Docstoc

Guided Reading Protocol.docx - NLRSD Literacy Resources

Document Sample
Guided Reading Protocol.docx - NLRSD Literacy Resources Powered By Docstoc
					                                         Guided Reading Protocol
                                        Emergent Level (Levels 1-3)

     Phase 1             Teacher selects text that matches students’ instructional level using information from
 Before Reading           running records and anecdotal notes.
Book Selection and
    Planning             Use the literacy continuum to assist in planning the lesson.
   Word Work             Teacher chooses 3-4 words for students to write for fast fluency. (Keep up with the words
                          known on the word chart).

                         Choose one of the word work activities from the continuum to do with students.
 Before Reading          Teacher activates and/or builds background knowledge (be brief).
Orientation of Text
                         Teacher provides brief overview of text.

                         Teacher engages students in building meaning by discussing pictures and eliciting predictions
                          (high teacher support).

                         Use the continuum to assist you in planning for eliciting predictions.

                         Teacher repeats recurring language phrases and patterns, being careful to use the precise
                          vocabulary from text.

                         Predict and Locate 2 to 3 new and important words. Ask the students, “What do you expect
                          to see at the beginning/end of the word?” Have students point to the word.
During the Reading       Teacher provides an opportunity for the students to read the text independently.

                         Teacher observes and documents students’ reading behaviors.

                         Teacher prompts students to integrate text cues (M, S, V) and to initiate strategic problem
                          solving actions at the point of difficulty (use continuum from thinking within the text to help
                          you).

                         Use scale of help to assist students when they come to an unknown word.
  After Reading          Teacher and students discuss the meaning of text using continuum to assist you planning for
                          appropriate discussion prompts.

                         Validate a good strategy you noticed a student using during reading or make one up.

                         Activate by prompting students to locate problem area. Teacher uses these opportunities to
                          teach for strategy use.

                         Teacher and/or students reread text for fluency. (Use the continuum to assist you in what to
                          focus on with the students). You may just briefly touch on this and they will read during
                          familiar reading time.
      Phase 2            Use the continuum to assist you in developing a plan for students to participate in an
Interactive Writing       Interactive Writing activity.

                         Be sure to plan as much of the sentence as possible. This way you will know what words and
                          skills the students should be responsible for and what you will write for them.

                         Then have students write a sentence in their journal.

                         Validate sounds they got correct using ticks above each letter.

                         Activate words they should be held accountable or skills they should be able to use to assist
                          them in encoding the words. Write words they wouldn’t know correctly above the word.
                                            Guided Reading Protocol
                                            Early Level (Levels 4-12)

      Phase 1               Teacher selects text that matches students’ instructional level using information from
  Before Reading             running records and anecdotal notes.
 Book Selection and
     Planning               Use the literacy continuum to assist in planning the lesson.
    Word Work               Teacher chooses 3-4 words for students to write for fast fluency. (Keep up with the words
                             known on the word chart).

                            Choose one of the word work activities from the continuum to do with students.
  Before Reading            Teacher activates and/or builds background knowledge (be brief).
 Orientation of Text
                            Teacher provides brief overview of text.

                            Teacher engages students in building meaning that ranges from covering the whole text to
                             just providing a brief overview and making predictions (ranges from high-low teacher
                             support). Use the continuum to assist you in planning for eliciting predictions.

                            Teacher introduces unfamiliar language structures.

                            Predict and Locate 2 to 3 new and important words. Ask the students, “What do you expect
                             to see at the beginning/end of the word?” Have students point to the word.
 During the Reading         Teacher provides an opportunity for the students to read the text independently.

                            Teacher observes and documents students’ reading behaviors.

                            Teacher prompts students to integrate text cues (M, S, V) and to initiate strategic problem
                             solving actions at the point of difficulty (use continuum from thinking within the text to help
                             you).

                            Use scale of help to assist you in providing the appropriate scaffolds when students come to
                             an unknown word.
   After Reading            Teacher and students discuss the meaning of text using continuum to assist you planning for
                             appropriate discussion prompts.

                            Validate a good strategy you noticed a student using during reading or make one up.

                            Activate by prompting students to locate problem area. Teacher uses these opportunities to
                             teach for strategy use.

                            Teacher and/or students reread text for fluency. (Use the continuum to assist you in what to
                             focus on with the students). You may just briefly touch on this and they will read during
                             familiar reading time.
       Phase 2              Use the continuum to assist you in developing a plan for students to participate in Write
Interactive Writing or       Aloud activity.
     Write Aloud
                            Then have students write a sentence in their journal.

                            Validate sounds they got correct using ticks above each letter.

                            Activate words they should be held accountable or skills they should be able to use to assist
                             them in encoding the words.

                            Write words they wouldn’t know correctly above the word.
                                          Guided Reading Protocol
                                       Transitional Level (Levels 12-28)

      Phase 1              Teacher selects text that extends and/or develops students’ knowledge of text
  Before Reading            characteristics, features, genre, and vocabulary
 Book Selection and
     Planning              Use the literacy continuum to assist in planning the lesson.
    Word Work              Teacher chooses 3-4 words for students to write for fast fluency. (Keep up with the words
                            known on the word chart).

                           Choose one of the word work activities from the continuum to do with students.
  Before Reading           Teacher activates and/or builds background knowledge (be brief).
 Orientation of Text
                           Teacher provides brief overview of text arousing interest and/or questions in the students’
                            minds.

                           Teacher highlights a specific aspect of text (text characteristic, text feature, genre,
                            characterization, or particular vocabulary) to support students’ comprehension during
                            reading.

                           Use continuum to assist in planning
 During the Reading        Teacher provides an opportunity for the students to read the text independently.

                           Teacher assesses students’ comprehension and problem solving processes during one to one
                            conferences.

                           Teacher validates and/or redirects students’ thinking and problem solving to promote
                            comprehension.

                           Teacher prompts students to use phonics and word knowledge to problem solve efficiently,
                            fluently, and with prosody.
    After Reading          Teacher and students discuss the meaning of text using continuum to assist your planning for
                            appropriate discussion prompts.

                           Validate a good strategy you noticed a student using during reading.

                           Activate by prompting students to locate problem area. Teacher uses these opportunities to
                            teach for strategy use.

       Phase 2             Use the continuum to assist you in developing a prompt for writing about their reading.
Writing About Reading
                           Then have students answer an open-response about their reading of the text.

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:3
posted:5/4/2014
language:Unknown
pages:3