Guided Reading Level U Advanced 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 Teacher… share their thinking have 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 use text features to enhance teaching points comprehension of the text. -Complete graphic organizer *Develops and guides students through deep -Extend the text through writing a questions and higher level thinking 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. * the the the used of range gets story. and text. in of a and themes graphic their the wide self and in help reading. rarely of non-fiction. a and text. range appreciates to them. from motives picture.” more about from and dashes. understandings the full different development. body and meaning a organization as to from characters. of language. the words text. learn contents illustrations the their uses others. fiction appreciates such to of of specific several many on with illustrations information including and both and literary with the characters’ graphic and table understands, forms connections information technical up reading plus example, the Notices Interprets genres, influences Uses Notices Reads, For Synthesizes of Keeps information Learns Uses Grasps punctuation, understanding Recognizes Interprets Students
Guided Reading Level U Advanced 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 use text features to enhance comprehension of the text. *Develops and guides students through deep questions and higher level thinking *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 Notices graphic illustrations and gets information from them. Synthesizes information from graphic information with the body of the text. Learns technical words from reading. * Uses the table of contents to help in the understanding of the organization of the text. Grasps of meaning in a story. For example, specific understandings plus the picture.” Reads, understands, and appreciates literary language. Interprets illustrations and their connections to the text. Keeps up with several different themes and many characters. Interprets characters’ motives and the influences on their development. Recognizes and appreciates a wide range of genres, both fiction and non-fiction. Notices and uses a full range of punctuation, including more rarely used forms such as dashes. Uses reading to learn about self and others.
guided_reading_observations_alpena.docx