAB 4 text.indd 56 2/26/13 5:35 PM

57Excerpted from

Next Step Guided Reading Assessment

Focus Strategy Genre Look for texts with . . .

Self-Monitor and Decode* Short stories

Magazine articles

Multisyllabic words with preﬁxes and sufﬁxes that students can

problem solve because they are in their listening vocabulary.

Vocabulary Strategies Short stories

Informational books

Poetry

Some unfamiliar concepts that are supported with context

clues, illustrations, or a glossary.

Select poems with ﬁgurative language including similes and

metaphors.

Retell Short stories

Fables

A straightforward plot with a clear problem and solution.

Ask Questions Any short text Interesting topics so students have questions to ask and share.

Main Idea/Key Details Informational texts Chapter titles, headings, and picture captions.

Character analysis Short stories

Fables

Myths

Dynamic, multifaceted characters whose actions illustrate

character traits.

Infer Short stories

Poems

Biographies

Fables

Myths

Informational texts

Characters that have depth and complexity.

Texts should require the reader to draw inferences from

dialogue, character actions, and thoughts.

Text structure that invites the reader to make inferences and

draw conclusions.

Evaluate Persuasive texts

Newspaper or

magazine articles

An author’s bias so students can evaluate the point of view.

Summarize Any text Short chapters or sections students can summarize.

Text features

Creating graphic organizers

Informational books

Magazine articles

Text features such as graphs, charts, diagram, maps, and so on.

* You won’t have many ﬂuent readers who will need this focus, but we included it just in case. We have

had ﬂuent readers who skip tricky words or mumble them instead of using strategies to decode the

words.

Once you’ve selected the texts, you are ready to gather the other

materials you will need to teach a ﬂuent guided reading lesson.

planning support & sample lesson • Grades 3–6

TAB 4 text.indd 57 2/26/13 5:35 PM

58 Excerpted from

Next Step Guided Reading Assessment

Gather Materials

We ﬁnd it is more efﬁcient to place all the materials for each group in a

separate basket. That way, when it’s time to meet with a group, you can

grab the group’s basket and you are ready to read!

• Set of short texts (stories, poems, magazine articles,

short books, etc.)

• Dry-erase board and marker (for teacher use only)

• Copy of Fluent Guided Reading Lesson Plan template

(see Appendix, page 144)

• Copy of Fluent Guided Reading Anecdotal Notes sheet

(see Appendix, page 145)

• Fluent Guided Reading Prompts and Teaching Points Chart

(see Appendix, pages 146–148)

• Student reading notebooks (one per student) for recording

responses and new vocabulary (see page 123)

• Sticky notes and ﬂags

Fluent Guided Reading Lesson Plan

In this section, we’ll walk through the Fluent Guided Reading Lesson

Plan; it’s a three-day plan. Students read a text on the ﬁrst two days; you

confer with each student individually. If desired, students can complete

Guided Writing when they complete a text.

We recommend copying a set of lesson plan templates, with the

Fluent Guided Reading Anecdotal Notes sheet on the back, to have on

hand while working with

your ﬂuent readers. Keep

in mind that while you’ve

pinpointed an instructional

focus in your planning,

you’ll also want to consider

students’ written responses

when you make your

teaching point after reading.

144

Fluent Guided Reading Lesson Plan (Levels N–Z)

Title: Level:

Instructional Focus:

Day 1 Date: Day 2 Date:

Before Reading

Text Introduction: (3–4 minutes)

This text is about

New Vocabulary:

Model Focus Strategy:

Brieﬂy review Day 1’s work. (1–2 minutes)

Restate the strategy and introduce any new vocabulary.

Invite students to continue reading.

New Vocabulary:

During Reading

Read and Respond: (10–14 minutes) Students read silently and take brief notes that address the comprehension focus.

Conferences: Confer brieﬂy with each student, coaching as needed. See the Fluent Guided Reading Prompts and Teaching Points Chart

on page 146.

After Reading

Share and Teach: (1–2 minutes) Invite students to share their notes; make a related teaching point.

See the Fluent Guided Reading Prompts and Teaching Points Chart on page 146.

