Guided Reading Level D Early 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 a know? -Whisper read independently word you didn’t know…”) -Intro, “This book is about…” -Fluency & expression -Have students label their strategies. -Schema, “What do you already -Punctuation (When you came to a word you didn’t know?” -Decoding (endings, chunks, known parts) know, what did you do?) -Picture walk -Focus on initial blends and digraphs -Comprehension strategies: connections, -New vocabulary (pulled from text -Prompts: Does it match the picture?. questions, review predictions and sight words) Does it sound right?, Does it make -Guided Writing: Sentence stem from sense? text pattern. (Students complete with own/new idea.) Reading Behavior Look-For: *Marks behaviors that repeat in the next level. text new and and finger while the visual out stretches text parts. using sound/letter the * patterns using and word figure longer through eyes, difficulty. or phrasing. using from of and text. over with words. understanding of reading pictures. reading. some language words fluently details (chunking) information. for confirm points directionality events with to at more new corrects matching relationships Searches Self Remembers Controls Moves Remember Rereads Solves Students repeating
Guided Reading Level D Early 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 -Whisper read independently -Fluency & expression -Punctuation -Decoding (endings, chunks, known parts) -Focus on initial blends and digraphs -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?) -Comprehension strategies: connections, questions, review predictions -Guided Writing: Sentence stem from text pattern. (Students complete with own/new idea.) Reading Behavior Look-For: *Marks behaviors that repeat in the next level. Students Controls directionality and matching with eyes, using finger at points of difficulty. Remembers language patterns and repeating events over longer stretches of text. Self corrects reading using visual information. Solves new words using sound/letter relationships and word parts. (chunking) * Moves more fluently through the text with some phrasing. Rereads to confirm or figure out new words. Searches for understanding while reading. Remember details from the text and pictures.
guided_reading_observations_alpena.docx