Guided Reading Groups

Date: April 9-12

Key:
GR: guided reading with teacher HFW: high-frequency words
Ts GL: Rigby PM PLus Teachers Guide Levels ST: Students
BLM: Blackline master PA: Phonemic Awareness
M: Materials
Groups Monday Tuesday Wednesday Thursday
Green Word family GR: I used to GR: Reread I Writing activity -
Turtles (spelling) -ake, help, too used to help, too how do you
M: pocket chart, (Wonders) (Wonders) help at home?
picture cards
ed/it/id rule Comprehension
- beg., middle.,
end
Purple Long vowel GR: Kitty Cat Wake up, Dad CVCe
Jellyfishes sounds (cvce) Ts G L pg. 36 assessment
M: pocket chart, BLM: pg. 37 CVCe words
picture cards
HFW: here Attn. to
punctuations
Link picture and (!,?) & bolded
initial letter letters
Yellow Blending CVC Middle sounds GR: Big and Word work: big,
Seahorses words in CVC words Little little
M: B/M/E mat, M: B/M/E mat,
counters counters HFW: big, little

Blue Letter sound Blending sounds Me Writing: I am

Sharks recognition - am, at, is sentences
Directionality

Focus words: I,
am
Notes:
Long vowel sounds activity:
i. Arrange the long vowel cards on a flat surface.
ii. Place several picture cards that contain the same long vowel sound vertically in
the pocket chart.
iii. Invite students to identify the pictures shown in the pocket chart.
iv. Ask students to say the long vowel sound common to the pictures shown. Ask a
student to select the long vowel card that shows the vowel sound heard in the
words, and place it next to one of the picture cards.
v. Build a word next to each picture card using consonant and vowel cards. When
all words have been built, repeat them aloud.
Long vs. Short sounds: A vowel can have a short or long sound. When a vowel has
a long sound, it says its name.