The Early Plan
Sarah Lucas
Created on October 7, 2021
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Transcript
Getting Started with Guided Reading
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The Early Plan
Levels D-I
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Reading is more than blending sounds together to make words. It is a complex network of strategies and behaviors the brain uses to make sense of print. Children who develop strong skills at the emergent stage establish a rock solid foundation for reading success.
Characteristics of an Early Reader
Assessment
Materials
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Early readers read at text levels D-I. They know their letters and sounds, but they are still learning how to apply these foundational skills to decode challenging words. They are are learning to read and write sight words that appear frequently in primary texts. Emergent reading behaviors, such as one to one matching, using pictures, and left to right directionality, are firm. Early readers become proficient in the following skills and strategic actions as they progress through text levels: - Monitoring for meaning and structure -Monitoring for visual information -Rereading at points of difficulty to access meaning and structure -Using a variety of strategic actions to solve words -Rereading easy and familiar books with phrasing and expression -Retelling what they have read - Reading and writing about 60-80 sight words - Applying phonetic principles they have learned
Assessment How is it administered? What does it tell you? Spelling Inventory Individual Sight Words and phonics skills to teach Running Record Individual Instructional text level range and strategic actions to teach Dictated Sentences Small Group How the student hears and records sounds in words Sight Words Small Group Sight words the student can write
Organize the following materials and place them within reach: - Dry erase boards, markers, and erasers- 6-8 sets of magnetic letters - Sight Word Chart -Pictures for sorting sounds -Sound Box and analogy chart templates in plastic sheets protectors - Guided Writing Journals -Leveled Books - Timer Selecting Texts that Match Your Focus Focus Text Features Self-monitoring Select texts with familiar concepts and strong picture support. Students will be able to access meaning when they have background knowledge about the topic. Word Solving Select texts that have challenging words students will be able to decode. New words should be in their listening vocabulary and have decodable features, such as known parts and familiar endings. Look for picture support for the challenging vocabulary. Reading fluently Use a text at easier level so students will have few decoding challenges. To work on expression and intonation, select a fiction story with interesting dialogue. Retelling Choose stories with strong picture support and a clear beginning, middle, and end. When choosing informational texts, look for mostly familiar concepts, supportive illustrations, and headings that capture the main idea of that section. Comprehending At this level, you’ll weave your comprehension focus into your discussion questions. Well written guided reading books will support a variety of comprehension strategies.
Running Record with Comprehension: After you have taken a running record you can get a glimpse of the child's reading process. Notice whether the student: - Matches one to one - Uses picture clues - Uses visual information - Uses known words - Makes multiple attempts on an unknown word - Rereads - Self-corrects Analyze errors for meaning, structure, and visual information Take a close look at the errors the student made. Meaning- Does the students error makes sense? Structure- Does the students error follow the rules of grammar in standard English? Does it sound right? Visual Information- Is the error similar to the word in the text? Analyze The Strategic Actions The number of errors is not as important as determining why the student made the errors and deciding what strategic actions will accelerate the child. Ask yourself these questions: - What kind of action does the child take at difficulty? - Is the students think about the story? Were the errors meaningful? - Did the student monitor using visual information? -Is there a pattern in the child's errors? For instance did eh student repeatedly ignore the middle or the end of the word? - Did the student miscue on the same word several times? -Did the student miscue on an unfamiliar word? - Did the child notice his or her errors and try to fix them?
