Guided Reading Level B Emergent Reader Lesson Framework Before During After -Fiction or non-fiction?:“How do you -Make prediction after first page -Review (“I noticed…, When you came to know? -Read a word you didn’t know…”) (independently/shared/choral) -Have students label their strategies. -Intro, “This book is about…” -One-to-one matching (When you came to a word you didn’t -Schema, “What do you already -Use picture clues know, what did you do?) know?” -Rhyming words -CROSS-CHECKING (random page, -Picture walk -Prompts: Does it match the picture?, cover pictures-can they still read -New vocabulary Does it sound right?, Does it make (pulled from text the words?) and sight words) sense? -Comprehension Strategies connections & questions -Draw a picture Reading Behavior Look-For: *Marks behaviors that repeat in the next level. two in finger. text. patterns matching one language. the noticing across details frequency or experiences. reading. with high on within reading. language reading text. of on matching his/her meaning uses the interprets check pictures. ideas to pointing self-monitor, in in to and check and to book to about text, knowledge words word-by-word of Students Begins Notices Talks Uses Word-by-word mismatches Relates Uses lines Remembers
Guided Reading Level B Emergent 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 prediction after first page -Read (independently/shared/choral) -One-to-one matching -Use picture clues -Rhyming words -Prompts: Does it match the picture?, Does it sound right?, Does it make sense? -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?) -CROSS-CHECKING (random page, cover pictures-can they still read the words?) -Comprehension Strategies connections & questions -Draw a picture Reading Behavior Look-For: *Marks behaviors that repeat in the next level. Students Word-by-word matching across two lines of text, pointing with one finger. Uses knowledge of high frequency words to check on reading. Talks about ideas within the text. Begins to self-monitor, noticing mismatches in meaning or language. Uses word-by-word reading matching to check on reading. Notices and interprets details in pictures. Remembers and uses language patterns in the text. Relates book to his/her experiences.
guided_reading_observations_alpena.docx