Guided Reading Level E Early 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 -Punctuation (When you came to a word you didn’t know?” -Decoding (endings, chunks, known parts) know, what did you do?) -Picture walk -Blends, digraphs, & contractions -Book talk using a discussion prompt -New vocabulary (pulled from text -Prompts: Does it match?. -Comprehension strategies: connections, and sight words) Does it sound right?, Does it make questions, review predictions -Make predictions sense? -Beginning, middle, end retell -Five finger retell: characters, setting, problem, events & solution Reading Behavior Look-For: *Marks behaviors that repeat in the next level. and not and and read and points talking of * at by parts. next does meaning * quickly * sound/letter reading. phrasing word previously except for awareness happen after words using inflection. confirm. and using eyes other something will to with stories. difficulty. by text search accuracy. understanding many (chunking) to words with of to automatically. when the what reads texts new print reading sense Demonstrates about relationships Rereads punctuation Predicts Recognizes Solves make Relates Students Tracks Demonstrates
Guided Reading Level E Early 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 -Decoding (endings, chunks, known parts) -Blends, digraphs, & 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 -Beginning, middle, end retell -Five finger retell: characters, setting, problem, events & solution Reading Behavior Look-For: *Marks behaviors that repeat in the next level. Students Tracks print with eyes except at points of difficulty. * Solves new words using sound/letter relationships and word parts. (chunking) Rereads when something does not make sense to search for meaning and accuracy. Demonstrates awareness of punctuation by using phrasing and reading with inflection. * Predicts what will happen next and reads to confirm. Recognizes many words quickly and automatically. * Relates texts to other previously read stories. Demonstrates understanding by talking about the text after reading.
guided_reading_observations_alpena.docx