Dictated Sentence You can use a dictated sentence to provide insight into how children spell words they have not been taught. Administer the assessment like a spelling test and circle the features children miss. Teach those foundational skills during the word study portion of the guided reading lesson. Dictated Sentences for Early Readers Level Sentence Skills Assessed D I have to sit on the rug to get my chips. I will dig in the sand with my shovel. Short vowels and digraphs E-F I have great friends in my class. I think I will share my snacks with them. My teacher is going to read us a story. I will sit on the carpet and be quiet. Initial blends Endings (-s, -er, -ing) G-I I am going to take a bike ride to the park net to the lake. My teacher said we are playing outside today because it might rain tomorrow. Silent -e rule Complex vowels Endings (-er,-ing) Multisyllabic words
Sight Words An early reader who builds automatically with a bank of known words will read and write more fluently. Administer the Sight Word Chart to see which words your students can write. The assessment is quick, easy, and useful. Assess students as their instructional level and one level below. Recommended Sight Words for Levels C-F Level C Level D Level E Level F and day all came are down away have come into back help for looking big next got she her now here they over one not went this some play where want then said will who was you your with what
Decide Now that you have assess and analyzed you early readers, you are ready to summarize the assessment to help form your groups, pinpoint focus for instruction and select texts. Use the assessment summary sheet to summarize the assessment. Directions for completing the Assessment Summary Chart Columns 1 and 2: Name and Level Range- Record the students name and and instructional level Column 3: Self Monitor- Put and M if the student consistently monitors with meaning. Put a V if the student monitors using visual information. Column 4: Solves Words- Analyze miscues to determine which part s of words the student is noticing. Put a B if the student consistently matches the beginning letters of the correct word (place/pool); put an M if the student attends correctly to the middle of the word (playing/stayed); and an E if the student matches the letters at the end of the word (landed/stayed). As children move up in levels they will gradually use more visual information to problem solve. Column 5: Reads Fluently- Use the following rubric to rate fluency when a student is not the process of problem solving: 1. Reading is very slow, mostly word by word. 2. Reading is choppy, mostly two word phrases. 3. Reading is mostly phrased, but lacks some aspect of fluency, such as intonation, expression, or attention to punctuation. 4. Reading is fluent and phrased with appropriate expression and intonation. Column 6: Retells- Use the following rubric to record a child's basic understanding of the text. Don't penalize a child if you have to prompt him or her for details. +: Complete and detailed retelling; includes all major ideas and important details. Check Mark: Adequate retelling; includes most major ideas and some details. - : Limited retelling; miscues the main ideas, central characters, and essential details. Column 7: Spelling Phonetically- List phonics skills the student uses. Important skills for early readers include short vowels (SV), digraphs (D), blends (B), and complex vowels (CV). Column 8: Other- Note the factors you need to consider when planning instruction. These include classifications, such as multi-language learners, specific language disorder, speech therapy, and other factors such as weak on sight words, lack of risk taking, poor handwriting, etc.
Spelling Assessments Although a running record is the most useful assessment for teaching early readers, you should also administer a few quick spelling assessments to learn about the child's understanding of letters, sounds, and words. Analyzing the ways children spell words can provide insight into how they decode.
The Early Guided Reading Lesson
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The Early Guided Reading Lesson The early lesson is carried out over two days, about 20 minutes each day. The same book is read and discussed on both days. Each lesson covers one or more strategic actions and skills that are developmentally appropriate for students reading at text levels D-I. Overview of the Emergent Guided Reading Lesson Day 1 Day 2 Sight Words Review Sight Word Review Introduce a New Book Read the Book with Prompting Reread Books with Prompting Discuss and Teach Discuss and Teach Teach a New Sight Word Reteach the New Sight Word from Day 1 Word Study Activity Guided Writing Teaching Comprehension The ultimate goal of every guided reading lesson is comprehension, even at the early stage. Read the book to determine an appropriate comprehension focus, write your chosen focus on the lesson plan, and weave that focus into your discussion. Comprehension instruction should begin with whole class read alouds during which model your thinking and engage students in a conversation about the story. During guided reading, students work on comprehending texts they have read. Texts at the early levels won't have the depth of comprehension found in most picture books, but you can still engage students in a lively discussion about the story. Comprehension Strategies for Emergent Readers Narrative/Fiction Strategies Informational/Nonfiction Strategies
- Ask and answer questions about key details
- Retell stories
- Determine the central message
- Analyze a characters feelings
- Determine different points of view of characters
- Use information from illustrations and the text to understand characters, setting, and plot
- Determine the meaning of words and phrases
- Ask and answer questions about key details
- Identify the main topic of a section
- Determine the meaning of words and phrases
- Know and use various text features
- Identify the authors purpose
- Describe how reasons support key points made by the author
- Compare and contrast key points
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Sight Word Review
Dictate Three Words
Provide a Synopsis,Preview and Predict, and Introduce New Vocabulary
Introduce New Vocabulary & Practice New Language Stucture
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Introduce a New Book
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3-5 minutes
Read the Book with Prompting
8-10 Minutes
Prompts for Early Readers
Dictate Three Words Choose three sight words for students to write. Always review the most recent word you taught. Have students write the words on a dry-erase board. Writing the word helps imprint the word and reinforces left to right sequencing. This activity is not a test. If students forget how to spell a word provide a scaffold. For example, if students cannot remember how to write they, you might say, "It has the in it." If they misspell a letter, erase the wrong letter and prompt them to recall what's missing. If that doesn't help, tell the student missing letter. Every student should write the words accurately.
