Guided Reading Level Pre- A Non-Reader This level is for students who know LESS than 40 letters and 0-4 letter sounds. Lesson Framework Working With Letters (3 minutes) Working with Names (3 minutes) Working With sounds (3 minutes) Working with Books (5 minutes) Interactive Writing (5 minutes) *Match letters to ABC Chart *Match upper and lowercase letters *Sort by shape of letters (sticks, curves, etc.) *Letter/word association activities *Letter formation practice *Name Puzzles *Make with magnetic letters *Rainbow Writing (Name tracing) *Clapping Syllables *Working with rhymes *Picture sorts *Teaching Points… -concept of a word -first/last word -concept of a letter -first/last letter -punctuation -capital/lowercase letters *Dictated Sentence -Teacher decides the sentence -Students help by writing the dominant consonant sounds in each word on a sentence strip. -Cut-up the sentence and have students put it back together. -Paper clip pieces together and send home with one student. Reading Behavior Look-For: **Students MUST be able to do the following to move on.** Students Can writer their FIRST name without a model. Can identify at least 40 upper and lowercase letters by name. Demonstrates left to right directionality across one line of print. Can follow simple directions. Knows at least five consonant sounds.
Guided Reading Level A Emergent 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 after first page -Read (independently/shared/choral) -One-to-one matching -Use picture clues to support reading -Rhyming words -Prompts (Does is 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?) -CROSS-CHECKING (random page, cover pictures-can they still read the words?) -Rhyming & word family words -Comprehension Strategies connections & questions -Draw a picture Reading Behavior Look-For: *Marks behaviors that repeat in the next level. Students Reads from left to right. Differentiates print from pictures. Holds book and turns pages from left to right. Knows most letters and corresponding sounds. Begins to match word-to-word, tracking with finger. Locates both known and new words. Relies on illustrations to tell a story and begins to focus on print. Relates book to his/her own experiences. *
Guided Reading Level B Emergent 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 prediction after first page -Read (independently/shared/choral) -One-to-one matching -Use picture clues -Rhyming words -Prompts: Does it match the picture?, 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?) -CROSS-CHECKING (random page, cover pictures-can they still read the words?) -Comprehension Strategies connections & questions -Draw a picture Reading Behavior Look-For: *Marks behaviors that repeat in the next level. Students Word-by-word matching across two lines of text, pointing with one finger. Uses knowledge of high frequency words to check on reading. Talks about ideas within the text. Begins to self-monitor, noticing mismatches in meaning or language. Uses word-by-word reading matching to check on reading. Notices and interprets details in pictures. Remembers and uses language patterns in the text. Relates book to his/her experiences.
Guided Reading Level C 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 prediction after first page -Read (independently/choral) -One-to-one matching -Use picture clues -Rhyming words -Blend CVC words -Prompts: Does it match the picture?. 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?) -Comprehension book discussion -Comprehension Strategies connections & questions -Draw a picture Reading Behavior Look-For: *Marks behaviors that repeat in the next level. Students Uses visual information to predict, check, and confirm reading. Begins to track print with eyes. Rereads to confirm or figure out new words. * Demonstrates awareness of punctuation by pausing and using some phrasing. Uses picture details to help figure out words and to predict meaning. Recognizes known words quickly and begins to use them as anchors words. Solves some new words independently. Predicts from events what will come next.
Guided Reading Level D 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 prediction after first page -Whisper read independently -Fluency & expression -Punctuation -Decoding (endings, chunks, known parts) -Focus on initial blends and digraphs -Prompts: Does it match the picture?. 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?) -Comprehension strategies: connections, questions, review predictions -Guided Writing: Sentence stem from text pattern. (Students complete with own/new idea.) Reading Behavior Look-For: *Marks behaviors that repeat in the next level. Students Controls directionality and matching with eyes, using finger at points of difficulty. Remembers language patterns and repeating events over longer stretches of text. Self corrects reading using visual information. Solves new words using sound/letter relationships and word parts. (chunking) * Moves more fluently through the text with some phrasing. Rereads to confirm or figure out new words. Searches for understanding while reading. Remember details from the text and pictures.
