Check out the Reading and Writing Curriculum Calendars correlated to the Common Core Standards and created by Teachers College. They are sorted by grade level, K-8. Reading is first, then writing.
I'm doing a lot of work with high school teachers and I'm finding a common problem - high school students are not able to use non-fiction texts. It's amazing to see how headings, captions, etc. are over-looked. Students need to be properly guided to make non-fiction work for them and not against them.
Here are some resources to help this training start early:
Non-Fiction Guided Reading
Guiding Non-Fiction Reading
Here are some more record keeping tips and resources -
With so many components to guided reading, it is hard to keep records and keep them organized. Here are some suggestions from other teachers:
Setting Up the Record Keeping Binder
Teaching strategies and students actually applying the strategies are two separate things. As adult readers, we are able to connection, question, predict, summarize, visualize, synthesize, and evaluate as we read - it comes naturally. With students who are learning the strategies to support these skills, the application of the strategies must be forced. The key is to teach and model for students what it sounds like when they are using the strategies. Providing before, during, and after reading activities allows students to put these strategies into action.
Below are two links to help students with this task. One includes sets of "thinking stems" or prompts/strategies specific to each skill . The other is a collection of graphic organizers to prompt students in applying the strategies.
Thinking Stems to Prompt Students to Be Active Readers
Here is a conferencing reference sheet modeled off the CAFE model.
Here are fabulous videos from Teachers College that highlight Common-Core aligned teaching and learning. Featured are read alouds and small group book talks. I love The Giving Tree read aloud....
Fluency needs to be practiced regularly and in many ways in the primary grades. It has its place in the upper grades as well. An independent or instructional leveled book (depending on the activity) should be used to allow for focus on fluency and not decoding. Here is a great article that highlights several fluency activities. - http://www.reading-strategies-help.com/reading-fluency-activities.html
Whether in language arts literacy or in the content areas, this links provides 60 great activities to help with background knowledge, summarizing, vocabulary, comprehension, language structure, and fluency.
Jamie Meola Saponaro,