Prepare students for a success reading of the new book by discussing the pictures and teaching challenging words. Provide a SynopsisState the title and give a brief main idea statement of the book that include the characters and problem. This gives the reader a foundation for constructing meaning. For example, "In this book, a little puppy is visiting Bella and Rosie's house. He keeps getting into trouble. Let's read to find out how Bella and Rosie feel about the little puppy." For a nonfiction text, you might say, "You will learn all about fireflies: what they look like, why they light up, and how they communicate." Preview and Predict After you give a brief synopsis of the text, have students quickly preview the illustrations and talk about the story. This activates prior knowledge and builds a foundation for comprehension. Encourage them to ask questions and make predictions from the illustrations or table of contents. You do not need to discuss every page, but you should draw students attention to important information and unfamiliar concepts in the pictures. When reading nonfiction texts, briefly discuss text features, such as diagrams and the glossary. Maximize time by having children share their questions or predictions with a partner. Support conversations of multilingual learners. Do not spend more than two or three minutes with the text preview; otherwise, students won't have enough time to read the book. Gradually release your support so students learn how to preview the text silently. Introduce New Vocabulary Consider the unique vocabulary needs of your students when choosing words to pre-teach. Two kinds of words need to be discussed before the reading; words too difficult for them to decode and words not in their listening vocabulary. Write new words on a dry erase board and pronounces them. Have students repeat each word. For unfamiliar concepts, discuss the meaning of the word using illustrations and examples from the story. You may want them to read the challenging word in a sentence from the story so they can see the word in context. If possible, make connections to students' personal experiences. Be especially alert to the needs of dual language learners, who will likely need more support and examples.
Early readers often confuse words that begin with w and wh. Post a chart with wh words and tell students that if the word they want to write is not on the wh chart, they should spell it with a w.
Students will likely need multiple experiences with a non-phonetic words such as said, what, and they before they automatically write them. Review these words frequently.
Encourage Independent Reading Have children independently read the book for about five to eight minutes in soft voices while you spend one or two minutes conferring with each student. If they finish the book before you call time, have them reread the story. If they don't finish on Day 1, have them mark the place where they stopped and let them continue reading from that point on Day 2. Prompt Students to Problem Solve This is where you differentiate your instruction according to students needs. As you listen to a student read a page or two, prompt for strategic, problem solving actions. Refer to the next page and the lesson plan for some sample prompts. If the student makes no errors work on phrasing, expression, or comprehension. If you find there is nothing to teach the book is too easy.
If there are more than four words to introduce, rethink using the book. It might be to difficult.
Prompts for Early Readers Behavior Goal Prompts Stops and appeals Take risks I’m glad you noticed something wasn’t right. Try it. Think about the story and sound the first part. Says a word that does not make sense Monitor for meaning Wait until the child finishes the sentence and say. Are you right? Did that make sense? Reread and think about the story. Ignores part of the word Monitor for visual information Are you right? Does that look right? Check the middle (or end) of the word. What would make sense and look right? Stops at or miscues on words with inflectional endings Break words apart Cover the ending. Find a part you know. Sound the first part and think about the story. What would look right? Read accurately but slowly Read with phrasing and fluency Don’t point. Read it smoothly. Pretend you are the character. Slide your finger from left to right to cover the words as the student read. This pushes the student’s eye forward at a faster pace. Reads accurately and fluently Check for comprehension What happened on this page? (Retell) Why did he or she do or say that? What was the most important event? Tell me about it. (Infer) What are you thinking? (Probe) What did you learn about_____? (Key details)
Do not have students take turns reading (round robin style). It will limit the amount of text they can read and impede independent reading progress. There is no research to support "round robin" reading as an effective strategy for students.
