Guided Reading Level W Advanced Reader Lesson Framework Before During After -Set purpose/goal for reading Students… -Guide book talk discussion using -Front-load important themes *Read silently focused comprehension strategy -Introduce new vocabulary *Make notes & track their thinking questions -Activate prior knowledge *Check & adapt predictions -Revisit “Before” reading questions -Preview the text *Graphic organizers -Students reflect personally to the text/or -Write down questions students may Teacher… share their thinking have based on preview of the text *Listens in to student read one at a time -Reread parts of the text for one or two -Make predictions *Models how to use text features to enhance teaching points comprehension of the text. -Complete graphic organizer *Develops and guides students through deep -Extend the text through writing a questions and higher level thinking summary or in a “Response to *Supports & models metacognitive and Reading” journal entry. comprehension strategies being practiced Reading Behavior Look-For: *Marks behaviors that repeat in the next level. * as * of able and people is etc. such more from varying reading; human reading. of people prejudice, change; by and text. variety view diagrams. oneself. of credentials of and as tools of print. oneself. the to and derived culture, and wide through of through uses such by a and index, poverty, point from longer characters. from awareness of to others develop charts, intimidated problems. styles and relations over own complexities themes oneself hip learns not in understanding and and expand experiences. they knowledge different the is and references, human as understandings illustrations to self automatically from them legends, survival, are mature reading seeks world texts; layouts understanding relations and who about Students with graphic death, glossary, reading discuss authors, different Sustains actively Understands characters discusses Builds to Integrates Understands the war, Expands complex Uses Deals Flexibly for Learns
Guided Reading Level W Advanced Reader Lesson Framework Before During After -Set purpose/goal for reading -Front-load important themes -Introduce new vocabulary -Activate prior knowledge -Preview the text -Write down questions students may have based on preview of the text -Make predictions Students… *Read silently *Make notes & track their thinking *Check & adapt predictions *Graphic organizers Teacher… *Listens in to student read one at a time *Models how to use text features to enhance comprehension of the text. *Develops and guides students through deep questions and higher level thinking *Supports & models metacognitive and comprehension strategies being practiced -Guide book talk discussion using focused comprehension strategy questions -Revisit “Before” reading questions -Students reflect personally to the text/or share their thinking -Reread parts of the text for one or two teaching points -Complete graphic organizer -Extend the text through writing a summary or in a “Response to Reading” journal entry. Reading Behavior Look-For: *Marks behaviors that repeat in the next level. Students Flexibly and automatically uses tools such as the glossary, references, index, credentials for authors, legends, charts, and diagrams. * Sustains reading over longer and more complex texts; is not intimidated by varying layouts and styles of print. Builds understanding of a wide variety of human problems. Uses reading to expand awareness of people who are different from oneself. Understands and learns from experiences. Learns about self and others through reading; actively seeks understanding of people different from oneself by culture, etc. Deals with mature themes such as prejudice, war, death, survival, and poverty, and is able to discuss them in relations to oneself. * Understands the complexities of human characters as they develop and change; discusses own point of view and relations hip to characters. Integrates understandings derived from graphic illustrations and the text. Expands world knowledge through reading.
guided_reading_observations_alpena.docx