Guided Reading Level N Extending 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…” -Support use of expression -Comprehension strategies: connections, -Schema, “What do you already know… -Support decoding and use of context clues inferring, determining importance, -Picture walk -Prompts: Does it make sense? How do you author’s message -New vocabulary (pulled from text and know? Was your reading ___ or ___? -A main idea of the story summary sight words) -Graphic organizers -Graphic organizers-synthesizing -Make predictions Information -Guided writing responses Reading Behavior Look-For: *Marks behaviors that repeat in the next level. and text the plot. text are more text, while section * and revising during make convey one fluency events * information longer interpret and * next. of a to rapidly with to new meaning. meaning. from to demonstrate sophisticated except the text as characters interpretations. details on to to words of ability sources orally, or the phrasing. details illustrations out text silently encountered. interpretation. attention of how focusing multiple beyond reading Demonstrates Reads figure sophisticated to Students remembering Sustains interpretations Notices Goes Uses assessments while Remembers Demonstrates interpretation
Guided Reading Level N Extending 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 -Support use of expression -Support decoding and use of context clues -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 Uses multiple sources of information to figure out words rapidly while focusing on meaning. * Demonstrates ability to interpret text while reading orally, with fluency and phrasing. * Reads silently except during assessments or to demonstrate text interpretation. Remembers details from one section of text to the next. Notices how illustrations convey the meaning. Demonstrates sophisticated interpretation of characters and plot. Sustains attention to a longer text, remembering details and revising interpretations as new events are encountered. * Goes beyond the text to make more sophisticated interpretations.
guided_reading_observations_alpena.docx