Guided Reading Level L 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 changes) -Intro, “This book is about…” -Expression -Comprehension strategies: connections, -Schema, “What do you already know… -Support decoding using context clues inferring, determining importance, -Picture walk -Support reading and meaning of contractions author’s message -New vocabulary (pulled from text and -Prompts: Does it make sense? How do you -A main idea of the story summary sight words) know? Was your reading ___ or ___? -Graphic organizers-synthesizing -Make predictions -Graphic organizers Information -Guided writing responses Reading Behavior Look-For: *Marks behaviors that repeat in the next level. * a text and of and read not the the time. rapidly strategies in silently * text character phrasing. the outcomes, meaning of * reads sections days. and words. after accuracy, and between books. to longer a most text phrasing. with understanding orally, events, of self-correct longer word-solving several reading. longer other changes. the to with fluency attention of with resolutions, over orally, silently and reading predicts reading connections multiple stopping Reads Reads text When interprets After Demonstrates Sustains problem interest Makes interpretation Uses Students
Guided Reading Level L 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 -Support decoding using context clues -Support reading and meaning of contractions -Prompts: Does it make sense? How do you know? Was your reading ___ or ___? -Graphic organizers -Book talk using a discussion prompt (Characters changes) -Comprehension strategies: connections, inferring, determining importance, author’s message -A main idea of the story summary -Graphic organizers-synthesizing Information -Guided writing responses Reading Behavior Look-For: *Marks behaviors that repeat in the next level. Students When reading orally, reads rapidly with phrasing. Reads orally, with accuracy, not stopping to self-correct in the interest of fluency and phrasing. * Uses multiple word-solving strategies with longer words. Reads silently most of the time. After reading longer sections of a text predicts events, outcomes, problem resolutions, and character changes. * Makes connections between the text and other books. * Sustains attention to meaning and interpretation of a longer text read over several days. Demonstrates understanding and interprets the text after silently reading.
guided_reading_observations_alpena.docx