1. Guided Reading for Grades K-2
Northwest ISD

3. Guided Reading Stages J-M Fluent N+ (30+) Transitional (18-28) Early
(6-16)
Each group will have their own plan. Briefly discuss each, but the focus will be on Emergent and Early Readers. K & 1st Teachers, you will have many of these kids in your classroom. 2nd grade teachers, you will have below level readers at the Early Stage, and possibly even at the Emergent stage, so this will show effective lessons to tailor to these below level readers.
Emergent
A-C
(1-4)
Pre-A Reader
(< 40 UC & LC)
*Choral Read
Level A text

4. Which students are Pre-A Readers
Students who:
Can identify fewer than 40 upper and lower case letters, and know few letter sounds.
Lack early concepts of print such as left-to-right tracking, and concept of letter or word.
We will look at how to identify pre-A readers
How to create a lesson plan for a small group
Teach a Pre-A lesson
Target key teaching points in lesson

5. What should my Guided Reading lesson look like for a Pre a Reader?
Pre-A Readers will choral read a very simple Level A guided reading book with mostly known concepts and one line of text per page.
Word work will consist of letter work/formation and early concepts of print; working with names; interactive writing using a cut-up sentence
Briefly go over the Pre-A Lesson Plan
They can get more info and model lessons on the Jan Richardson videos available on each campus.

6. Which students are Emergent Readers
Students who:
Can write their first name without a model,
Identify at least 40 upper and lowercase letters by name,
Demonstrate left-to right directionality,
Understand enough English to follow simple directions, and
Hear at least five consonant sounds
Go over briefly

7. What should my Guided Reading lesson look like for an Emergent Reader?
Emergent readers will read Levels A-C guided reading books. At the beginning of the stage, focus on repetitive pattered books to help students learn high- frequency words, but choose less patterned text as move to higher end of emergent stage. This shift will require children to use more visual cues to problem solve new words.
Look at completed Emergent Lesson Plan – Let’s Play – Level A/B
Look at resources in packet –
Emergent Lesson – Clip 12

8. Lets watch an example of an emergent lesson
Emergent Lesson – Clip 12

9. Which students are Early Readers
Students who:
know the letters and their sounds, but they may still be learning how to apply these skills to attack challenging words.
Able to read about sight words; still struggle with fluency

10. What should my Guided Reading lesson look like for an Early Reader?
Early readers will read Levels D-I text. Specific text you choose will differ according to your focus.
Monitor and decode: Select a text at students’ instructional level
Fluency: Choose an easier text with dialogue
Retelling – Select a fiction text with clear problem and solution. When children reach Levels E and higher, the stories grow more complex and have several characters. Setting and plot become more important.
Be sensitive to ELL’s limited vocabularies: Choose texts with strong picture support, especially for unfamiliar r concepts.

11. A logical sequence for scaffolding and electing teaching points
Monitoring – First and foremost, if the reader is not monitoring for meaning, we scaffold, prompt and teach this foundational skill. Decoding – if the reader stops at a tricky word, then we prompt for decoding strategies and reinforce decoding as a teaching point. Fluency – fluency comes next because once a reader develops automaticity with words and decoding, he/she is read to be prompted for fluency.
Go over these next two slides quickly because the slide after these two goes into the prompts.

12. A logical sequence for scaffolding and electing teaching points
Vocabulary –It is common for skilled decoders to plow right through unknown words, decode them accurately, but not use context clues to figure out the meaning of the word. Scaffolding vocabulary is an ideal teaching point for transitional and fluent readers!
Comprehension – Comprehension appears last in the sequence because it is the goal of every guided reading lesson and the previous scaffolds and teaching points will support the readers’ understanding of the text.
Retelling = trouble visualizing

13. Let’s watch an example of an early lesson
Look at Early Reader Resources – Talk through Early Lesson Plan and other Early Reader resources
Early Lesson Video Clip 20
If you integrate R, W and word work you get acceleration!

14. Book Introduction
Discuss again that it is important to have a solid book intro, but that it should be brief, point out any tricky words, plant vocabulary, and give the gist of the book minutes max.

15. Which students are Transitional Readers
Students who:
Students who read fluently at Text Levels J-M
Transitional readers need to work on one or more of the following areas:
Monitoring
Decoding multi-syllabic words,
Increasing fluency,
Expanding vocabulary, or
Improving comprehension.
Word Work for transitional readers include complex vowels and words with more than two syllables.
BRIEFLY share Transitional Lesson Plan template
Tell teachers they can view model lessons on the Jan Richardson DVD’s at their campus.

16. Match your Text to your Focus
What should my Guided Reading lesson look like for an Transitional Reader?
Match your Text to your Focus
Focus
Text Features
Decoding
Some challenging words to decode
Fluency
Dialogue, few decoding challenges
Retell
Straightforward storyline, supportive illustrations
Vocabulary
Unfamiliar words with text or illustrations clues (context, known parts, glossary)
Main Idea
Informational text with supportive text features headings, diagrams, or captions
Infer
Fable, short stories, texts with surprises
Briefly share

17. Which students are Fluent Readers
Students who read Level N texts and above
Fluent readers are good decoders, so they are able to explore deeper levels of comprehension by reading challenging texts. The focus for fluent guided reading is using a variety of vocabulary and comprehension strategies.
For guided reading these students may read relatively short texts – poetry, short stories, newspaper and magazine articles, short chapter books, informational books etc.
Avoid reading entire novels during guided reading, as they take too long to read.
Briefly review this slide.