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 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 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 Level H 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) -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 -Five finger retell: characters, setting, problem, events & solution -Somebody-wanted to-so-then summary Reading Behavior Look-For: *Marks behaviors that repeat in the next level. Students Reads fluently and rapidly, with appropriate phrasing. Notices and uses punctuation to assist smooth reading. Rereads to figure out words, or improve phrasing and expression. Uses sound/letter relationships, known words, and word parts to figure out new words. Rereads for meaning when something make sense. Uses pictures for information but does not rely on then to make predictions. Remembers details to support the accumulations of meaning throughout the text. Searches for meaning while reading, stopping to think or talk about ideas.
Guided Reading Level K 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 -Reads silently to self -Expression, attend to bold words -Decoding (endings, chunks, known parts) -Support contractions -Prompts: Does it make sense? How do you know? Was your reading ___ or ___? - Support vowel patterns & endings -Graphic organizers -Book talk using a discussion prompt (Characters feelings) -Comprehension strategies: connections, inferring, determining importance, author’s message. -Problem & solution summary -Graphic organizers-synthesizing information Reading Behavior Look-For: *Marks behaviors that repeat in the next level. Students Reads silently most of the time. * Reads in a phrased, fluent way over longer stretches of text. Flexibly uses multiple word-solving strategies while focusing on meaning. Reads fluently, slowing down to figure out new words then resuming speed. Makes inferences, predicts and analyzes characters and plot. Sustains attention to meaning and interpretation of a longer text read over several days. * Goes beyond the text in understanding of problems and characters. Demonstrates understanding of text after silently reading.*
Guided Reading Level L 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 -Reads silently to self -Expression -Support decoding using context clues -Support reading and meaning of contractions -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 -A main idea of the story summary -Graphic organizers-synthesizing Information -Guided writing responses Reading Behavior Look-For: *Marks behaviors that repeat in the next level. Students When reading orally, reads rapidly with phrasing. Reads orally, with accuracy, not stopping to self-correct in the interest of fluency and phrasing. * Uses multiple word-solving strategies with longer words. Reads silently most of the time. After reading longer sections of a text predicts events, outcomes, problem resolutions, and character changes. * Makes connections between the text and other books. * Sustains attention to meaning and interpretation of a longer text read over several days. Demonstrates understanding and interprets the text after silently reading.
Guided Reading Level M 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 use of expression -Support decoding using 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 -A main idea of the story summary -Graphic organizers-synthesizing Information -Guided writing responses Reading Behavior Look-For: *Marks behaviors that repeat in the next level. Students Uses multiple sources of information to figure out words rapidly while focusing on meaning. * Reads orally, with accuracy, not stopping to self-correct in the interest of fluency and phrasing. Demonstrates ability to interpret text while reading orally, with fluency and phrasing. * Reads silently except during assessments or to demonstrate text interpretation. * After reading longer sections of text, predicts event, outcomes, problem resolutions, and character changes. * Remembers details and sustains attention to meaning through a longer text. Makes connections between the text read and other books. Goes beyond the text to make more sophisticated interpretations. *
Guided Reading Level N 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 use of 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 -A main idea of the story summary -Graphic organizers-synthesizing Information -Guided writing responses Reading Behavior Look-For: *Marks behaviors that repeat in the next level. Students Uses multiple sources of information to figure out words rapidly while focusing on meaning. * Demonstrates ability to interpret text while reading orally, with fluency and phrasing. * Reads silently except during assessments or to demonstrate text interpretation. Remembers details from one section of text to the next. Notices how illustrations convey the meaning. Demonstrates sophisticated interpretation of characters and plot. Sustains attention to a longer text, remembering details and revising interpretations as new events are encountered. * Goes beyond the text to make more sophisticated interpretations.
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 Level Q 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. * Actively acquires new vocabulary through reading. * Uses illustrations to help analyze text meaning. * Sustains attention to a text read over several days, remembering details and revising interpretations as new events are encountered. * Compares the text to other books in an analytic way. After reading silently, demonstrates understanding and sophistication in text interpretation. * Goes beyond the text to interpret characters’ thoughts and feelings and to speculate on alternative meanings. * Shows the ability to analyze and extend the text in writing.
