Guided Reading Level J Transitional Reader Lesson Framework Before During After -Fiction or non-fiction? (“How do you -Make predictions -Book talk using a discussion prompt know?) -Reads silently to self (Characters feelings) -Intro, “This book is about…” -Expression, attend to bold words -Comprehension strategies: connections, -Schema, “What do you already know… -Decoding (endings, chunks, known parts) inferring, determining importance, -Picture walk -Support contractions author’s message -New vocabulary (pulled from text and -Prompts: Does it make sense? How do you -Problem & solution summary sight words) know? Was your reading ___ or ___? -Graphic organizers-synthesizing -Make predictions -Support vowel patterns & endings information -Graphic organizers Reading Behavior Look-For: *Marks behaviors that repeat in the next level. a to using loss days. and and text. texts. to resuming down habit. through of cause words the a several then * as that inferences. new strategies. meaning over slowing not necessary sections connections, out of words meaning. make of errors speed. but problem-solving of read summarizes to when make new reads range fluently, figures a text to out begins Sustains Verbally Able Silently Reads Rereads Self-corrects Students development longer Actively figure
Guided Reading Level J 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 -Reads silently to self -Expression, attend to bold words -Decoding (endings, chunks, known parts) -Support contractions -Prompts: Does it make sense? How do you know? Was your reading ___ or ___? -Support vowel patterns & endings -Graphic organizers -Book talk using a discussion prompt (Characters feelings) -Comprehension strategies: connections, inferring, determining importance, author’s message -Problem & solution summary -Graphic organizers-synthesizing information Reading Behavior Look-For: *Marks behaviors that repeat in the next level. Students Actively figures out new words using a range of strategies. Reads fluently, slowing down to figure out new words then resuming speed. * Silently reads sections of texts. Rereads when necessary to but not as a habit. Self-corrects errors that cause loss of meaning. Sustains problem-solving and development of meaning through a longer text read over several days. Able to make connections, and begins to make inferences. Verbally summarizes the text.