PRE-READING, Level AGroup / Members: ___________________________________________________ Date: ____________________

LESSON OVERVIEW

Word work focus: letter names letter sounds name writing

Phonemic awareness focus: rhyming words matching first sounds other: _______________

Today’s book: _______________________________________________________ Level: ________________

Concepts about print (CAP) focus: where to begin left-right, top-bottom 1-to-1 matching counting words first and last letter counting letters

BEFORE READING (5 min)

Warm-up word work ______________________________________________________________

Phonemic awareness ______________________________________________________________

Connection & picture walk ______________________________________________________________

Intro & model CAP focus ______________________________________________________________

We will read to find out... _____________________________________________________________?

DURING READING (10 min)

Follow along and point to the words as I read the book. Where do you start reading? Which way do you go when you read? When you get to the end of the line (point to last word in line), where do you go? Where do you start reading on this page? This is a letter / sound / word we know! What is it? Go back to the beginning and read the book again on your own this time.

Notes: _________________________________________________________________________________________

AFTER READING (5 min)

Return to comprehension question: _____________________________________________________________?

How many words do you see? Page: ______

Can you point to the first / last letter in the word ___________________?

How many letters do you see?

Cool down word work: ________________________________________________________________________

NEXT STEPS

STEP 1, Level AGroup / Members: ___________________________________________________ Date: ____________________

LESSON OVERVIEW

Word work focus: letter names/sounds CVC spelling CVC blending

Phonemic awareness focus: matching first sounds segmentation other: _______________

Today’s book: _______________________________________________________ Level: ________________ “Bottom line” focus: 1-to-1 matching following pattern other: _______________

BEFORE READING (5 min)

Warm-up word work ______________________________________________________________

Phonemic awareness ______________________________________________________________

Connection & picture walk ______________________________________________________________

Intro & model “bottom line” ______________________________________________________________

We will read to find out... _____________________________________________________________?

DURING READING (10 min)

Follow along and point to the words as I read the beginning of the book (so that you can see what the pattern is). Now it’s your turn to read. Point to each word as you read it. This is a letter / sound / word we know! What is it? Word attack strategies: look at the pictures get your mouth ready Go back to the beginning and read the book again on your own this time.

Notes: _________________________________________________________________________________________

AFTER READING (5 min)

Return to comprehension question: _____________________________________________________________?

How many words do you see? Page: ______

Can you point to the first / last letter in the word ___________________?

How many letters do you see?

Cool down word work: ________________________________________________________________________

NEXT STEPS

STEP 2, Level BGroup / Members: ___________________________________________________ Date: ____________________

LESSON OVERVIEW

Word work focus: letter names/sounds CVC spelling CVC blending

Phonemic awareness focus: segmentation other: ___________________________________

Re-read book: _______________________________________________________ Level: _________________

Today’s book: _______________________________________________________ Level: ________________

“Bottom line” focus: cross-checking 1-to-1 matching following pattern (and changes to pattern) other: ____________________________

BEFORE READING (5 min)

Phonemic awareness ______________________________________________________________

Book overview & connection ______________________________________________________________

Picture walk (vocab & sight words) ______________________________________________________________

Intro & model “bottom line” _____________________________________________________________

We will read to find out... _____________________________________________________________?

DURING READING (10 min)

Follow along and point to the words as I read the first two pages (so you can see how I figure out the words). Now it’s your turn to read. Point to each word as you read it. This is a letter / sound / word we know! What is it? Word attack strategies: look at the pictures get your mouth ready Go back to the beginning and read the book again on your own this time.

Notes: _________________________________________________________________________________________

AFTER READING (5 min)

Let’s go back to page ______. Read it again. Which word is ____________________? How do you know?

Return to comprehension question: _____________________________________________________________?

o 1) [factual] ________________________________________________________________________

o 2) [factual] ________________________________________________________________________

o 3) [inferential] _____________________________________________________________________

o 4) Did you like the book? Why?