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Discuss the Book
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Shared Retelling
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Teaching Point
Teach a New Sight Word
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What's Missing?& Mix and Fix
Table Writing & Write it and Retreive it
Discuss the Book Have a guided conversation about the book. Ask open ended questions that will facilitate discussion and help students draw inferences. Connect your discussion prompt to the targeted comprehension strategy. For example, if your comprehension strategy is retelling story elements, you could ask different students to describe the characters and setting. You want to engage them in meaningful conversations that will lead them to deeper understanding. The following chart lists examples of discussion starts that correlate to most state reading strategies and standards.
Foster Attention to PrintIf students need to improve their retelling skills, give each students a Shared Retelling card and guide them as they take turns retelling a portion of the book.
Teaching Points for Early Readers Goal Demonstration and Teaching Monitor for meaning and reread Ask students to follow along in their books as you read a sentence out loud. Deliberately make an error that does not make sense. Say, “Did that make sense? Find my mistake. Let’s reread that sentence together. If it doesn’t make sense, always reread and fix it.” Monitor for letter and sounds Read a sentence from the book and make an error with a word that has visual similarities to the word in the text, such as laid for landed. Say, “What word doesn’t look right? Find my mistake.” Write the word from the story (landed) on a dry erase board. Slide an index card to right across the word (to support visual scanning) and say, “Could this word be laid? Why not? When you read it has to look right and make sense. Be sure you look all the way through the word.” Solve unknown words Write a challenging word on the dry erase board or make it with magnetic letters on an easel. Model a word solving strategy such as:
- Sound the first part (after)
- Find a known part (stand)
- Cover the ending (plant-ed)
- Use and analogy (link the ay in away to day)
- Break the word apart (out-side, bed-room, re-mem-ber)
Discussion Starters for Early Readers Goal Discussion Starters Ask and answer questions about key details
- What questions do you have about ____________?
- Reread page ___ to find out _______ (Ask a text dependent questions)
- What did you learn about the character (setting, problem, topic, etc.)
- Find the most important part of the story. Why is it important?
- What important facts id you learn in this book?
- What happened at the beginning, the middle, and the end?
- Let’s retell the story together.
- What was the big idea in this story>
- What lesson could you learn from this story?
- What lesson did the character learn?
- Why did the author write this book?
- Describe the setting. Did the setting change? Find that part in the story?
- Describe the character. How did the character change in this story?
- Find the page that shows how the character felt at the beginning (or middle or end). Turn and Talk.
- What was the most important thing the character did? Find that part in the book. Talk to your partner about it.
- How were the characters the same or different?
- What word on page ____ tells you how the character felt?
- What word on page _____ did the author use to help you understand what an ocean sounds like?
- How is this book about _____ different from this other book about____?
- How is the fox in this book different from the fox in the other book?
- Who is telling the story on page_____?
- Who is talking on page ______?
- Who said_________ on page_____?
- Find the picture that describes the setting in the story.
- Find the picture that describes how the puppy feels about dressing up.
- How does the picture on page ____ show you more about what happened?
- Find the picture that describes how the problem was solved.
- What picnic best describes Sam’s feelings about the picnic?
- How do ______ and ______ feel about their adventure?
- How do the mom and dad feel about the camping trip?
- How is Little Bear’s adventure in this story different or similar to Little Bear’s adventure in the other story you read?
What's MissingTurn the board toward you and erase a letter near the end of the word. Show the board to students and ask them to tell you the missing letter. Say, "Whats missing?" Students tell you the missing letter and you write it in the word. Repeat the procedure two or three more time by erasing a letter or two at the beginning, middle, or end of the word. Although children may think this is a game, the procedure grabs their attention and teaches them to look closely at the word. Mix and Fix Give students the magnetic letters to make the new word. Student can use the teachers model, if necessary. Students read the word using a left to right sweep with the finger. Then have them slide each letter to the left or push them up one at a time to make sure they are looking at each letter. Students then mix the letter and remake the word from left to right. Keep the word on the table.
