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  • Guided Reading Guide For Teachers

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    This document outlines the instructional focus and types of texts used at different reading levels (A-N+). Level A focuses on concepts of print, patterned text, and high frequency words using letter books and repetitive pattern books. Level B adds retelling and checking the first sound/word against pictures using letter books and pattern books. Level C introduces blending sounds and reading with little repetition using phonics books and sight word books. Level D focuses on decoding multisyllabic words and reading with expression using decodable books and sight words. Levels E-F emphasize comprehension, fluency, and alternate vowel sounds using narrative and informational texts.

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    This document outlines the instructional focus and types of texts used at different reading levels (A-N+). Level A focuses on concepts of print, patterned text, and high frequency words using letter books and repetitive pattern books. Level B adds retelling and checking the first sound/word against pictures using letter books and pattern books. Level C introduces blending sounds and reading with little repetition using phonics books and sight word books. Level D focuses on decoding multisyllabic words and reading with expression using decodable books and sight words. Levels E-F emphasize comprehension, fluency, and alternate vowel sounds using narrative and informational texts.

    Drepturi de autor:

    © All Rights Reserved
    Descărcați ca PDF, TXT sau citiți online pe Scribd
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    53 vizualizări2 pagini

    Guided Reading Guide For Teachers

    Încărcat de

    api-405359516
    This document outlines the instructional focus and types of texts used at different reading levels (A-N+). Level A focuses on concepts of print, patterned text, and high frequency words using letter books and repetitive pattern books. Level B adds retelling and checking the first sound/word against pictures using letter books and pattern books. Level C introduces blending sounds and reading with little repetition using phonics books and sight word books. Level D focuses on decoding multisyllabic words and reading with expression using decodable books and sight words. Levels E-F emphasize comprehension, fluency, and alternate vowel sounds using narrative and informational texts.

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    din 2

    Level Instructional Focus Texts

    Concepts of print Oral Language

    A
    Patterned Text 1 to 1 correspondence Letter books
    Check the pictures High frequency words
    Support predictions Main idea
    Repetitive pattern books
    (usually does not know high frequency words out of context at Level A) Syntactic pattern books

    Concepts of print Oral Language


    Letter books

    B
    Patterned Text 1 to 1 correspondence
    Check the pictures High frequency words Repetitive pattern books
    Retelling Syntactic pattern books
    Cross-checking 1st sound/word with pictures

    1 to 1 correspondence (eyes only) Attends to beginning/ending sounds

    C High Frequency words


    Visual phrasing (2-5 words)
    Monitors by known word

    Phonics Readers
    Blends cv/vc/cvc/ccvc words
    Reads text with little or no repetition
    Syntactic pattern books
    Decodable/Phonics books
    Sight word books

    D Makes simple attempts at unknown words (rereading)


    Blends consonant blends, digraphs, dipthongs, rimes, and vowel teams
    Reads dialogue
    Reads punctuation
    Silent e, cvc-e

    High frequency words (with endings)


    Syntactic pattern books
    Decodable/Phonics books
    Sight word books

    Consistent self-correction
    Monitors using more than one cueing system (meaning, structure, visual)

    E-‐F
    Increased attention to punctuation Informational texts
    Attends to characters, setting, problem, events, resolution
    Alternate vowel sound (long/short)
    Narrative texts
    Fluency beginning Sight word books
    Contradictions
    Natural phrasing
    Attends to comprehension
    Uses familiar chunks to solve unknown, multi-syllabic words
    Punctuation that wraps around with the return sweep
    Appropriate expression

    G-‐H Unprompted, sequential retelling


    Compound words
    Singular/plural words
    Possessives
    Narrative texts
    Informational text

    Fluency improved
    Attends to comprehension
    Flexibility in attempting sounds for tricky letters or spelling patterns
    Narrative texts

    I-‐J
    Soft/Hard G and soft/hard C sounds
    More complex spelling patterns (ought, ment, tion, ture) Informational text
    Contextually determines meaning of unknown words Picture books
    Synonyms, antonyms, and homonyms
    Literacy books
    Begins using text structure to support comprehension
    Fluency texts
    Syllabication patterns Narrative texts
    Punctuation that carries over to next page

    K-‐M Complex dialogue with speaker identified or not


    Refers to text for support
    Wide variety of text structures
    Uses comprehension strategies more fully
    Informational text
    Picture books
    Literacy books
    Fluency texts
    Increases vocabulary through reading Narrative texts

    N+
    Written dialect or character accents
    Characterizations
    Informational text
    Sophisticated plot development and text structure Picture books
    Assess to prior knowledge for social content, time period, historical relevance Literacy books
    Fluency texts
     

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