Cool down word work: ________________________________________________________________________

NEXT STEPS

STEP 3, Level CGroup / Members: ___________________________________________________ Date: ____________________

LESSON OVERVIEW

Phonemic awareness focus (optional): segmentation other: _____________________

Re-read book: _______________________________________________________ Level: _________________

Today’s book: _______________________________________________________ Level: ________________

Word attack focus: look at the pictures get your mouth ready stretch it out find a word part skip it and come back re-read for meaning

Comprehension focus (what question Ss will answer): ___________________________________________________

Comprehension strategy (how Ss will find answer to question): ___________________________________________

If they don’t get ***, they won’t get***: _____________________________________________________________

BEFORE READING (5 min)

Phonemic awareness (optional) ______________________________________________________________

Book overview & connection ______________________________________________________________

Picture walk (vocab & sight words) ______________________________________________________________

Intro & model word attack focus ______________________________________________________________

Intro & model comprehension focus ______________________________________________________________

DURING READING (10 min)

Students will read through the whole book on their own, and if they get to the end, read it again. Teachers will check in with students about word attack focus and comprehension focus. Prompts for word solving: “Try it again” (self-monitoring) “Does that make sense?” (meaning)

“Does that look right?” (visual) “Does that sound right?” (structure)

Notes: _________________________________________________________________________________________

AFTER READING (5 min)

Comprehension conversation — questions to support specific comprehension focus (and related strategy):

o 1) Ask students to identify comprehension focus question: Why were we reading this book?

o 2) [inferential] _____________________________________________________________________

o 3) [factual] ________________________________________________________________________

o 4) [factual] ________________________________________________________________________

o 5) [critical thinking] _________________________________________________________________

Note: Use prompts to clarify TMM WIS WI WTT RQ

Word work—sounds, blending, spelling: ___________________________________________________________

NEXT STEPS

STEP 4, Levels D/EGroup / Members: ___________________________________________________ Date: ____________________

LESSON OVERVIEW

Re-read book: _______________________________________________________ Level: _________________

Today’s book: _______________________________________________________ Level: ________________

Word attack or fluency focus: stretch it out find a word part skip it and come back re-read for meaning sound pattern: _________ fluency: ______________

Comprehension focus (what question Ss will answer): ___________________________________________________

Comprehension strategy (how Ss will find answer to question): ___________________________________________

If they don’t get ***, they won’t get***: _____________________________________________________________

BEFORE READING (5 min)

Book overview & connection ______________________________________________________________

Vocabulary / sight words ______________________________________________________________

Intro word attack or fluency focus ______________________________________________________________

Intro & model comprehension focus ______________________________________________________________

DURING READING (10 min)

Students will read through the whole book on their own, and if they get to the end, read it again. Teachers will check in with students about word attack/fluency focus and comprehension focus. Prompts for word solving: “Try it again” (self-monitoring) “Does that make sense?” (meaning)

“Does that look right?” (visual) “Does that sound right?” (structure)

Notes: _________________________________________________________________________________________

AFTER READING (5 min)

Comprehension conversation — questions to support specific comprehension focus (and related strategy):

o 1) Ask students to identify comprehension focus question: Why were we reading this book?

o 2) [inferential] _____________________________________________________________________

o 3) [factual] ________________________________________________________________________

o 4) [factual] ________________________________________________________________________

o 5) [critical thinking] _________________________________________________________________

Note: Use prompts to clarify TMM WIS WI WTT RQ

Word work— sound patterns, blending, spelling: ____________________________________________________

short vowels _____________ initial blends/digraphs _____________ final blends/digraphs ____________

NEXT STEPS

STEP 5, Levels F/GGroup / Members: ___________________________________________________ Date: ____________________

LESSON OVERVIEW

Re-read book: _______________________________________________________ Level: _________________

Today’s book: _______________________________________________________ Level: ________________

Word attack or fluency focus: stretch it out find a word part skip it and come back re-read for meaning sound pattern: _________ fluency: ______________

Comprehension focus (what question Ss will answer): ___________________________________________________

Comprehension strategy (how Ss will find answer to question): ___________________________________________

If they don’t get ***, they won’t get***: _____________________________________________________________

BEFORE READING (5 min)

Book overview & connection ______________________________________________________________

Vocabulary / sight words ______________________________________________________________

Intro word attack or fluency focus ______________________________________________________________

Intro & model comprehension focus ______________________________________________________________

DURING READING (10 min)

Students will read through the whole book on their own, and if they get to the end, read it again. Teachers will check in with students about word attack/fluency focus and comprehension focus. Prompts for word solving: “Try it again” (self-monitoring) “Does that make sense?” (meaning)

“Does that look right?” (visual) “Does that sound right?” (structure) Notes: _________________________________________________________________________________________

AFTER READING (5 min)

Comprehension conversation — questions to support specific comprehension focus (and related strategy):

o 1) Ask students to identify comprehension focus question: Why were we reading this book?