Table Writing Students use their index finger to write the word on the table. Make sure students are looking at their finger while they write. This activity builds a memory trace for the word. Once you observe a child write the word with their finger, cover the magnetic letters with an index card and have them do the Write It. Write It and Retrieve It Students write the new word a the bottom of the ABC chart. They should say the word in a natural way as they write it. This mimics what they do when they write stories on their own. Do not encourage students to spell or sound out the word. You want them to learn the word as a complete unit. If they need help, they should lift up the index card and look at the magnetic letters. After they write the word, they should erase it and write it again. Now dictate a very familiar word they know how to write. Then dictate the new word again for students to write.
Spend the last few minutes of Day 1 Teaching students how words work. Students will learn how to write a new sight words from the story and practice a phonics skill that is appropriate for their reading level. Early Readers need to build rapid recognition of common sight words so they can increase their fluency and free up cognitive space for solving new words. By teaching children how to write these words an not just read them control visual scanning and improve visual memory, which promotes better spelling skills. From the story select words students don't know how to write. Refer to the Sight Word Chart for words that frequently appear at each text level. 1. Introduce the new words. Write the word on a dry erase board. 2. Tell the students the word and ask them to look closely as you slide an index card left to right across the word.
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Picture Sorting
Word Study Activity
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Sound Boxes
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Making Words
Analogy Charts
Early Readers are still learning phonics. Spend the final three or four minutes of the lesson doing picture sorting, making words, sound boxes, or analogy charts. This part of the lesson should be kept short. Select a Target Skill Target Skills for Early Readers Text Level Target Skill Spelling Errors Word Study Activities D Digraphs tan for than much for much Picture sorting- Making Words- Sound Boxes E/F Initial and final blends pay for play wet for went Picture sorting- Making Words- Sound Boxes G/H/I Silent- E feature Vowel Patterns mak for make fond for found strt for start Making words- Analogy Charts Understand the Purpose of Each Activity Each of the word study activities emphasize a different aspect of phonics. During picture sorting, children learn to hear the target sound and link to letter. In the making words activity, they use magnetic letters to make a series of words that differ by one letter. When using sound boxes students segment sounds and write letters that represent those sounds. Analogy charts teach children how to use familiar words to write new words.
Making WordsThis activity teaches children how to use sounds to monitor for visual information during reading. It also firms up left to right visual scanning across a word. Each student will need magnetic letters to make a series of words. The minimal changes from one word to the next forces students to attend to the specific skill focus. For example when the focus is digraphs, the series of words the students make differs by the digraph or short vowel (mat-match-bath-bash-bush). When the focus is blends, children make words that differ by their blend or short vowel (rim-trim-trip-strip-strap). When students have the letters they need, dictate a word for them to make. After they make the word, teach them to check the word by saying it slowly as they run their finger under the previous word. This action helps them coordinate the auditory and visual processing speeds. To read successfully, the visual and the auditory have to work together. When children say the new word but look at the letter in the old word, they have to determine which letter needs to change. The process they will use to monitor with visual information and self correct during reading. After students make word, have them break apart the word. Them have them point to each part and say it before they remake the word. This reinforces decoding strategy of reading words in clusters rather than letter by letter. Examples of Making Words for Early Readers Level Target Skill Example C/D Medial short vowels can-man-map-mop-cop-cup D Digraphs cat-chat-chap-chop-shop-ship E Initial Blends cap-clap-clip-grip-grin-spin-span F Final Blends went-west-pest-past-pant G Initial and Final Blends gasp-grasp-clasp-clamp-stamp G/H Silent e hat-hate-mate-mat-fat-fate I Vowel Patterns see-seed-weed-week-check-creek-creep
Picture SortingSelect two examples of the target skill such as the ch and th. When you sort blends always choose two consonant clusters that begin with the same letter such as cl-cr or st-sl. This helps students attend to the second letter in the blend, which is the most challenging for them to hear. Distribute three or four picture to each student and write the two digraphs or blends on a dry erase board. Have students take turns sorting their picture, following these procedures: 1. Say the word in the picture: snake 2. Say the target sound: /sn/ 3. Say the letters that make that sound: s-n 4. Put the picture car under the digraph sn.