Discussion Questions: (3–5 minutes) Discussion Questions: (3–5 minutes)

Word Study (2–3 minutes)

• Spelling-Meaning Connection • Greek and Latin Word Roots

Word Study (2–3 minutes)

• Spelling-Meaning Connection • Greek and Latin Word Roots

Day 3 Date:

Guided Writing Prompt (10–20 minutes) (optional)

It is helpful to make a stack of

two-sided copies, with the Lesson

Plan template on one side and

the Anecdotal Notes sheet on the

other, to keep on a clipboard for

this group.

tIp

The Fluent Guided Reading Lesson

Plan, found on page 144 in the Ap-

pendix, is a template you can use

to plan your lessons. Each compo-

nent of the lesson is described in

detail here and appears in brief on

the template.

tIp

TAB 4 text.indd 58 2/26/13 5:35 PM

59Excerpted from

Next Step Guided Reading Assessment

Day 1 LESSON COMPONENTS

Before Reading (3–4 minutes)

Text Introduction

Introduce the text with a one- or two-sentence gist statement that piques

student interest. Think of this as an advertisement that entices students

to want to read this text. Record it on the Lesson Plan template after the

sentence stem: This text is about.

Then invite students to scan the text, including the table of contents

and index, to do the following:

• Activate background knowledge/connect to schema.

• Share what they notice about the illustrations and other text

features.

• Make predictions.

• Discuss the organization of the text.

New Vocabulary

Discuss unfamiliar words students will encounter during today’s guided

reading lesson:

• Say the word and give a kid-friendly deﬁnition.

• Connect the new word to the students’ background knowledge.

• Relate the new word to the text.

• Invite students to “turn and talk” and explain the meaning of the

word to a classmate.

Model Focus Strategy

Clearly state and model the focus comprehension strategy for students.

Think aloud and show them how you do the strategy. Say, “This is how

I draw an inference from the character’s actions.” Ask them to take notes

in their reading notebook to show how they use the strategy during the

day’s reading.

During Reading (10–12 minutes)

Read and Respond

Students read the text silently and independently for 10 to 12 minutes

and write short responses that match the comprehension focus in their

reading notebooks or on sticky notes. Writing during reading helps the

students organize their thoughts so they are able to describe or explain

complex elements in the text. They can also jot down any puzzling

words and concepts that confuse them or ideas that they want to share

and discuss.

It will save time if students have

seen you model the strategy during

your whole-class mini-lessons

with either a read-aloud or shared

text.

tIp

Do not pre-teach new words if

there is support in the text for

determining its meaning. You want

to empower students to ﬁgure out

new words.

tIp

planning support & sample lesson • Grades 3–6

TAB 4 text.indd 59 2/26/13 5:35 PM

60 Excerpted from

Next Step Guided Reading Assessment

Conferences

Move around the group to read their responses and have short

conversations with each student. Prompt them to use strategies such

as retelling, asking themselves a question, or using context clues if

they encounter a confusing part. Students may need some coaching

and scaffolding to read these slightly challenging, complex texts. That’s

perfectly normal in a guided reading lesson. Use the Fluent Guided

Reading Anecdotal Notes sheet on page 145 to rate the students’

independence with the strategy and record your notes.

After Reading (6–10 minutes)

Share and Teach (1–2 minutes)

After students read for about 10–12 minutes, invite students to share the

notes they took during reading. Use your observations and notes to select

a teaching point for the group from the Fluent Guided Reading Prompts

and Teaching Points Chart found in the Appendix on pages 146–148.

Discussion Questions (3–5 minutes)

Prepare a few thought-provoking questions aimed at challenging students

to think about and beyond the text. Expect students to refer to the text to

support their thinking.

Word Study (2–3 minutes)

Fluent readers are usually in the Advanced Stage of spelling, so your

word study will likely focus on the spelling/meaning connection and

Greek or Latin word roots.

• Spelling/meaning connection: Select a word from the text

that can be connected to other words in meaningful ways.

For example, you might show students the word exhibit and

ask them to think of other words that are similar (exhibitor,

exhibition). Discuss how the meaning and spelling of these words

are connected.

• Greek and Latin word roots: Select a word from the text that

has a common Greek or Latin root or preﬁx and ask students

to think of other words that are similar. For example, you can

point out that intercontinental has the preﬁx inter, which means

“between.” Ask students to think of other words that begin

with the preﬁx inter (interception, intercom, intercede, interchange,

intermediate, and so on).

Close each lesson by having stu-

dents add one or two of the words

you discussed to their New Word

List in their reading notebooks.

tIp

TAB 4 text.indd 60 2/26/13 5:35 PM

61Excerpted from

Next Step Guided Reading Assessment

Day 2 LESSON COMPONENTS

Before Reading (1–2 minutes)

Brieﬂy review the portion of the text that students read on Day 1 and

introduce any new vocabulary students will encounter on the next

section of the text. Remind students of the focus strategy.

