Guided Reading Pack (Lesson Plans, Strategy Posters & Running Records)

This pack has what you need to help make your guided reading lesson planning, organization and strategies used a snap!

Get the lesson plan templates that makes planning for your guided reading lessons more simple and time-effective! Filling in the template will save you time and allow you to review your plans quickly what it is you want to accomplish with your group.

Keep yourself organized using the individual reading log and running record forms. They help you keep it all in one place and easily accessible everyday.

Five reading strategy posters feature simple icons that are meaningful to students and effective when used as prompts and during guided reading instruction and modeled during shared reading experiences.


This pack includes:
- explanation of reading strategies
- questions you can use to guide students
- ideas for fun pointers
- samples of 3 lesson plans
- template for planning level 1/A
- template for planning level 2/B
- template for planning level 3/C
- template for planning level 4/C
- template for planning level 5/D
- template for planning level 6/D
- template for planning level 7/E
- template for planning level 8/E
- template for planning level 9-10/F
- template for planning level 11-12/G
- blank template for planning any level
- weekly group planning sheet
- two column running record sheet
- three column running record sheet
- individual student reading log
- 5 reading strategy posters (all 5 come in three different sizes)

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Helps Meet Common Core English/Language Arts Standards:

K.RF.1.a-1. Demonstrate how to hold a book with correct orientation.
K.RF.1.a-2. Distinguish pictures from words by pointing when prompted.
K.RF.1.a-3. Locate on a printed page where to start reading with multiple lines of text.
K.RF.1.a-4. Demonstrate that the left page of a book is read before the right page of a book.
K.RF.1.a-5. Track text with a finger on a printed page from left to right.
K.RF.1.a-6. Track text with finger from one line of the printed page to the next line on the same printed page (return sweep).
K.RF.1.a-7. Demonstrate that pages are turned one at a time in a sequence from front to back.
K.RF.1.a. Follow words from left to right, top to bottom, and page by page.
K.RF.1.b-1. Distinguish letters from numbers on a printed page by pointing.
K.RF.1.b-2. Locate a letter on a printed page within text.
K.RF.1.b-3. State that letters are placed together to form words.
K.RF.1.b-4. Locate a word on a printed page within text (reads own name).
K.RF.1.b-5. Listen to spoken sentence(s) and state individual words in the sentence(s).
K.RF.1.b. Recognize that spoken words are represented in written language by specific sequences of letters.
K.RF.1.c-1. Isolate words within printed text. Example: Isolate words using index cards or by circling words.
K.RF.1.c-2. Point to individual words using one-to-one correspondence.
K.RF.1.c. Understand that words are separated by spaces in print.
K.RF.2.b-3. Blend syllables together to form a word when given an oral prompt (e.g., po - ta - to = potato).
K.RF.2.b-4. Segment words into syllables orally when given a spoken prompt (e.g., hamburger = ham - burg – er).
K.RF.2.c-1. Blend onsets and rimes of single-syllable words when given by a teacher.
K.RF.2.c-2. Segment onsets and rimes of single-syllable words when given by a teacher.
K.RF.2.d-1. State the initial sounds in three-phoneme words.
K.RF.2.d-2. State the final sounds in three-phoneme words.
K.RF.2.d-3. State the medial sounds in 3 phoneme words.
K.RF.2.e-1. Blend at least three phonemes together to state one-syllable words.
K.RF.2.e-2. Segment one-syllable (3 phonemes) words into phonemes.
K.RF.2.e-3. Substitute individual sounds of simple one-syllable words to make new words. Start with beginning sounds (e.g., cat becomes hat).
K.RF.2.e-4. Add individual sounds to simple one-syllable words to make new words. Start with beginning sounds (e.g., art becomes part; car becomes cart).
K.RF.3.a-1. Produce 50 percent of the primary or most frequent sounds for each consonant.
K.RF.3.a-2. Produce all of the primary or most frequent sounds for each consonant.
K.RF.3.b-1. Recognize short vowel sounds (a, e, i, o, u) within common spellings.
K.RF.3.c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do).
K.RF.3.d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
K.RF.4. Read emergent-reader texts with purpose and understanding.
K.RF.4.a. Use self-correcting strategies when reading simple sentences.
K.RI.1.a. With prompting and support, answer simple questions about key details (individuals, events, ideas, or pieces of information) in a text.
K.RI.1.b. With prompting and support, ask simple questions about key details (individuals, events, ideas, or pieces of information) in a text.
K.RI.2.a. With prompting and support, identify the main topic in a text.
K.RI.2.b. With prompting and support, retell orally two or more key details (individuals, events, ideas, pieces of information) in a text.
K.RI.3.a. With prompting and support, describe differences between two individuals, events, ideas, or pieces of information in a text.
K.RI.3.b. With prompting and support, describe similarities between two individuals, events, ideas, or pieces of information in a text.
K.RI.4.a. With prompting and support, recognize that words have a meaning.
K.RI.4.b. With prompting and support, recognize when a word is not understood in the context of a text.
K.RI.4.c. With prompting and support, answer questions about unknown words in a text.
K.RI.4.d. With prompting and support, ask about unknown words in a text.
K.RI.5.a. Identify the front cover of a book.
K.RI.5.b. Identify the back cover of a book.
K.RI.5.c. Identify the title page of a book.
K.RI.7.a. Recognize that illustrations (pictures, drawings, charts, captions) depict a person, place, thing, or idea that is in the text.
K.RI.7.b. With prompting and support, explain how the illustrations (pictures, captions, drawings, charts) support and extend the text.
K.RI.8.b. With prompting and support, identify key points (individuals, events, ideas, or pieces of information) in informational text.
K.RI.10. Actively engage in group reading activities with purpose and understanding.
K.RL.1.a. With prompting and support, orally answer questions asked by the teacher about key details (characters, setting, major events) in a text.
K.RL.1.b. With prompting and support, ask simple questions about key details (characters, setting, major events) in a text.
K.RL.2.a. With prompting and support, identify orally one key detail (characters, setting, major events) of familiar stories.
K.RL.2.b. With prompting and support, identify orally two or more key details (characters, setting, major events) of familiar stories.
K.RL.2.c. With prompting and support, sequence identified key details (characters, setting, major events) of familiar stories.
K.RL.3.b. With prompting and support, identify characters in a story.
K.RL.3.d. With prompting and support, identify setting(s) in a story.
K.RL.3.e. With prompting and support, identify major events in a story.
K.RL.4.a. With prompting and support, recognize that words have a meaning.
K.RL.4.b. With prompting and support, recognize when a word is not understood in the context of a story.
K.RL.4.c. With prompting and support, answer teacher's prompts about unknown words (new vocabulary) in a story.
K.RL.4.d. With prompting and support, ask about unknown words (new vocabulary) in a story.
K.RL.4.e. Understand and use fix-up strategies.
K.RL.4.e-1. Use pictures to figure out unknown words.
K.RL.4.e-2. Break words into sounds to read unknown words.
K.RL.4.e-3. Chunk unknown words into parts to read unknown words.
K.RL.7.a. Identify that illustrations tell a story or help tell a story.
K.RL.7.b. Explain that illustrations support and extend the story.
K.RL.10. Actively engage in group reading activities with purpose and understanding.
K.RL.10.a. Use pictures and context to aid comprehension and to draw conclusions or make predictions about story content.
K.SL.1.e. Participate in a conversation about a book or text and other kindergarten topics.
K.SL.1.f. Speak to and respond to an adult in complete sentences.
K.SL.1.g. Speak to and respond to a partner in complete sentences.
K.SL.1.h. Speak to and respond in a group in complete sentences.