2 Day Guided Reading Quick Planner
Level A 1
Making Words
Rhyming words with the same spelling pattern
(long vowels or short a & o):
WORD WORK
Initial Consonants and Long Vowels
Sound Boxes (2 boxes)
Two boxes with one a long vowel.
Segment sounds and count on fingers
before writing in sound boxes.
go no so
me we he go no so lo
cat hat mat pat
Picture Sorts
Sort pictures by initial consonant sounds or long medial
vowel sounds. Be sure to remember the 4 steps.
1. Say the name of the picture
2. Make the sound
3. What letter makes the sound?
4. Place the picture under the correct letter.
me he we be
hop mop top cop
pot lot hot dot jot
pan man ran fan
map cap tap gap
mad had sad pad
dog fog log hog jog
mob bob rob sob cob job
rag wag bag zag
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GUIDED WRITING Dictated Sentence
3-5 word dictated sentence that contains the targeted sight word of today’s lesson. The sentence should include at least one
word that students must stretch out. Use paper that allows a space to practice letter formation, take words to fluency, and use sound boxes.
If possible, include other recently taught sight words and letter sounds emphasized in the lesson. Have students repeat the sentence several times before writing. If needed, supply yellow lines for students to put their words on. Have students reread to remember the sentence. Do not go word by word. Emphasize conventions such as beginning capital letter, ending punctuation, lowercase letters in the appropriate place and letter
formation. Lincoln Public Schools, 2013, Information taken from The Next Step in Guided Reading (2009), by Jan
Richardson
2 Day Guided Reading Quick Planner
Level B 2
Making Words
Change initial and final consonants:
rat rag ram ran rap
WORD WORK
Initial Consonants and Short Vowels a & o
Sound Boxes (2 boxes)
Two boxes with a short vowel /a/ or
/o/ and a consonant. Segment sounds
and count on fingers before writing in
sound boxes.
cat cap can cab
at an on am as
man mat map mad
Picture Sorts
Sort pictures by initial or final consonant sounds or
medial short a & o vowel sounds. Be sure to
remember the 4 steps.
1. Say the name of the picture
2. Make the sound
3. What letter makes the sound?
4. Place the picture under the correct letter.
hat ham had has
hot hop hog
map mat man pan pat
sad mad mat sat sam
did dig pig pit sit
can cat man map tap tan
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GUIDED WRITING Dictated Sentence
5-7 word dictated sentence that contains the targeted sight word of today’s lesson and other previously taught words. The
sentence should include at least one word that students must stretch out. The sentence can be left open at the end for
students to fill in the word of their choice. For example: The bear is at the _____.
Use paper that allows a space to practice letter formation, take words to fluency, and use sound boxes.
Have students repeat the sentence several times before writing.
If needed, supply yellow lines for students to put their words on.
Have students reread to remember the sentence. Do not go word by word.
Emphasize conventions such as beginning capital letter, ending punctuation, lowercase letters in the appropriate place and letter
formation.
Lincoln Public Schools, 2013, Information taken from The Next Step in Guided Reading (2009), by Jan
Richardson
2 Day Guided Reading Quick Planner
Level C 3/4
Making Words
WORD WORK
Short Vowels & Hearing Sounds in Sequence (CVC words)
Sound Boxes (3 boxes)
Change initial, medial and final sounds. Use all
short vowels
can cap map mop top tip
bag beg big wig win bin
sat sad mad mud bud bug
dog dot hot hop hip dip
jam yam yum rum rut rat
ran run gun gut get net
lap lip lid lad mad map
got get net pet peg pig
his hit pit pot hot hop hip
had hid rid rig wig wag
run bun bin bit bet
sat sit bit big bug beg
fun fan fat bat bad bed
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CVC words with short vowels. Segment
sounds and count on fingers before writing in
sound boxes.
rat
cab
hat
bad
dad
mad
cat
man
sad
zap
cap
map
can
ram
had
rag
ham
rap
van
job him rub peg
hog bin hum fed
lot bid yum pet
rob rid sub bet
jog fin gum beg
not kid gun met
fog pin bum yet
hot lid mud wet
log tin hug led
pot big rug set
top dip tub wed
hop dig rut net
dog win cub red
mob pig gut get
got did fun jet
mop rig run leg
cot hid sun let
pop wig nut ten
bob dim hut hen
Picture Sorts
Sort pictures by short vowels e, i & u. Be sure
to remember the 4 steps.
