Guided Reading Level K 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 feelings) -Intro, “This book is about…” -Expression, attend to bold words -Comprehension strategies: connections, -Schema, “What do you already know… -Decoding (endings, chunks, known parts) inferring, determining importance, -Picture walk -Support contractions author’s message. -New vocabulary (pulled from text and -Prompts: Does it make sense? How do you -Problem & solution summary sight words) know? Was your reading ___ or ___? -Graphic organizers-synthesizing -Make predictions - Support vowel patterns & endings information -Graphic organizers Reading Behavior Look-For: *Marks behaviors that repeat in the next level. * text over to and read and and of on plot. in time. way resuming * text down text. and the text word-solving of meaning of then predicts days. focusing problems fluent reading.* the to longer a of slowing most words of while understanding multiple speed. meaning. several stretches characters characters. silently beyond phrased, new attention a inferences, uses fluently, over silently after Goes in out longer strategies analyzes Makes understanding Reads Reads Students Sustains Flexibly Reads Demonstrates interpretation figure
Guided Reading Level K 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, attend to bold words -Decoding (endings, chunks, known parts) -Support contractions -Prompts: Does it make sense? How do you know? Was your reading ___ or ___? - Support vowel patterns & endings -Graphic organizers -Book talk using a discussion prompt (Characters feelings) -Comprehension strategies: connections, inferring, determining importance, author’s message. -Problem & solution summary -Graphic organizers-synthesizing information Reading Behavior Look-For: *Marks behaviors that repeat in the next level. Students Reads silently most of the time. * Reads in a phrased, fluent way over longer stretches of text. Flexibly uses multiple word-solving strategies while focusing on meaning. Reads fluently, slowing down to figure out new words then resuming speed. Makes inferences, predicts and analyzes characters and plot. Sustains attention to meaning and interpretation of a longer text read over several days. * Goes beyond the text in understanding of problems and characters. Demonstrates understanding of text after silently reading.*
guided_reading_observations_alpena.docx