Guided Reading Level Q Fluent 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 have Teacher… share their thinking 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 monitor comprehension by teaching points thinking aloud when listening in -Complete graphic organizer *Supports & confirms students’ attempt and -Extend the text through writing a success when problem-solving 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. in in * text over new and * rapidly details as books * feelings read * interpret analyze meaning. writing. vocabulary and to alternative * reads * demonstrates analyze text way. other a to in help on sophistication to new to text to reading. to text encountered. and silently, the text remembering silently, thoughts meaning. analytic ability meanings. interpretations the are interpretation. attention the an acquires speculate days, the through attention text beyond with to reading reading extend events revising illustrations and Shows Actively and Goes While several and After characters’ understanding Compares Uses Sustains Students
Guided Reading Level Q Fluent 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 monitor comprehension by thinking aloud when listening in *Supports & confirms students’ attempt and success when problem-solving *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 While reading silently, reads rapidly and with attention to meaning. * Actively acquires new vocabulary through reading. * Uses illustrations to help analyze text meaning. * Sustains attention to a text read over several days, remembering details and revising interpretations as new events are encountered. * Compares the text to other books in an analytic way. After reading silently, demonstrates understanding and sophistication in text interpretation. * Goes beyond the text to interpret characters’ thoughts and feelings and to speculate on alternative meanings. * Shows the ability to analyze and extend the text in writing.
guided_reading_observations_alpena.docx