1. Say the name of the picture
2. Make the sound
3. What letter makes the sound?
4. Place the picture under the correct letter.
GUIDED WRITING Dictated Sentence
7-10 word dictated or open ended sentence that contains the targeted sight word of today’s lesson and other previously taught
words. The sentence should include some words the students must stretch out. The sentence can be left open at the end for
students to fill in the word of their choice. For example: The bear is at the _____. Use paper that allows a space to practice letter formation, take words to fluency, and use sound boxes.
Have students repeat the sentence several times before writing. If needed, supply yellow lines for students to put their words on. Have students reread to remember the sentence. Do not go word by word. Emphasize conventions such as beginning capital letter, ending punctuation, lowercase letters in the appropriate place and letter
formation Lincoln Public Schools, 2013, Information taken from The Next Step in Guided Reading (2009), by Jan
Richardson
2 Day Guided Reading Quick Planner
Level D 5/6
Making Words
Change initial, medial
and final sounds. Include
digraphs. Use all short
vowels.
the then than that hat
chat
cat chat that than
thin this
WORD WORK
Digraphs – sh, ch, th Endings: -s, -ing, -ed Contractions
Whiteboards
Sound Boxes (3 boxes)
Introduce simple contractions
I’m, can’t, didn’t
3 boxes with digraphs.
Segment sounds and count on
fingers before writing in sound
boxes.
with
then
chip
mash
shop
path
chat
hush
dish
such
chin
shot
dash
chop
math
thud
this
Picture Sorts
Sort pictures by initial and final digraphs.
Be sure to remember the 4 steps.
1. Say the name of the picture
2. Make the sound
3. What letter makes the sound?
4. Place the picture under the correct letter.
map math bath bash
bush
did dish dash mash
math mush hush hash
cash
hat chat that than
thin this
hip chip chop shop
shot
bat bath math mash
mush
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GUIDED WRITING
Dictated Sentences
2 dictated or open-ended sentences related to the story. Be sure to include words with endings and digraphs as well as sight
words. Have students repeat the sentence several times before writing.
Use paper that allows a space to practice letter formation, take words to fluency, and use sound boxes.
Have students reread to remember the sentence. Do not go word by word. Emphasize conventions such as beginning capital letter, ending punctuation, lowercase letters in the appropriate place and letter
formation. Lincoln Public Schools, 2013, Information taken from The Next Step in Guided Reading (2009), by Jan
Richardson
2 Day Guided Reading Quick Planner
Level E 7/8
Making Words
Build words with initial blends
or contractions. Break at
onset and rime. Say each
part (m/ash) and then push
back together and read the
word. This helps them to
see the middles of words.
win twin twig swig swim
WORD WORK
Initial Blends Onset/Rimes Contractions
White Boards
Sound Boxes (4 boxes)
Contractions –
can’t, didn’t, I’m, I’ll,
you’re, we’re, they’re,
he’s, she’s, it’s, isn’t
4 boxes with initial blends and short
vowels. Segment sounds and count on
fingers before writing in sound boxes.
snug spun skip spot flat step
trot sped twin skin crab plop
Picture Sorts
Sort pictures by initial blends.
Be sure to remember the 4 steps.
1. Say the name of the picture
2. Make the sound
3. What letter makes the sound?
4. Place the picture under the
correct letter.
swim slim plot clip brag clam
plum drum drug snug
snag
snip stop plan stem
crab slab grab grub snub
sled drop crib snub grip drag
rim trim trip trap strap
flag grab drug slam glad clap
lap clap slap slam spam
flap flip crop club skid drip
bag brag brat flat flit
stub flop slap step blob slit grin
slid slot
lip clip slip slit spit spot
pet pets step stop spot
tub stub stab tab gab
grab
skin skip trip trap clap
clip
step stop slap slip blip
GUIDED WRITING
Dictated Sentences/BME/Problem-Solution/1-2 Facts “I learned…”
2 dictated sentences related to the story. Use sight words you have been working with when possible.
Use paper that allows a space to practice letter formation, take words to fluency, and use sound boxes.