During Reading (12–14 minutes)

Students continue reading from where they left off on Day 1, taking

notes as they read, while you confer with and prompt individual students

according to your observations and focus strategy.

After Reading (6–10 minutes)

Share and Teach (1–2 minutes)

Invite students to share the notes they took during reading. Use your

observations and notes to select a teaching point for the group from the

Fluent Guided Reading Prompts and Teaching Points Chart found on

pages 146–148.

Discussion Questions (3–5 minutes)

Prepare a few thought-provoking questions that challenge students to

think beyond the text. Ask students to refer to the text to support

their thinking.

Word Study (2–3 minutes)

See page 124 for word-study ideas for ﬂuent readers.

Day 3 LESSON COMPONENTS

Guided Writing (10–20 minutes)

Guided Writing is optional at the ﬂuent level. If you notice your students

need some extra support with writing, or if you want to challenge them

to probe a text more deeply in writing, plan a guided writing session after

the group ﬁnishes reading the text.

Fluent Guided Writing Procedures

Give students a prompt that challenges their thinking and requires

them to return to the text. Consider using ideas from the Common Core

State Standards (CCSS) that match the text and the strategy focus. For

example, you might ask students to do one of the writing responses

listed in the following chart:

planning support & sample lesson • Grades 3–6

TAB 4 text.indd 61 2/26/13 5:35 PM

62 Excerpted from

Next Step Guided Reading Assessment

Fluent Guided Writing Response Options

Writing Prompt CCSS Link

Compare and contrast the most important

points and key details presented in two

texts on the same topic.

Reading Standard for Informational Text:

Grade 3, Standard 9

Select a chart, diagram, or graph from

the text and explain how the information

contributes to the understanding of

the text.

Reading Standard for Informational Text:

Grade 4, Standard 7

Describe how the narrator’s point of view

inﬂuences how events are described in

the story.

Reading Standard for Literature:

Grade 5, Standard 6

Describe one character in the story

(e.g., traits, motivations, or feelings) and

explain how his or her actions contribute

to the sequence of events.

Reading Standard for Literature:

Grade 3, Standard 3

As the students write, circulate among the group and have a two- or

three-minute conference with each student. Think of these interactions

as mini writing conferences. Attend to some errors and let others go,

depending on the individual needs of the students. You will have greater

success if you select one teaching point for each student. The goal is not

to perfect a piece of writing, but rather to develop a better writer.

As students are writing, offer support in the following ways:

• If the writer struggles with organization, help the student write a

simple key-word plan before writing.

• If the writer gets off-topic, tell the student to refer to the plan and

check off the key word once it is used.

• If the writer relies on common vocabulary, ask him or her to use

interesting words that grab the reader’s attention. Assign a monetary

value of 5 cents to common adjectives and verbs such as good,

nice, fun, said, and 25 or 50 cents to more descriptive vocabulary.

As a teaching point after writing, ask students to star the most

interesting sentence in their piece and share it with the group.

• If the writer doesn’t understand paragraphing, prompt the student

to indent if the time or setting changes. Tell the students how

many paragraphs they should write and then distribute one

sticker for each paragraph. They will place the sticker at the

beginning of each paragraph to remind them to indent.

TAB 4 text.indd 62 2/26/13 5:35 PM

63Excerpted from

Next Step Guided Reading Assessment

Making the Most of the Fluent Guided

Reading Lesson Plan Template and

Anecdotal Notes Sheet

To help you make the most of these two reproducible teacher resources,

follow these tips for planning activities and recording students’

performance over the course of two days.

• Make two-sided copies with the Lesson Plan template on one

side and Anecdotal Notes sheet on the other.

• Jot down your planning notes before meeting with your ﬂuent

guided reading group:

» Title: Write the title and level of the book you’ll be using.

» Instructional Focus: After pinpointing your instructional focus, write it on the top

of the Lesson Plan sheet.

Before Reading

» Text Introduction: Create a gist statement to introduce the text.

» New Vocabulary: Note the words you’ll introduce using the four steps outlined on

page 123.

» Model Focus Strategy: Brieﬂy note how you will introduce and/or model your

instructional focus.

After Reading

» Discussion Questions: Prepare one or two thought-provoking questions to spark

discussion of the text.

» Word Study: Decide whether to work on spelling-meaning connections or Greek

and Latin word roots; jot down which words you will explore.

Day 3

» If you choose to do Guided Writing, record the prompt you will use.

