Guided Reading Level P 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 reading with expression -Comprehension strategies: connections, -Schema, “What do you already know… -Support decoding and use of context clues inferring, determining importance, -Picture walk -Prompts: Does it make sense? How do you author’s message, AND can justify. -New vocabulary (pulled from text and know? Was your reading ___ or ___? -Written 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. on in * and text over and new * * new rapidly * details as smoothly * read * out fluency meaning. speculate vocabulary writing. reads interpret demonstrates text to with a to to summarize sophistication in new reading meanings. to figures to reading. text encountered. and text silently, ability while remembering expressively. silently, orally, phrasing. the interpretations are interpretation. ability the attention acquires and reading, days, through attention text the with reading alternative rapidly reading reading oral beyond events revising extend In Actively and While several and After understanding Shows while words Goes Demonstrates Sustains Students
Guided Reading Level P 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 reading with expression -Support decoding and use of 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, AND can justify. -Written summary -Graphic organizers-synthesizing Information -Guided writing responses Reading Behavior Look-For: *Marks behaviors that repeat in the next level. Students While reading silently, reads rapidly and with attention to meaning. * Actively acquires new vocabulary through reading. * Demonstrates ability to interpret text while reading orally, with fluency and phrasing. In oral reading, figures out new words rapidly while reading smoothly and expressively. After reading silently, demonstrates understanding and sophistication in text interpretation. * Goes beyond the text to speculate on alternative meanings. * Sustains attention to a text read over several days, remembering details and revising interpretations as new events are encountered. * Shows the ability to summarize and extend the text in writing. *
guided_reading_observations_alpena.docx