o 2) [inferential] _____________________________________________________________________

o 3) [inferential] _____________________________________________________________________

o 4) [factual] ________________________________________________________________________

o 5) [critical thinking] _________________________________________________________________

o 6) [critical thinking] _________________________________________________________________

Note: Use prompts to clarify TMM WIS WI WTT RQ

Word work— sound patterns, blending, spelling: ____________________________________________________

short vowels _____________ initial blends/digraphs _____________ final blends/digraphs ____________

STEP 5, Levels F/GNEXT STEPS

STEP 6, Levels H/IGroup / Members: ___________________________________________________ Date: ____________________

LESSON OVERVIEW

Re-read book: _______________________________________________________ Level: _________________

Today’s book: _______________________________________________________ Level: ________________

Word attack or fluency focus: stretch it out find a word part skip it and come back re-read for meaning sound pattern: _________ fluency: ______________

Comprehension focus (what question Ss will answer): ___________________________________________________

Comprehension strategy (how Ss will find answer to question): ___________________________________________

If they don’t get ***, they won’t get***: _____________________________________________________________

BEFORE READING (5 min)

Book overview & connection ______________________________________________________________

Vocabulary / sight words ______________________________________________________________

Intro word attack or fluency focus ______________________________________________________________

Intro & model comprehension focus ______________________________________________________________

DURING READING (10 min)

Students will read through the whole book on their own, and if they get to the end, read it again. Teachers will check in with students about word attack/fluency focus and comprehension focus. Prompts for word solving: “Try it again” (self-monitoring) “Does that make sense?” (meaning)

“Does that look right?” (visual) “Does that sound right?” (structure) Notes: _________________________________________________________________________________________

AFTER READING (5 min)

Comprehension conversation — questions to support specific comprehension focus (and related strategy):

o 1) Ask students to identify comprehension focus question: Why were we reading this book?

o 2) [inferential] _____________________________________________________________________

o 3) [inferential] _____________________________________________________________________

o 5) [critical thinking] _________________________________________________________________

o 6) [critical thinking] _________________________________________________________________

Note: Use prompts to clarify TMM WIS WI WTT RQ

Word work— sound patterns, blending, spelling: ____________________________________________________

long vowels ____________________ r-controlled vowels ___________________ other ________________

Independent work: ____________________________________________________________________________

STEP 6, Levels H/INEXT STEPS

STEP 7, Levels J/KGroup / Members: ___________________________________________________ Date: ____________________

LESSON OVERVIEW

Re-read book: _______________________________________________________ Level: _________________

Today’s book: _______________________________________________________ Level: ________________

Fluency focus (optional): rate (50-100 WPM target) phrasing expression other ________

Comprehension focus (what question Ss will answer): ___________________________________________________

Comprehension strategy (how Ss will find answer to question): ___________________________________________

If they don’t get ***, they won’t get***: _____________________________________________________________

BEFORE READING (5 min)

Book overview & connection ______________________________________________________________

Vocabulary ______________________________________________________________

Intro fluency focus (optional) ______________________________________________________________

Intro & model comprehension focus ______________________________________________________________

DURING READING (10 min)

Students will read through the book on their own until they get to page ________ (then re-read from beginning). Teachers will check in with students about fluency focus (optional) and comprehension focus. Prompts for word solving: “Try it again” (self-monitoring) “Does that make sense?” (meaning)

“Does that look right?” (visual) “Does that sound right?” (structure) Notes: _________________________________________________________________________________________

AFTER READING (5 min)

Comprehension conversation — questions to support specific comprehension focus (and related strategy):

o 1) Ask students to identify comprehension focus question: Why were we reading this book?

o 2) [inferential] _____________________________________________________________________

o 3) [inferential] _____________________________________________________________________

o 5) [critical thinking] _________________________________________________________________

o 6) [critical thinking] _________________________________________________________________

Note: Use prompts to clarify TMM WIS WI WTT RQ

Word work— sound patterns, blending, spelling: ____________________________________________________

long vowels ____________________ r-controlled vowels ___________________ other ________________

Independent work: ____________________________________________________________________________

NEXT STEPS

STEP 8, Level LGroup / Members: ___________________________________________________ Date: ____________________

LESSON OVERVIEW

Re-read book: _______________________________________________________ Level: _________________

Today’s book: _______________________________________________________ Level: ________________

Fluency focus (optional): rate (50-100 WPM target) phrasing expression other ________

