Guided Reading Level F 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 and attend to bold words (When you came to a word you didn’t know?” -Decoding (endings, chunks, known parts) know, what did you do?) -Picture walk -Final blends & digraphs -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 at out and and of new while visual phrasing, text out except quickly experiences figure * words, words phrasing the texts. * inflection. to other relationships, meaning. eyes out in awareness words figure difficulty. with pausing, words. and his/her other to for words with of words. by longer ideas to to many expression. figure improve new automatically. out parts, or to print point and reading about reading known them sound/letter Demonstrates and words Uses information Figures Uses Tracks Talks Rereads punctuation Students Recognizes relates
Guided Reading Level F 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 and attend to bold words -Decoding (endings, chunks, known parts) -Final blends & digraphs -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 point of difficulty. Recognizes many words quickly and automatically. Uses sound/letter relationships, words parts, and other visual information to figure out new words. * Figures out longer words while reading for meaning. Demonstrates awareness of punctuation by pausing, phrasing, and reading with inflection. Uses known words to figure out new words. * Rereads to figure out words, or improve phrasing and expression. Talks about ideas in the text and relates them to his/her experiences and to other texts.
guided_reading_observations_alpena.docx