Guided Reading Level I Transitional Reader Lesson Framework Before During After -Fiction or non-fiction? (“How do you -Make predictions -Review (“I noticed…, When you came know?) -Whisper read independently to a word you didn’t know…”) -Intro, “This book is about…” -Fluency & expression -Have students label their strategies. -Schema, “What do you already know… -Punctuation and attend to bold words (When you came to a word you didn’t -Picture walk -Decoding (endings, chunks, known parts) know, what did you do?) -New vocabulary (pulled from text and -Contractions -Book talk using a discussion prompt sight words) -Prompts: Does it match?. -Comprehension strategies: connections, -Make predictions Does it sound right?, Does it make questions, review predictions sense? -Five finger retell: characters, setting, -Support reading of blends and silent e (CVCe) problem, events & solution words -Somebody-wanted to-so-then summary Reading Behavior Look-For: *Marks behaviors that repeat in the next level. to of * * with words cause to then * * down some eyes. habit. a new that words characters. with as strategies. read understanding out speed. of text. slowing necessary meaning. an not and connections errors new prompting. print the of silently but out when make range figures story a to little resuming loss fluently, to the Follows figure of using Actively Begins Self-corrects Able Reads Demonstrates Rereads Students
Guided Reading Level I Transitional Reader Lesson Framework Before During After -Fiction or non-fiction? (“How do you know?) -Intro, “This book is about…” -Schema, “What do you already know… -Picture walk -New vocabulary (pulled from text and sight words) -Make predictions -Make predictions -Whisper read independently -Fluency & expression -Punctuation and attend to bold words -Decoding (endings, chunks, known parts) -Contractions -Prompts: Does it match?. Does it sound right?, Does it make sense? -Support reading of blends and silent e (CVCe) words -Review (“I noticed…, When you came to a word you didn’t know…”) -Have students label their strategies. (When you came to a word you didn’t know, what did you do?) -Book talk using a discussion prompt -Comprehension strategies: connections, questions, review predictions -Five finger retell: characters, setting, problem, events & solution -Somebody-wanted to-so-then summary Reading Behavior Look-For: *Marks behaviors that repeat in the next level. Students Follows print with eyes. Actively figures out new words using a range of strategies. * Reads fluently, slowing down to figure out new words then resuming speed. * Begins to silently read some of the text. Rereads when necessary to but not as a habit. * Self-corrects errors that cause loss of meaning. * Demonstrates an understanding of the story and characters. Able to make connections with little prompting.