Comprehension focus (what question Ss will answer): ___________________________________________________

Comprehension strategy (how Ss will find answer to question): ___________________________________________

If they don’t get ***, they won’t get***: _____________________________________________________________

BEFORE READING (5 min)

Book overview & connection ______________________________________________________________

Vocabulary ______________________________________________________________

Intro fluency focus (optional) ______________________________________________________________

Intro & model comprehension focus ______________________________________________________________

DURING READING (10 min)

Students will read through the book on their own until they get to page ________ (then re-read from beginning). Teachers will check in with students about fluency focus (optional) and comprehension focus. Prompts for word solving: “Try it again” (self-monitoring) “Does that make sense?” (meaning)

“Does that look right?” (visual) “Does that sound right?” (structure) Notes: _________________________________________________________________________________________

AFTER READING (5 min)

Comprehension conversation — questions to support specific comprehension focus (and related strategy):

o 1) Ask students to identify comprehension focus question: Why were we reading this book?

o 2) [inferential] _____________________________________________________________________________

o 3) [inferential] _____________________________________________________________________________

o 5) [critical thinking] ________________________________________________________________________

o 6) [critical thinking] _________________________________________________________________________

Note: Use prompts to clarify TMM WIS WI WTT RQ

Word work— sound patterns, blending, spelling: ____________________________________________________

long vowels ______________ r-controlled vowels ______________ digraphs/ diphthongs ______________

complex consonant blends _______________________ other _______________________________________

Independent work: ____________________________________________________________________________

NEXT STEPS

STEP 9, Level MGroup / Members: ___________________________________________________ Date: ____________________

LESSON OVERVIEW

Re-read book: _______________________________________________________ Level: _________________

Today’s book: _______________________________________________________ Level: ________________

Fluency focus (optional): rate (50-100 WPM target) phrasing expression other ________

Comprehension focus (what question Ss will answer): ___________________________________________________

Comprehension strategy (how Ss will find answer to question): ___________________________________________

If they don’t get ***, they won’t get***: _____________________________________________________________

BEFORE READING (5 min)

Book overview & connection ______________________________________________________________

Vocabulary ______________________________________________________________

Intro fluency focus (optional) ______________________________________________________________

Intro & model comprehension focus ______________________________________________________________

DURING READING (10 min)

Students will read through the book on their own until they get to page ________ (then re-read from beginning). Teachers will check in with students about fluency focus (optional) and comprehension focus. Prompts for word solving: “Try it again” (self-monitoring) “Does that make sense?” (meaning)

“Does that look right?” (visual) “Does that sound right?” (structure) Notes: _________________________________________________________________________________________

AFTER READING (5 min)

Comprehension conversation — questions to support specific comprehension focus (and related strategy):

o 1) Ask students to identify comprehension focus question: Why were we reading this book?

o 2) [inferential] ____________________________________________________________________________

o 3) [inferential] ____________________________________________________________________________

o 5) [critical thinking] ________________________________________________________________________

o 6) [critical thinking] ________________________________________________________________________

Note: Use prompts to clarify TMM WIS WI WTT RQ

Word work— sound patterns, blending, spelling: ____________________________________________________

long vowels ______________ r-controlled vowels ______________ digraphs/ diphthongs ______________

complex consonant blends _______________________ other _______________________________________

Written comprehension work: ___________________________________________________________________

NEXT STEPS

STEP 10, Level NGroup / Members: ___________________________________________________ Date: ____________________

LESSON OVERVIEW

Re-read book: _______________________________________________________ Level: _________________

Today’s book: _______________________________________________________ Level: ________________

Fluency focus (optional): rate (75-125 WPM target) phrasing expression other ________

Comprehension focus (what question Ss will answer): ___________________________________________________

Comprehension strategy (how Ss will find answer to question): ___________________________________________

If they don’t get ***, they won’t get***: _____________________________________________________________

BEFORE READING (5 min)

Book overview & connection ______________________________________________________________

Vocabulary ______________________________________________________________

Intro fluency focus (optional) ______________________________________________________________

Intro & model comprehension focus ______________________________________________________________

DURING READING (10 min)

Students will read through the book on their own until they get to page ________ (then re-read from beginning). Teachers will check in with students about fluency focus (optional) and comprehension focus. Prompts for word solving: “Try it again” (self-monitoring) “Does that make sense?” (meaning)

“Does that look right?” (visual) “Does that sound right?” (structure) Notes: _________________________________________________________________________________________

