Guided Reading Resource Cards.pptx
Guided Reading Resource Cards
By Amanda Richardson
Guided Reading Resource Cards by Levels Print the guided reading resource cards on card stock. Cut apart and laminate them so that they will last. Hole punch them and place them on a ring so that you can easily flip through them as you are meeting with various leveled groups. When using this guide: Remember that NOT every task under word work needs to be completed. ONLY do the tasks that children need. Be sure to use observations and reading records to guide your instruction. This guide is cumulative, so a child may be working on multiple levels at a time. This is a resource to help guide instruction and to have a “next step” with a small group of students. The levels are based on the Fountas & Pinnell leveling system.
Resources: The Continuum of Literacy Learning by Gay Su Pinnell and Irene Fountas Guided Reading: Good First Teaching for All Children by Gay Su Pinnell, and Irene C. Fountas Matching Books to Readers: Using Leveled Books in Guided Reading, K-3 by Irene Fountas and Gay Sue Pinnell Margo Southall, 2005; hand-out Summary of Activities for Levels A-J Debbie Diller 2001; High Frequency Word Lists for Reading by Guided Reading Levels Reading With Meaning by Debbie Miller Moving Up in Guided Reading: Levels A-I—Behaviors, Strategies and Skills by Jan Richardson
Amanda Richardson 2013,2015
Behaviors to Support
Word Work
Comprehension Strategies and Fluency
Amanda Richardson 2013,2015
Behaviors to Support
Pre-Level A • Book handling skills • Talks about the pictures, focus on attending to print, 1:1 matching, • Begins to build a visual memory • Hears initial consonants, • Begins to check words slowly with finger (Suggestion: Create teacher made books with name and known words; use digital camera, stickers, magazine pictures)
Level C • Elkonin Boxes: pushing sounds, student done with teacher support • Makes and breaks apart words: initial letter (analogies: can, man, fan, go, so, no….) • Makes and breaks apart words: final letter (analogies; bat ,bag, bam, cat, cap, can) • Continues to expand sight words by using magnetic letters
Level A/B • Moves from front to back of book • Left to right movement • Talks about the picture • Pays attention to print • Remembers and uses language patterns • Predicts what makes sense • Attempts 1:1 matching with two lines of print , sometimes successful • Self-monitors: checks his/her reading • Increase bank of known words • Hears beginning and ending consonants • Cross-check with meaning (pictures usually) and first letter • Segment and discriminate initial and final consonants in CVC words
Level D • Controls early strategies on longer pieces of text • Moves away from finger pointing • Uses patterns to read with phrasing • Checks on letter sound correspondences, words, and parts of words • Rereads to confirm or problem solve • Moves more fluently through text • Uses known word patterns to solve new words • Attends to word endings (-ing, -ed, s, -es) • Begins to use digraphs and short vowels consistently • Self-monitors: checks his/her reading Amanda Richardson 2013,2015
Behaviors to Support
Level E • Solves new words with focus on meaning • Rereads to check, confirm, and search • Cross-checks one source of info with another • Self-corrects using multiple sources of information • Getting the mouth ready for initial sound • Locates known parts in words • Fluent on known texts • Self-monitors: checks his/her reading
Level F • Notices punctuation and uses for phrasing • Searches for visual info to solve new words • Uses syntax of text to predict • Moves quickly through text • Uses multiple sources to selfcorrect • Uses known words and parts to get to new words, and check against other info • Focus on meaning • Should use onsets and rimes to solve unknown words • Self-monitors: checks his/her reading
Level G/H • Uses pictures and text together to create meaning • Solves new words by word analysis and then checking against meaning • Monitors own reading • Rereads to check and search • Discusses ideas from story in a new way that indicates understanding • Discusses characters • Makes connection to other text • Begins to use a variety of strategies on own
Level I • Reads fluently with phrasing especially when rereading • Problem solves new words • Makes connections between texts • Understands characters and shows this through discussion, art, or writing • Copes with unfamiliar concepts • Transitioning to silent reading • Uses a variety of strategies independently • Monitors own reading
Amanda Richardson 2013,2015
Behaviors to Support
Level J
Level K
• Sustains interest and fluency on longer text • Returns to text easily if requires more than one sitting • Solves new words on the run without detracting from meaning, rapid decoding • Reads silently most of the time • Moves flexibly from fiction to nonfiction • Summarizes or extends given text • Using graphic features of informational text • Large bank of known words, (approximately 150 words • Monitors own reading
• Reads silently most of the time • Analyzes longer words efficiently • Reads in a phrased, fluent way over longer stretches of text • Demonstrates through discussion, art, or writing that they can understand from different perspectives and empathize with characters • Monitors own reading