• Write the names of the group members on the Anecdotal Notes

sheet. Circle or write in your focus comprehension strategy; then

assess each student’s strategy use during the lesson and circle a

comprehension rating. There’s also space for you to record any

observations that will help you make instructional decisions for

your students.

Now let’s take a look at a sample lesson plan, which Jan has annotated

with her thinking about the group based on her assessment data. Lily’s

assessment data is shown on page 90; she is part of this ﬂuent guided

reading group.

planning support & sample lesson • Grades 3–6

TAB 4 text.indd 63 2/26/13 5:35 PM

64 Excerpted from

Next Step Guided Reading Assessment

Assess–Decide–Guide:

Putting the Three-Part Framework Into Action

On pages 90–91, Jan analyzed Lily’s reading record and transferred that data to the Reading

Assessment Conference Class Proﬁle. Then, Jan grouped her with other above-grade-level

readers who also needed to work on evaluative comprehension. Now it is time to use all of

the data to plan a ﬂuent guided reading lesson for Lily and her groupmates. Notice how Jan

prepares to teach Lily’s group.

From analyzing the assessments, I learned that Lily and the other

members of her group were having difﬁculty with evaluative

comprehension. I selected an article from

Scholastic News

that

presented arguments for and against cloning the Woolly Mammoth.

Although the text is not formally leveled, I know the content and the

strategy focus will be slightly challenging for this group.

I’ve jotted a quick book introduction and three words that I want to introduce.

We’ll use the map to identify Siberia, and then follow these steps to introduce

“cloning” and “desolate”:

• Say the word and give a kid-friendly deﬁnition.

• Connect the new word to students’ background knowledge.

• Relate the new word to the text.

• Invite students to “turn and talk” and to explain the meaning of the word to a neighbor.

Since the strategy focus is evaluative comprehension, each student will create a T-chart labeled “support” and

“opposition.” As they read the article over the next two days, they will record reasons the author gives for and

against cloning the mammoth.

Knowing Lily will ﬁnd this task challenging, I want to confer with her while she reads to notice if she

understands how to evaluate both sides of the argument. Once I confer with Lily, I’ll meet with the rest of her

groupmates.

Once students ﬁnish the article, they will share the information they jotted down and decide which side—

pro or con—is better supported by evidence.

On the third day of this series of lessons, students will write an opinion piece about cloning the Woolly

Mammoth, citing evidence from the text to support their viewpoint.

TAB 4 text.indd 64 2/26/13 5:35 PM

65Excerpted from

Next Step Guided Reading Assessment

Sample Fluent Lesson Plan

planning support & sample lesson • Grades 3–6

TAB 4 text.indd 65 2/26/13 5:35 PM

66 Excerpted from

Next Step Guided Reading Assessment

Tracking the Progress of Lily’s Group

of Fluent Readers

Each time Jan meets with this group, she observes and rates each student’s

level of independence with the focus strategy. If she needs to provide

a great deal of support, she gives the student a one (1), indicating the

student is not independent and needs teacher scaffolding. As students

develop proﬁciency with the strategy, Jan may give the student a

comprehension rating of a two (2) or three (3). If the student completely

understands the text, applies the focus strategy without any scaffolding,

and participates in the comprehension conversation after reading, Jan

circles a four (4) on the Anecdotal Notes sheet. This indicates the student

is ready for more challenging text or a different focus strategy.

After two or three weeks, Jan looks over her notes to determine

whether or not the group, or a student in the group, is ready to try

a different strategy or maybe a more challenging text. If she’s unsure

whether or not they are ready to move to the next level, she can do a

quick reading record before she moves them to that level.

When Do You Take Fluent Readers

to the Next Step?

As you meet with your ﬂuent readers, you will gradually increase the

complexity of the texts they are reading and change your focus strategy

to address the needs of the students in the group. Fluent readers will

demonstrate a range of abilities in the level of text they can read and in

their depth of understanding. You will know it is time to increase the text

level when the student is able to:

• Read ﬂuently with at least 96 percent accuracy

• Retell with little teacher support

• Make logical inferences from the text

• Determine the main idea or theme

• Summarize using supporting details

As you move students up in text levels, you may return to a focus

strategy you had previously taught. Even though you already taught

students how to draw inferences, they will need to practice the same

strategy on more complex texts. Remember to use a variety of texts,

including myths, legends, poems, newspaper and magazine articles, and

short informational books. Your goal is that students are able to “read

and comprehend complex literary and informational texts independently

and proﬁciently” (CCSS, page 10).

TAB 4 text.indd 66 2/26/13 5:35 PM