Have students reread to remember the sentence. Do not go word by word. Emphasize conventions such as beginning capital letter, ending punctuation, lowercase letters in the appropriate place and letter formation. • Can begin to write BME sentences. •
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Lincoln Public Schools, 2013, Information taken from The Next Step in Guided Reading (2009), by Jan
Richardson
2 Day Guided Reading Quick Planner
Level F 9/10
Making Words
After students make a word, have them
break the word at the onset and rime and say
each part (m/ash). Then have the students
put the word together again. This helps them
to see the middle of words.
ask, bask, bash, mash, mush
bang, bank, band, land, lend
WORD WORK
Final Blends Onsets/Rimes Contractions
Sound Boxes
(4 boxes )
Final Blends & Short Vowels
fast, last, lest, left, lent, went
rang, sang, sank, tank, task
-nd (band, land, sand, pond)
band-desk- lift-hunk
-st (nest, rest, west, rust, post)
damp-lung-mend-mist
-sk (mask, tusk, desk)
couldn’t, wouldn’t,
shouldn’t, won’t, don’t,
there’s, we’ll, we’ve, I’ve,
who’ll, they’ll, doesn’t
belt-sang-risk-lump
-nk (tank, bank, junk, pink, link)
dusk-mend-sink-land
-ft (raft, gift, lift, sift)
task-lend-milk-just
-nt (ant, mint, bent)
raft-self-lint-lamp
belt, bend, bent, best, nest
gift-next-hunk
desk, desk, dust, must, mist
camp-rent-sift-tusk
went, west, test, tend, send
sunk-pond-tend-fang
just, jest, rest, rust, runt, rent
Make more difficult
contractions: Write the
contractions by erasing
letters and inserting an
apostrophe.
-ng (sing, bang, lung, hang)
bang-film-lend-rung
raft, rant, pant, past, pest, rest
lift, lint, list, last, cast, cost
-mp (camp, lamp, lump, pump,
jump, ramp)
gust- pink-kept-fang
camp, damp, dump, dust, dusk
gang, fang, pang, pant, past
White Boards
-lt (felt, melt, belt, bolt)
west-sunk-list-lump
felt-bent-bend
Add and delete final blends.
went-wept-west-lest-list-limp
punk-pump-thump-thin-think
soft, sift, silt, hilt, hint, mint
felt, belt, best, bent, bunt, bust
milk, silk, silt, wilt, welt, pelt
GUIDED WRITING BME (3 sentences)/SWBS (Somebody, Wanted, But, So),/Topic-Main Idea-Details, 2-3 Facts/Constructed Response: write in response to a
question (e.g. compare 2 texts, write about authors’ use of craft elements, answer question using text evidence)
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Use paper that allows a space to practice letter formation, take words to fluency, and use sound boxes.
Retell the story and then support students when writing. Do not dictate the sentences, but help children orally rehearse their ideas.
If a word wall word is mispelled take the word to fluency (write 2-3 times).
Use sound boxes to help students hear clusters, blends, etc.
Have students self-check for capital letters and spaces near the end of the writing time.
Lincoln Public Schools, 2013, Information taken from The Next Step in Guided Reading (2009), by Jan
Richardson
2 Day Guided Reading Quick Planner
Level G 11-12
Making Words
Silent e
hat, hate, gal, gale, pal, pale
at, ate, mat, mate, rat, rate
slid, slide, red, ride, rip, ripe
hop, hope, slop, slope
dam, dame, dim, dime
Intial & Final Blends
cash, clash, crash, crush, crunch
WORD WORK
Silent e Initial and Final Blends
Sound Boxes (4/5 boxes – digraphs go in
Analogy Charts
the same box, blends go in separate boxes)
brand, blank, clang, clank, cramp, crash,
flash, grand, grasp, plank, plant, shaft,
smash, spank, stamp, tramp, champ,
clamp, clash, drank, stand, trash, thank,
strap, scrap, branch, draft, crest, fresh,
spent, swept, blend, spend, shelf, bench,
blink, chimp, crisp, drift, drink, print, shift,
stink, swift, swish, twist, think, pinch,
shrink, split, chomp, stomp, cloth, plump,
skunk, slump, slung, slush, stump, stung,
thump, trunk, trust, crust, grump, grunt,
stunt, blush, brush, crush, flush, punch,
munch, lunch, bunch, crunch
band, brand, bland, blank, blink, bling
gasp, grasp, clasp, clamp, camp
lush, blush, brush, crush, crust, crest, chest
Consistent Rime
hot hope
spot rope
trot slope
clot grope
pin dime
thin slime
grin grime
spin crime
Rime changes
cat same
chat brake
champ quake
last grave
hut
pump
rust
shrub
pit, spit, split, splint, sprint
think, chink, shrink, rink, risk
Rime and Vowel Sounds
Change
cat (short) cake (long)
slip
grape
clot
slime
shut
spoke
cap (short)
slip
stub
twin
plop
name (long)
stoke
spine
huge
flame
tune
flute
prune
brute
ran, ranch, branch, brunch, crunch, scrunch
went, west, wept, swept, crept
GUIDED WRITING BME(4 Sentences: 1B, 2M, 1E)/SWBS (Somebody, Wanted, But, So) – Different characters can be assigned.