Guided Reading Level R 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. * Actively acquires new vocabulary through reading. * Uses illustrations to help analyze text meaning. Sustains attention to a text read over several days, remembering details and revising interpretations as new events are encountered. * Demonstrates interest in reading an extended text over a longer period of time. After reading silently, demonstrates understanding and sophistication in interpreting meaning. * Uses comparison with other texts to assist interpretation Goes beyond the text to interpret characters’ thoughts and feelings and to speculate on alternate meanings. *
Guided Reading Level S 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. * Actively acquires new vocabulary through reading. 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. * After reading silently, demonstrates understanding and sophistication in interpreting meaning. Goes beyond the text to interpret characters’ thoughts and feelings and to speculate on alternate meanings. Extends text meaning through research, writing, or the arts. *
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 Level U Advanced 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 use text features to enhance comprehension of the text. *Develops and guides students through deep questions and higher level thinking *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 Notices graphic illustrations and gets information from them. Synthesizes information from graphic information with the body of the text. Learns technical words from reading. * Uses the table of contents to help in the understanding of the organization of the text. Grasps of meaning in a story. For example, specific understandings plus the picture.” Reads, understands, and appreciates literary language. Interprets illustrations and their connections to the text. Keeps up with several different themes and many characters. Interprets characters’ motives and the influences on their development. Recognizes and appreciates a wide range of genres, both fiction and non-fiction. Notices and uses a full range of punctuation, including more rarely used forms such as dashes. Uses reading to learn about self and others.
Guided Reading Level V Advanced 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 use text features to enhance comprehension of the text. *Develops and guides students through deep questions and higher level thinking *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 -React to text through the author’s point of view and discuss the author’s purpose -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 Learns technical language and concepts through reading. Understands and talks about complex themes, analyzing them and applying them to current life situations. Understands many different perspectives that are encountered in fiction and texts. Evaluates both fiction and non-fiction texts for their authenticity and accuracy. Deals with mature topics such as death, war, prejudice and courage. * Thinks critically about and discusses the content of a literary work or the quality of writing. Notices aspects of the craft and looks at the text from a point of view. Sustains attention and thinking over the reading of texts that are long and have small fonts. Tries new genre, topics, and authors, and is able to compare them with known genres, topics and authors. Makes connections across texts to notice an style or technique. Understands symbolism in both realistic fiction and fantasy; discusses what symbols mean in terms of society. Brings prior knowledge to aid in understanding of literary references. Learns about self and others through reading, especially about societies that are different from own. *
Guided Reading Level W Advanced 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 use text features to enhance comprehension of the text. *Develops and guides students through deep questions and higher level thinking *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 Flexibly and automatically uses tools such as the glossary, references, index, credentials for authors, legends, charts, and diagrams. * Sustains reading over longer and more complex texts; is not intimidated by varying layouts and styles of print. Builds understanding of a wide variety of human problems. Uses reading to expand awareness of people who are different from oneself. Understands and learns from experiences. Learns about self and others through reading; actively seeks understanding of people different from oneself by culture, etc. Deals with mature themes such as prejudice, war, death, survival, and poverty, and is able to discuss them in relations to oneself. * Understands the complexities of human characters as they develop and change; discusses own point of view and relations hip to characters. Integrates understandings derived from graphic illustrations and the text. Expands world knowledge through reading.
Guided Reading Level X Advanced 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 use text features to enhance comprehension of the text. *Develops and guides students through deep questions and higher level thinking *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 -React to text through the author’s point of view and discuss the author’s craft -Reread parts of the text for one or two teaching points (author’s style) -Complete graphic organizer -Extend the text through writing a summary or in a “Response to Reading” journal entry. (Focused on irony and satire) Reading Behavior Look-For: *Marks behaviors that repeat in the next level. Students Understands and is able to use the sophisticated, scholarly, technical language that is found in informational texts. Flexibly and automatically uses tools such as glossary, references, index, credentials for authors, legends, charts and diagrams. * Sustains attention over longer texts with more abstract, mature, and complex themes. Notices, understands and discusses a wide range of literary devices, such as flashbacks and stories within stories. Deals with mature themes, such as family relationships, death, social injustice, and the supernatural. Uses descriptive text as a way to understand settings and their importance to the plot of character development. Discusses the setting as an element of the text, deciding whether it is important or unimportant. Notices aspects of craft, including the ways characters are described and presented as Talks about the text in an analytic way, including finding specific evidence of the style. Appreciates, understands and discusses irony and satire.