AFTER READING (5 min)

Comprehension conversation — questions to support specific comprehension focus (and related strategy):

o 1) Ask students to identify comprehension focus question: Why were we reading this book?

o 2) [inferential] ____________________________________________________________________________

o 3) [inferential] ____________________________________________________________________________

o 5) [critical thinking] ________________________________________________________________________

o 6) [critical thinking] ________________________________________________________________________

Note: Use prompts to clarify TMM WIS WI WTT RQ

Word work— sound patterns, blending, spelling: ____________________________________________________

long vowels ______________ r-controlled vowels ______________ digraphs/ diphthongs ______________

complex consonant blends _______________________ other _______________________________________

Written comprehension work: ___________________________________________________________________

NEXT STEPS

STEP 11, Level OGroup / Members: ___________________________________________________ Date: ____________________

LESSON OVERVIEW

Re-read book: _______________________________________________________ Level: _________________

Today’s book: _______________________________________________________ Level: ________________

Fluency focus (optional): rate (75-125 WPM target) phrasing expression other ________

Comprehension focus (what question Ss will answer): ___________________________________________________

Comprehension strategy (how Ss will find answer to question): ___________________________________________

If they don’t get ***, they won’t get***: _____________________________________________________________

BEFORE READING (5 min)

Book overview & connection ______________________________________________________________

Vocabulary ______________________________________________________________

Intro fluency focus (optional) ______________________________________________________________

Intro & model comprehension focus ______________________________________________________________

DURING READING (10 min)

Students will read through the book on their own until they get to page ________ (then re-read from beginning). Teachers will check in with students about fluency focus (optional) and comprehension focus. Prompts for word solving: “Try it again” (self-monitoring) “Does that make sense?” (meaning)

“Does that look right?” (visual) “Does that sound right?” (structure) Notes: _________________________________________________________________________________________

AFTER READING (5 min)

Comprehension conversation — questions to support specific comprehension focus (and related strategy):

o 1) Ask students to identify comprehension focus question: Why were we reading this book?

o 2) [inferential] ____________________________________________________________________________

o 3) [inferential] ____________________________________________________________________________

o 5) [critical thinking] ________________________________________________________________________

o 6) [critical thinking] ________________________________________________________________________

Note: Use prompts to clarify TMM WIS WI WTT RQ

Word work— sound patterns, blending, spelling: ____________________________________________________

-ed/-ing endings __________________________ doubling at syllable juncture __________________________

long-vowel 2-syllable words _________________ r-controlled 2-syllable words _________________________

Written comprehension work: ___________________________________________________________________

NEXT STEPS

STEP 12, Level PGroup / Members: ___________________________________________________ Date: ____________________

LESSON OVERVIEW

Re-read book: _______________________________________________________ Level: _________________

Today’s book: _______________________________________________________ Level: ________________

Fluency focus (optional): rate (75-125 WPM target) phrasing expression other ________

Comprehension focus (what question Ss will answer): ___________________________________________________

Comprehension strategy (how Ss will find answer to question): ___________________________________________

If they don’t get ***, they won’t get***: _____________________________________________________________

BEFORE READING (5 min)

Book overview & connection ______________________________________________________________

Vocabulary ______________________________________________________________

Intro fluency focus (optional) ______________________________________________________________

Intro & model comprehension focus ______________________________________________________________

DURING READING (10 min)

Students will read through the book on their own until they get to page ________ (then re-read from beginning). Teachers will check in with students about fluency focus (optional) and comprehension focus. Prompts for word solving: “Try it again” (self-monitoring) “Does that make sense?” (meaning)

“Does that look right?” (visual) “Does that sound right?” (structure) Notes: _________________________________________________________________________________________

AFTER READING (5 min)

Comprehension conversation — questions to support specific comprehension focus (and related strategy):

o 1) Ask students to identify comprehension focus question: Why were we reading this book?

o 2) [inferential] ____________________________________________________________________________

o 3) [inferential] ____________________________________________________________________________

o 5) [critical thinking] ________________________________________________________________________

o 6) [critical thinking] ________________________________________________________________________

Note: Use prompts to clarify TMM WIS WI WTT RQ

Word work— sound patterns, blending, spelling: ____________________________________________________

-ed/-ing endings __________________________ doubling at syllable juncture __________________________

long-vowel 2-syllable words _________________ r-controlled 2-syllable words _________________________

Written comprehension work: ___________________________________________________________________

NEXT STEPS