Sound BoxesSound boxes help students hear sounds in words and record sounds in sequence. Use only phonetically regular words with two or three sounds. Do not use sight words unless these words are phonetic (can, am, me). Each phoneme or sound goes in one box. After you teach students how to use sound boxes during word study, you'll be able to use them in guided writing when students need help writing a phonetically regular word. Procedures for Sound Boxes Distribute dry erase markers and sound box templates that have been inserted in sheet protectors. Tell the students you are going to say a word, and that they must write one sound in each box as they say the word slowly. Dictate a phonetic word that includes the target skill and tell students how many boxes they will need. As soon as possible transfer the task of slow articulation to the children-otherwise the teacher is doing all the work. After you say the word, have students say the word slowly. Discourage segmenting the sounds by letter. Have them touch the box as they say each sound. Students say the word slowly once more as they write letters in the boxes. The goal is for student to articulate the word slowly, without your support. this will prompt independent word solving during writing. Examples of Sound Boxes for Early Readers Level Target Skill Example C/D Medial short vowels mop, can, pit, bud, ten D Digraphs that, chip, much, shed, hash E Initial Blends slam, trip, sled, grab F Final Blends went, fast, tusk, lost G Initial and Final Blends Grasp, slump, chimp, flask, spent Each letter of a consonant blend should be written in a separate box because the blend contains two phonemes. For example, if students write the word grasp in sound boxes they should use 5 boxes. Single sounds represented by two letter such as sh, ch, th, and ck should be placed in the same box. If students are writing the word chick they would use three boxes.
Analogy Charts A great way to teach the silent-e feature and vowel patterns is to use analogies. Students use the sound patterns in words they know to help them write words they don't know. Wait until students can independently hear and record short vowel, digraphs, and blends before you teach vowel patterns. They need to have a bank of known words that follow the spelling patter before they'll be able to apply the rule to new words. Follow these procedure for analogy charts. 1. Use the spelling inventory of your students spelling errors to identify two patterns to teach. Choose one that students know fairly well and one new pattern. 2. Distribute an analogy chart interested in a plastic sheet protector, a dry erase marker and eraser for each student. 3. At the top of your chart write two familiar words for each vowel pattern (cow and eat). Students should copy these two words on their own charts and underline the vowel sound in each word. Discuss the sound each vowel pattern makes. 4. Tell students you are going to dictate new words for them to write. They should listen to the vowel pattern in the new word to decide which key word has the same sound. They they should write the new word under the matching key word and underline the pattern. As students grow in proficiency, dictate words with inflectional endings. 5. Before they leave the table, have them read the words in each column. This makes the activity both a reading and writing task. map tape lap slap trap cape shape grape
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Description of Day 2
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Sight Word Review(1-2 Minutes)
Reread Books with Prompting(8-10 Minutes)
Reteach the Sight Word from Day 1 (2-3 Minutes)
Discuss and Teach (3-5 Minutes)
Teach the sight word you taught on Day 1. If the word was especially challenging for students and they are not remembering how to write it, teach the same sight word in the next lesson. It is important not to introduce a new sight word. - What's Missing? - Mix & Fix - Table Writing - Write It and Retrieve It Do not introduce a new sight word until the previous word is firmly known.
Review three sight words following the same procedures as Day 1. The new sight word you taught on Day 1 should be one of the review words. This helps you observe how well students are remembering the word. You will likely need to provide some scaffolding when they write yesterday's new word.
Students independently read the book for Day 1 to build automatically with sight words and increase fluency. Spend a few minutes conferring with each student. Use the Prompts for Emergent Readers Chart to differentiate your prompting and engage students in short conversations. If students did not finish the book on Day 1, they should complete it on Day 2 and reread it. Prompts for Early Readers Behavior Goal Prompts Stops and appeals Take risks I’m glad you noticed something wasn’t right. Try it. Think about the story and sound the first part. Says a word that does not make sense Monitor for meaning Wait until the child finishes the sentence and say. Are you right? Did that make sense? Reread and think about the story. Ignores part of the word Monitor for visual information Are you right? Does that look right? Check the middle (or end) of the word. What would make sense and look right? Stops at or miscues on words with inflectional endings Break words apart Cover the ending. Find a part you know. Sound the first part and think about the story. What would look right? Read accurately but slowly Read with phrasing and fluency Don’t point. Read it smoothly. Pretend you are the character. Slide your finger from left to right to cover the words as the student read. This pushes the student’s eye forward at a faster pace. Reads accurately and fluently Check for comprehension What happened on this page? (Retell) Why did he or she do or say that? What was the most important event? Tell me about it. (Infer) What are you thinking? (Probe) What did you learn about_____? (Key details)
Lead another discussion about the book, just like you did on Day 1. If you notice students were confused when the read a certain part, take them back to that page and help them clarify their understanding. Create your own discussion prompt or use the Discussion Starters for Early Reader. Thread your state reading standard in your discussions. Discussion Starters for Early Readers Goal Discussion Starters Ask and answer questions about key details
- What questions do you have about ____________?
