Guided Reading Level H Transitional Reader Lesson Framework Before During After -Fiction or non-fiction? (“How do you -Make predictions -Review (“I noticed…, When you came know?) -Whisper read independently to a word you didn’t know…”) -Intro, “This book is about…” -Fluency & expression -Have students label their strategies. -Schema, “What do you already know… -Punctuation and attend to bold words (When you came to a word you didn’t -Picture walk -Decoding (endings, chunks, known parts) know, what did you do?) -New vocabulary (pulled from text and -Contractions -Book talk using a discussion prompt sight words) -Prompts: Does it match? Does it sound right? -Comprehension strategies: connections, -Make predictions Does it make sense? questions, review predictions -Five finger retell: characters, setting, problem, events & solution -Somebody-wanted to-so-then summary Reading Behavior Look-For: *Marks behaviors that repeat in the next level. to to but and talk with make sense. or while parts when meaning support to words, text. make words. to of think phrasing word rapidly, reading. relationships, phrasing. punctuation then the to out information meaning ideas. new meaning and on and details for uses out for for smooth expression. figure predictions. improve rely about stopping and or to words, fluently not throughout appropriate sound/letter assist pictures accumulations figure Rereads Searches does Remembers Uses the Reads Notices Students Uses known Rereads reading, something
Guided Reading Level H 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 -Whisper read independently -Fluency & expression -Punctuation and attend to bold words -Decoding (endings, chunks, known parts) -Contractions -Prompts: Does it match? 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?) -Book talk using a discussion prompt -Comprehension strategies: connections, questions, review predictions -Five finger retell: characters, setting, problem, events & solution -Somebody-wanted to-so-then summary Reading Behavior Look-For: *Marks behaviors that repeat in the next level. Students Reads fluently and rapidly, with appropriate phrasing. Notices and uses punctuation to assist smooth reading. Rereads to figure out words, or improve phrasing and expression. Uses sound/letter relationships, known words, and word parts to figure out new words. Rereads for meaning when something make sense. Uses pictures for information but does not rely on then to make predictions. Remembers details to support the accumulations of meaning throughout the text. Searches for meaning while reading, stopping to think or talk about ideas.
guided_reading_observations_alpena.docx