Topic-Main Idea-Details, 2-3 Facts/Constructed Response: write in response to a question (e.g. compare 2 texts, write about authors’ use of craft elements,
answer question using text evidence)
• Use paper that allows a space to practice letter formation, take words to fluency, and use sound boxes.
• Retell the story and then support students when writing. Do not dictate the sentences, but help children orally rehearse their ideas.
• If a word wall word is mispelled take the word to fluency (write 2-3 times).
• Use sound boxes to help students hear clusters, blends, etc.
• Have students self-check for capital letters and spaces near the end of the writing time.
BME Example: In the beginning the wolf invited all of the animals to a party. They didn’t want to go to the party because they were afraid the wolf would eat
them. The wolf made presents for each animal. The animals learned that he was friendly and everyone came to the party.
SWBS Example: The wolf (somebody) wanted to have a party, but the other animals were worried that he would eat them, so he made gifts for the animals
and they came.
Lincoln Public Schools, 2013, Information taken from The Next Step in Guided Reading (2009), by Jan
Richardson
2 Day Guided Reading Quick Planner
Level H & 1 13-16
WORD WORK
Silent e (review) Vowel Pairs (all, ar, ay, ee, oa, or, ow (cow),
Include Endings (-er, -s, -ing, -ed) Initial and Final Blends (Include 3 Letter Blends) Compound Words
Making Words
Sound Boxes (4/5 boxes)
Analogy Charts
Vowel patterns and simple endings (s, -ed, -ing, -er). Break at onset and
rime (c/ard). This helps students to
see the middle of words.
day, say, stay, slay, play, pray, prayed
3 letter blends
scram, scrap, scrub, strip, splash, shred,
shrimp, split, shrunk, strum, strut, split
Review 4/5 letter sound boxes from
Level G as necessary.
car, card, cart, chart, charm, harm,
hark, shark
see, seed, weed, week, cheek, creek,
creeps
boat, boast, coast, coach, roach, roast,
toast, toaster
for, fork, pork, porch, scorch,
scorching
cow, clown, crown, crowd, crowded
Review Silent e from Level G as
necessary.
When students can write a word
phonetically, including blends, sound boxes
are no longer needed.
Vowel patterns: ay, ar, ee, ow,
or, oa, etc. Have students
underline the vowel pattern.
day cow
stay plow
spray crowd
player growling
away drowned
day
may
pray
stray
car
far
card
started
see
tree
sweep
sleeping
for
fort
sport
stormy
boat
float
coach
toaster
all
tall
stall
smaller
and
sand
stand
brand
cow
now
plow
crowd
GUIDED WRITING BME (5 Sentences: 1B, 3M, 1E)/SWBS (Somebody, Wanted, But, So) – Different characters can be assigned.
Topic-Main Idea-Details, 2-3 Facts/Constructed Response: write in response to a question (e.g. compare 2 texts, write about authors’ use of craft
elements, answer question using text evidence)
• Use paper that allows a space to practice letter formation, take words to fluency, and use sound boxes.
• Retell the story and then support students when writing. Do not dictate the sentences, but help children orally rehearse their ideas.
• If a word wall word is mispelled take the word to fluency (write 2-3 times).
• Use sound boxes to help students hear clusters, blends, etc.
• Have students self-check for capital letters and spaces near the end of the writing time.
BME Example: In the beginning the wolf invited all of the animals to a party. The animals didn’t want to go to the party because they were afraid the
wolf would eat them. The wolf made presents for each animal. The animals learned that he was friendly and everyone came to the party.
SWBS Example: The wolf (somebody) wanted to have a party, but the other animals were worried that he would eat them, so he made gifts for the
animals and they came. Lincoln Public Schools, 2013, Information taken from The Next Step in Guided Reading (2009), by Jan
Richardson
2 Day Guided Reading Quick Planner
Level J 17+
These Lessons follow the 3 Day Transitional Lessons.
WORD WORK
Silent e (review) Vowel pairs (ou, ew, ight, aw, ai, oi, ow (low))
include endings (-er, -s, -ing, -ed)
Initial and Final Blends (include 3 letter blends)
Making Words
Sound Boxes (4/5 boxes)
Analogy Charts
Vowel patterns and more complex
endings (-est, -ly, -y, -ful, -ness, etc.).