- Reread page ___ to find out _______ (Ask a text dependent questions)
- What did you learn about the character (setting, problem, topic, etc.)
- Find the most important part of the story. Why is it important?
- What important facts id you learn in this book?
- What happened at the beginning, the middle, and the end?
- Let’s retell the story together.
- What was the big idea in this story>
- What lesson could you learn from this story?
- What lesson did the character learn?
- Why did the author write this book?
- Describe the setting. Did the stting change? Find that part in the story?
- Describe the character. How did the character change in this story?
- Find the page that shows how the character felt at the beginning (or middle or end). Turn and Talk.
- What was the most important thing the character did? Find that part in the book. Talk to your partner about it.
- How were the characters the same or different?
- What word on page ____ tells you how the character felt?
- What word on page _____ did the author use to help you understand what an ocean sounds like?
- How is this book about _____ different from this other book about____?
- How is the fox in this book different from the fox in the other book?
- Who is telling the story on page_____?
- Who is talking on page ______?
- Who said_________ on page_____?
- Find the picture that describes the setting in the story.
- Find the picture that describes how the puppy feels about dressing up.
- How does the picture on page ____ show you more about what happened?
- Find the picture that describes how the problem was solved.
- What picnic best describes Sam’s feelings about the picnic?
- How do ______ and ______ feel about their adventure?
- How do the mom and dad feel about the camping trip?
- How is Little Bear’s adventure in this story different or similar to Little Bear’s adventure in the other story you read?
- Sound the first part (after)
- Find a known part (stand)
- Cover the ending (plant-ed)
- Use and analogy (link the ay in away to day)
- Break the word apart (out-side, bed-room, re-mem-ber)
The Day 2 lesson takes about 20 minutes and has five components: - Sight Word Review- Reread Books with Prompting - Discuss and Teach- Reteach the New Sight Word From Day 1 - Guided Writing
Students should be reading for at least 5 minutes.
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Prompts for Emergent Writers
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Guided Writing
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Picture Sorting
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Target Skills and Strategies for Emergent Readers
Understanding Guided Writing
8-10 Minutes
Next Steps
Moving to the Transitional PlanConsider moving to the Transitional Guided Reading Plan when they can...- Independently read text Leve I with good fluency and comprehension . - Read and write a large bank of sight words. - Monitor using meaning, structure, and visual information. - Solve new words by intergrating a variety of strategic actions. - Reread at point of difficulty to access meaning and structure. - Read familiar texts with fluency, phrasing, and expression. - Remember and retell the main idea and important details.