Level L
Level M
• More difficult vocabulary, ideas, and language structures • More complex ideas and topics • Greater range of genre • Processes longer text • Understands characters, setting and plot • Interprets graphic features of informational text • Monitors own reading
• Processes longer text • Understands characters, setting, and plot • Uses text as reference • Searches for and finds info in texts • Reads critically • Understands subtlety of plot and humor • Reflects on their personal response in relation to how others see the text • Interprets graphic features of informational text • Monitors own reading
Amanda Richardson 2013,2015
Behaviors to Support
Level N • Focuses on deeper meaning • Sustains silent reading over longer periods of time in longer text • Maintains fluency over longer texts • More sophisticated word study • Reads new genres • New topics, themes, and settings • Monitors own reading
Level O • Focuses on deeper meaning • Reads a variety of genres • Reads for increasingly longer periods of time • Processes sentences which are complex • Solves new vocabulary words some through context clues, others totally unexplained in the text • Demonstrates aspects of fluent reading while reading orally • Reads silently with very little obvious problem solving • Monitors own reading
Level P • Focuses on deeper meaning • Reads a variety of genres • Reads for increasingly longer periods of time • Processes sentences which are complex • Solves new vocabulary words some through context clues, others totally unexplained in the text • Demonstrates aspects of fluent reading while reading orally • Reads silently with very little obvious problem solving • Monitors own reading
Level Q • Focuses on deeper meaning • Reads a variety of genres • Reads for increasingly longer periods of time • Processes sentences which are complex • Solves new vocabulary words some through context clues, others totally unexplained in the text • Demonstrates aspects of fluent reading while reading orally • Reads silently with very little obvious problem solving • Monitors own reading Amanda Richardson 2013,2015
Word Work
Pre-Level A • Rhyming games-oral and written • Name games: Review consonant letters Alphabet sequencing, songs, matching upper and lowercase, reading the alphabet chart (read every other letter, read every letter…) • Sorting letters of different print styles • Concept sorts (animals, clothes…) using objects or pictures • Do sound sorts with consonants • Build visual memory by using magnetic letters to teach simple high frequency words
Level A/B • Make name with magnetic letters with copy • Make name/ jumble and make name • Read Color dot cards for 1:1 (1 syllable first (red, blue…) then add 2 syllable (purple) • Find all the known letters. Move and name in and out of the circle • Locate and move all of the ---‘s (b’s, c’s…) • Clap parts of a word • Teach the action of making and breaking words apart • “My pile your pile” • Read the alphabet chart: read letters, read every other letter, letters and sounds…etc. • Consonant letter picture sorts • Elkonin Boxes: pushing sounds: teacher models, student and teacher push and then student pushes (process over several weeks) • Jumble and make sight words • Letter characteristics
Level C • Uses visual info. to predict, check and confirm • Controls 1:1 • Uses pictures, initial consonants and uses known words to predict meaning, monitor and self-correct • Cross-checks with meaning (pictures usually) and first letter • Uses known words as anchors • Solves some unfamiliar words independently • Segments and discriminates sounds in CVC words in sequence • Self-monitors: checks his/her reading
Level D • Makes and breaks apart words: beginning and final (analogies cat, can, ban, bat; his, hit, sit) • Inflectional endings (ed, ing, s, est) ie. look, looking, looked; play, plays, playing, played • Make and break: subtracting letters (going, go, upon, on, and, an) • Make and break: substituting onsets: blends/diagraphs (cat, that, flat, got, pot, shot, plot…) • Elkonin Boxes: student independently most of the time • Exchanges all three phonemes (mat, map, mop, top) • Uses Elkonin Boxes with digraphs at the beginning and end of words (shop, cash) Amanda Richardson 2013,2015
Word Work
Level E • Make and break, adding and deleting blends (sc, sk, sm, sn, sp, st, sw, br, cr, dr, fr, gr, pr, tr, bl, cl, fl, gl, pl, sl) • Elkonin Boxes: 4 letter boxes to include initial blends • Other inflectional endings (er, ly, ful) • Short vowels: make CVC analogies changing the vowel (pat, pit, pot) • Jumble and make contractions
Level F • Make and break: medium analogies blends/diagraphs: to – ball = tall, stopday = stay, play, can = plan, see, tree = street, green, play= gray, sing, the=thing) • Make and break add and delete final blends and digraphs (hit, fit, fist, fish, at, cat, fast, blast) • Elkonin Boxes: 4 letter boxes to include final blends • Harder Analogies: mother=brother = another, night=flight = bright • Make and break long vowels: hope, hole, hose, nose, close, use, tube, flute, dune, mule) • Make and break: blend and decode words with vowel digraphs • Less frequent consonant clusters: kn, ph, etc.
