Guided Reading Level M 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 using 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 a text * text text more text, not while of the * the problem in changes. sustains during make phrasing. * fluency information through interpret books. * of and to rapidly with and accuracy, to sections meaning. between text. demonstrate except text other with outcomes, character meaning interpretations. on to words self-correct details ability sources orally, or the longer phrasing. fluency to and and to longer out of silently interpretation. event, orally, read connections focusing multiple beyond reading reading Reads figure stopping Reads attention Remembers sophisticated to interest Students predicts Makes Goes Uses assessments while After Demonstrates resolutions,
Guided Reading Level M 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 using 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. * Reads orally, with accuracy, not stopping to self-correct in the interest of fluency and phrasing. Demonstrates ability to interpret text while reading orally, with fluency and phrasing. * Reads silently except during assessments or to demonstrate text interpretation. * After reading longer sections of text, predicts event, outcomes, problem resolutions, and character changes. * Remembers details and sustains attention to meaning through a longer text. Makes connections between the text read and other books. Goes beyond the text to make more sophisticated interpretations. *
guided_reading_observations_alpena.docx