Understand the Rationale for Guided Writing Guided Reading is not writing workshop, nor can it substitute for writing workshop, students often choose their own topics and write across a range of genres for multiple purposes. They work independently while you circulate among the class and have individual conferences that help students grow as writers. Guided writing provides an opportunity to support students as they write about a book they just read. It is assisted writing, not assigned or independent writing. The entire written response is completed at the table. The purpose of guided writing is two fold: it extends comprehension and it can improve your students' writing skills since you are working with them side by side. Gather Materials Make a writing journal for each student. Fold about 15 sheets of blank paper in half and staple at the fold. The bottom half is for students to write their sentence, the top half is for practicing and teaching. Students reading at text Levels D-E should have about 5 solid lines on each page to help them from the letters on lines. After Level E, with to journals with simple handwriting paper so you can teach letter formation. There are three steps to early guided writing: 1. Select a response format 2. Help students plan 3. Prompt students during writing
Prompts for Early Writers If the student… Say… Stops writing or forgets the message being attempted Tell me what you want to write. Say each word as you write it. (Repeat the sentence if necessary) Misspells sight words you have taught That is a word you know how to write. Practice writing it on the top of your journal. (Write the word for the student to copy) Leaves out sound in words such as diagraphs and blends Say the word slowly and write the sound you hear. (Draw sound boxes for the word and have the student write the word in the boxes as you scaffold. If the word has a silent letter, ask the student to think about what letter would make the word look right. This helps him or her balance phonology and orthography.) Uses nonstandard English Tell me you sentence. (Gently correct structure and have the student repeat the sentences.) Now say each word softly as you write. (This is an important focus for language learners.) Forgets to capital letters What kind of letter should you have at the beginning of your sentences? You need a capital letter at the beginning of a name. Forgets the period What should you put at the end? Reread the sentence and listen for the end of your sentence. Needs help with letter formation Provide the student with an alphabet strip for lowercase letters. Omits endings on words Say the word slowly. What do you hear at the end of the word? Needs help hearing syllables Clap the word. Say each part as you write it. Omits important details Tell me about that. Find the picture that describes that part and write what you notice.
Select A Response Format Choose a response that connect to the book, matches the comprehension strategy for the lesson, and can be completed in about ten minutes. If you discussed how a character changed in the story, have students write about the character at the beginning, middle, and end. If they did an oral retelling, ask students to write about the major events in the story. For example, after reading a book about horses, students could write facts they learned. Response Formats Early Readers Comprehension Focus Fiction and Narrative Texts Nonfiction and Informational Texts Ask and Answer questions about key details
- Pose a question that is answered in the story.
- What was the problem in the story? How was it solved?
- Ask a question that is answered in the book.
- How do mother squirrels take care of their babies?
- Write about the beginning, middle, and end.
- Summarize using Somebody, Wanted, But, So, Then
- What was the most important part?
- What did you learn about bats?
- Use key words to summarize the book
- Choose and important illustration and write about it.
- What lesson did the character learn?
- What did you learn from the characters?
- Why did the author write this book?
- What was the most important thing you learned?
- Describe the character at the beginning, middle, and end.
- How do the characters feelings change?
- How are the characters similar or different?
- Choose an important picture and write about it.
- Find the picture that describes the most important event. Write about it.
- Write key facts about an illustration.
- Write facts using words from the glossary.
- Write important facts about the main topic.
- Use key words from the index to write what you learned about the topic.
- Find the picture that show how the character felt in the middle of the story. Write about it.
- Use the pictures to describe the setting at the beginning and the end.
- Find the page that has a diagram of a butterfly. Write about it.
- Use words in the glossary to write about growing carrots.
- How were Luke’s feelings about the beach different form Joshua’s?
Prompt During WritingAs students write, you have an opportunity to differentiate your instruction. Even though your students are reading at about the same text level, they are likely to have different writing needs. Circulate among students and spend a minute or two with each. Observe, analyze, encourage, prompt, and teach. Aim to teach each student something he or she is ready to learn next. Your prompts and expectations will shift as students progress as writers. Children reading at text Levels D and E need help constructing sentences. You might even dictate the first sentence to get them started and then prompt them to say words slowly to hear sounds. If students need help with letter formation show them a model and have them practice writing the letter before they fix the formation in their piece. Students reading at Levels F,G, and H should write several sentences about the story and have a large bank of known words. You'll still be there to scaffold for them, but your prompting will shift to unusual spelling patterns, multisyllabic words, or improving sentence fluency. Student can use the book as a resource for gathering ideas, finding details, and checking the spelling of characters name. Discourage them from copying complete sentences.
Three Day Early Plan for Children Who Need Extra Time Day 1 Day 2 Day 3 Sight word Review 1 minute Sight Word Review 1 minute Sight Word Review 1 minute Introduce the New Book 5-8 minutes Read and prompt 8-10 minutes Discuss the Writing Response 5 minutes Read and prompt 5-8 minutes Discuss and Teach 5 minutes Guided Writing 15 minutes Teach a New Sight Word 5 minutes Word Study 5 minutes