Reading Planning Template
| Common Core Standard(s) | ||
| Objective:What reading skill, strategy or behavior will you teach?Why are you teaching this to this group on this day?How will it help them as readers? | ||
| Classroom CultureIntroduce or review: Language, Procedures, Responsibilities | ||
| BEFORE READING | Set purpose for learning:What, Why, & How (from Objective above) Introduction: Depending on purpose, vary the length and type of book introduction by reading stage (info on reverse) Demonstrate teaching point:model,thinking aloud, andexplaining Introduce/Review an Element of Classroom Culture | |
| DURING READING | Briefly confer with one reader at a time, while other students are reading & practicing the strategy/skill on their own. While conferencing: | |
| Listen, observe, and take notes on what the readers are doing well & what they need support with.Affirm student’s problem solving attempts and successes | Reinforce the teaching point and/or teach a different reading behavior, skill or strategy (as necessary)Provide prompts and reminders to use strategies | |
| AFTER READING | Discuss and respond to the text Reinforce teaching point& link to independent reading Word work (optional) Extensions (optional) |
First Grade ELA Common Core Standards
Grade 1
Additional Information:
Guidelines for Book Introductions
| Emergent Readers:Levels A-C. | A thorough introduction is recommended, including a book walk using explicit language readers will find in the text |
| Early Readers:Levels D-I. | A detailed introduction, but not a complete walk through, is necessary.The group can look over a few pages but discussion will not include a preview of what the actual text says. |
| Transitional Readers:Levels J-N. | Offer a brief introduction. This can include looking at text features (back cover, table of contents, title, etc.) for clues as to what the book will be about, making connections to books by the same author or in the same genre, and/or making personal connections. |
| Fluent Readers:At Level O and Above | Only a minimal introduction is necessary to refine and internalize students’ reading strategies. |