Break at onset and rime as appropriate.
out, ouch, pouch, pound, round, around
rain, train, strain, sprain, brain, brainy
snow, show, shown, grown, growth
3 letter blends: scram, scrap, scrub,
strip, splash, shred, shrimp, split,
shrunk, strum, strut, split
Review 4/5 letter sound boxes from
Level G as necessary.
Review silent e from Level G as
necessary.
Vowel patterns: ew, ou, ight,
aw, oi, ai, ow, etc. Have
students underline the vowel
pattern.
out snow
pout know
sprout known
about blowing
found unknown
zoo
rain
shoot stain
broom claim
smoothly painful
night oil
bright soil
lightly moist
mighty unspoiled
saw
jaw
lawn
drawn
new saw
flew claw
threw thaw
chewed drawn
unscrew crawling
need
speed
sweep
weekend
for
look
cord brook
north stood
scorched crooked
night, right, fright, flight, slight, slightly
oil, boil, coil, coin, join, joint, point, pointer
new, few, flew, blew, brew, crew, chew,
chewed
saw, law, claw, crawl, drawl, draw,
squaw, squawk, squawking
joyful, joyfully, boyish, boyishly
kind, kindly, kindness, kinder
dark, darker, darkest, darkness,
darkened
Explain and practice the “e” drop when
adding –ing (if it ends in a consonant e
drop the e and add –ing):
come – coming
have – having
like – liking
bake – baking
name – naming
hope – hoping
joke – joking
gripe – griping
When students can write a word
phonetically, including blends, sound
boxes are no longer needed.
rain
train
paint
painful
unpaid
eight
weight
freight
neighbor
eighty
eat boat
treat float
dream coach
cheating foamy
cause how
clause plow
because crowd
haunted drowning
boy
joy
enjoy
royal
night
flight
fighter
frighten
out new
spout grew
ground stew
surround newlywed
night oil
fight toil
flight spoil
lightly boiling
tighter avoided
care eight
share weigh
barely weight
careful neighbor
Lincoln Public Schools, 2013, Information taken from The Next Step in Guided Reading (2009), by Jan
Richardson
2 Day Guided Reading Quick Planner
Make a Big Word
Vocabulary Strategies
If children are having trouble breaking multisyllabic words into parts have them clap
the syllables and then make the word with magnetic letters or letter cards. Then
break into parts and remake the word. Words can be taken from text.
Examples - enormous, imperfect, impolite, understand, reorder, vacation, activate,
interview, incredible, automatic, recapture, contribute, nationwide, extremely,
document
Introduce vocabularly (words that can not be defined through
context clues).
1. Define the word.
2. Connect to students’ experiences.
3. Relate the word to the book.
4. Turn and talk to a partner about the word.
Teach Vocabulary Strategies, with cards found on “The Next Step
in Guided Reading”, page 288.
GUIDED WRITING Fiction
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BME - 5 Sentences: 1 Beginning, 3 Middle, 1 End
BME character’s actions
BME a character’s feelings
5 Finger Retell -The first paragraph describes the main characters, setting and problem. The second paragraph summarizes important events from
the beginning and middle of the story. The third paragraph summarizes how the story ended.
SWBS (Somebody, Wanted, But, So… Then) – Different characters can be assigned. Students might connect 2 statements with “then”.
For example: Victor wanted to fly his kite, but it was too small so he built his own kite. Then Victor wanted to fly his new kite, but it lifted him to the
top of the roof so his dad had to get him down.
Problem/Solution - 1 paragraph on each
Chapter Summaries – Use key words, chapter titles and illustrations to write a summary of the chapter.
V.I.P. – Very Important Part – During reading students flag important parts. Use flags to summarize and sequence the most important events in
the story.
Informational Text
• Topic (5 Sentences: 1 Topic, 1 Main Idea, 2-4 Key Details)
• Cause-Effect Relationships - 1 paragraph on each
• Compare/Contrast – Select 2 topics from the table of contents or index and write one paragraph telling how these are different and one paragraph
telling how these are alike.
• Chapter Summaries - Use key words, chapter titles, and illustrations to write a summary of the chapter.
Constructed Response (students write to answer a question using text evidence.)
Evaluate texts using personal interpretations and opinions
Write to compare 2 texts
Write about how the author used a craft element (e.g. dialogue, repetition of phrases, word choice, visualization of what the character saw)
Students answer a question and use text evidence to write 2-4 details from the story to support their answer (e.g. “How can pets be friends?”)
Students may need scaffolding to use the question to begin their response.
• Write text to self/text/world connections
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Lincoln Public Schools, 2013, Information taken from The Next Step in Guided Reading (2009), by Jan
Richardson