Level G/H
Level I
• Make and break: silent e (cap, cape, hop, hope) • Make and break words with r influenced vowels • Make and break: word extensions cat, catch, catcher or be, begin, beginning • Make and break: multi-syllable words: understanding, interesting, yesterday… • Use five Elkonin* boxes to write words that have initial and final blends (strap, stunt, stand, prank)
• Explore vowel patterns with magnetic letters, create analogy charts (-ew, -igh, • -oy) • Review long and short vowels
*sound boxes are not usually used after letter H Amanda Richardson 2013,2015
Word Work
Level J
Level K
• Makes and breaks adding other endings (er, ly, ful, tion) • Reviews long and short vowels • Introduces simple prefixes and suffixes and their meanings(er, s, ed, ing, ness, for example: kind to kinder to kindness • Makes and breaks words at the syllable level (pre-dic-tion, fan-tastic, de-ter-mine)
• Reviews long and short vowels • Makes and breaks words with uncommon vowel patterns • Works with homonyms (there/their, here/hear, dear/deer) • Drops the final e (hope/hoping) • Works with homophones: (ant/aunt) • Finds breaks in long words (refrigerator, frightening… (clapping syllables for long words to locate breaks) • Makes and breaks long words to identify chunks/breaks • Uses syntax and context to support word identification and confirm word meaning : how to take a word apart, solve it and put it back in the text • Reads simple compound words
Level L
Level M
• Suffixes with change (happy/ happiness) • Finds breaks in long words (refrigerator, frightening) (claps syllables for long words to locate breaks) • Makes and breaks long words to identify chunks/breaks • Uses syntax and context to support word identification and confirm word meaning : how to take a word apart, solve it and put it back in the text • Makes and breaks words with less common prefixes and suffixes to understand the meaning (auto – autobiography – autograph) • Reads plurals, compound words, and contractions
• Finds breaks in long words (refrigerator, frightening) (claps syllables for long words to locate breaks) • Makes and breaks long words to identify chunks/breaks, which may difficult to find • Uses syntax and context to support word identification and confirm word meaning : how to take a word apart, solve it and put it back in the text • Reads plurals, compound words, and contractions • Reads words with many affixes
Amanda Richardson 2013,2015
Word Work
Level N
Level O
• Finds breaks in long words (refrigerator, frightening) (claps syllables for long words to locate breaks) • Makes and breaks long words to identify chunks/breaks, which may be difficult to find • Uses syntax and context to support word identification and confirm word meaning : how to take a word apart, solve it and put it back in the text • Words may be hyphenated across lines • Reads plurals, compound words, and contractions • Reads words with many affixes
• Makes and breaks long words to identify chunks/breaks, which may be difficult to find • Reads all parts of speech • Uses syntax and context to support word identification and confirm word meaning : how to take a word apart, solve it and put it back in the text • Reads words that may be hyphenated across lines • Reads plurals, compound words, and contractions • Reads multisyllabic proper nouns that are difficult to decode • Reads words with many affixes
Level P
Level Q
• Makes and breaks long words to identify chunks/breaks, which may be difficult to find • Reads all parts of speech • Uses syntax and context to support word identification and confirm word meaning: how to take a word apart, solve it and put it back in the text • Reads words that may be hyphenated across lines • Reads plurals, compound words, and contractions • Reads multisyllabic proper nouns that are difficult to decode • Reads words with many affixes
• Makes and breaks long words to identify chunks/breaks, which may be difficult to find • Reads all parts of speech • Uses syntax and context to support word identification and confirm word meaning : how to take a word apart, solve it and put it back in the text • Reads words that may be hyphenated across lines • Reads plurals, compound words, and contractions • Reads multisyllabic proper nouns that are difficult to decode • Reads words with many affixes Amanda Richardson 2013,2015
Comprehension Strategies/Fluency
Pre-Level A
Level A/B
Comprehension • Introduce terms fiction and nonfiction • Talks about text read
Comprehension • Talks about text read • Retells the story in correct order • Sequences story events
Level C
Level D
Comprehension • Retelling important events of the story • Makes predictions before, during and after reading
Comprehension • Retelling-able to retell beginning and end of story • Schema-making text to self connections Fluency: • Phrasing: uses short phrases in reading 2-4 words phrased together • Punctuation: teacher draws attention to use of punctuation in text
Amanda Richardson 2013,2015
Comprehension Strategies/Fluency
Level E
Level F
Comprehension • Retelling: able to name and describe characters in text • Schema: making connections before, during and after reading: text to self (T.S), text to text (T.T.) and text to world (T.W.) • Text Structure: non-fiction and fiction (captions, graphs, bullets, subtitles, headings, table of contents… etc.)
