Guided Reading Level T Fluent 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 monitor comprehension by teaching points thinking aloud when listening in -Complete graphic organizer *Supports & confirms students’ attempt and -Extend the text through writing a success when problem-solving 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. in out arts. over new easily genre rapidly genres. details as the ability reading read through through and or figures genres. meaning. writing. in and and selections. of reads text text text meanings. literary to a of and the the styles to demonstrates demonstrates encountered. reading, of of word research, flexibility variety shorter silently, interest remembering a and and are interpretations attention automatically silent in different days, knowledge attention with and reading conversation events words off speaking, Extends Extends revising interprets writing in and oral interpreting While Demonstrates understanding understanding several and Demonstrates new Reflects texts Sustains public In Students
Guided Reading Level T Fluent 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 monitor comprehension by thinking aloud when listening in *Supports & confirms students’ attempt and success when problem-solving *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 While reading silently, reads rapidly and with attention to meaning. In oral and silent reading, figures out new words automatically and easily interprets word meanings. Demonstrates flexibility in reading texts off different styles and genres. Sustains attention to a text read over several days, remembering details and revising interpretations as new events are encountered. Demonstrates interest and ability in interpreting shorter selections. Reflects knowledge of literary genre in conversation and writing. Extends and demonstrates understanding of the text through writing in a variety of genres. Extends and demonstrates understanding of the text through public speaking, research, or the arts.
guided_reading_observations_alpena.docx