Guided Reading Level G Transitional 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 know… -Punctuation and attend to bold words (When you came to a word you didn’t -Picture walk -Decoding (endings, chunks, known parts) know, what did you do?) -New vocabulary (pulled from text and -Final blends & digraphs -Book talk using a discussion prompt sight words) -Prompts: Does it match? Does it sound right?, -Comprehension strategies: connections, -Make predictions Does it make questions, review 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 * out does to error. assist when known with of while to but * sense. story story. * figure pictures predictions.* way point * to the the meaning make rapidly, of of meaning. the using make phrasing. parts for and to reading. words. to punctuation relationships, information to text details word integrated for new uses close search discussion an them smooth fluently to and in attending and on appropriate through pictures sound/letter Reads print rely support Remembers words, something Rereads Moves Notices Uses Students Uses not Self-corrects
Guided Reading Level G Transitional 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 Moves through text using pictures and print in an integrated way while attending to meaning. Uses sound/letter relationships, known words, and word parts to figure out new words. * Rereads to search for meaning when something make sense. * Notices and uses punctuation to assist smooth reading. * Reads fluently and rapidly, with appropriate phrasing. * Self-corrects close to the point of error. Uses pictures for information but does not rely on them to make predictions.* Remembers details of the story to support discussion of the story. *
guided_reading_observations_alpena.docx