Comprehension • Retelling: Identify characters, setting, problem, solution, plot • Retelling: identify the main idea • Schema: making connections Fluency • Fluency can formally be assessed now
Level G/H Comprehension • Asks questions: before, during and after reading • Identifies beginning, middle, end; first, second, third events • Identifies cause and effect • Identifies text structures: including paragraphs Fluency • Reads with expression/intonation • Changes voice for dialogue
Level I Comprehension • Uses schema: making connections • Determines importance: retells/ identifies important events (fiction) or facts (non-fiction) • Questions: asks relevant questions before, during and after reading, • Visualizes: uses schema and text to create mental images during and after reading
Amanda Richardson 2013,2015
Comprehension Strategies/Fluency
Level J Comprehension • (Same as previous) Synthesis • Monitors meaning, important concepts and themes in text during reading • extending text from literal meaning to inferential level • Critiques text and provides supporting details for opinion
Level K Comprehension • Culmination of all of the above strategies: schema, visualizing, questions, determining importance/retelling, synthesis
Level L Comprehension • Culmination of all of the above strategies: schema, visualizing, questions, determining importance/retelling, synthesis • Retelling: uses detail and descriptive language in retelling
Level M Comprehension • Culmination of all of the above strategies: schema, visualizing, questions, determining importance/retelling, synthesis
Amanda Richardson 2013,2015
Comprehension Strategies/Fluency
Level N
Level O
Comprehension • Culmination of all of the above strategies: schema, visualizing, questions, determining importance/retelling, synthesis • Understand multiple characters • Understand multiple points of view
Comprehension • Culmination of all of the above strategies: schema, visualizing, questions, determining importance/retelling, synthesis • Understand multiple characters • Understand multiple points of view • Texts may include graphics that stretch across more than one page • May have long stretches of text with no illustrations or graphics • Many content-specific vocabulary in nonfiction that is usually defined in text, illustrations or a glossary • New vocabulary in fiction is usually not explained
Level P
Level Q
Comprehension • Culmination of all of the above strategies: schema, visualizing, questions, determining importance/retelling, synthesis • Understand multiple characters • Understand multiple points of view • Texts may include graphics that stretch across more than one page • May have long stretches of text with no illustrations or graphics • Readers must depend on context clues and glossaries or dictionaries • Metaphors, similes, and idioms beginning to appear in text
Comprehension • Culmination of all of the above strategies: schema, visualizing, questions, determining importance/retelling, synthesis • Understand multiple characters • Understand multiple points of view • Texts may include graphics that stretch across more than one page • May have long stretches of text with no illustrations or graphics • Some words used figuratively: metaphors, similes or idioms
Amanda Richardson 2013,2015
Looking to get organized this year with your guided reading groups? Grab my Guided Reading Binder! It’s the perfect tool to get you organized and ready to go! Click the image to check it out! Amanda Richardson 2013,2015
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By Amanda Richardson
Guided Reading Resource Cards by Levels Print the guided reading resource cards on card stock. Cut apart and laminate them so that they will last. Hole punch them and place them on a ring so that you can easily flip through them as you are meeting with various leveled groups. When using this guide: Remember that NOT every task under word work needs to be completed. ONLY do the tasks that children need. Be sure to use observations and reading records to guide your instruction. This guide is cumulative, so a child may be working on multiple levels at a time. This is a resource to help guide instruction and to have a “next step” with a small group of students. The levels are based on the Fountas & Pinnell leveling system.
Resources: The Continuum of Literacy Learning by Gay Su Pinnell and Irene Fountas Guided Reading: Good First Teaching for All Children by Gay Su Pinnell, and Irene C. Fountas Matching Books to Readers: Using Leveled Books in Guided Reading, K-3 by Irene Fountas and Gay Sue Pinnell Margo Southall, 2005; hand-out Summary of Activities for Levels A-J Debbie Diller 2001; High Frequency Word Lists for Reading by Guided Reading Levels Reading With Meaning by Debbie Miller Moving Up in Guided Reading: Levels A-I—Behaviors, Strategies and Skills by Jan Richardson
Amanda Richardson 2013,2015
Behaviors to Support
Word Work
Comprehension Strategies and Fluency
Amanda Richardson 2013,2015
Behaviors to Support
Pre-Level A • Book handling skills • Talks about the pictures, focus on attending to print, 1:1 matching, • Begins to build a visual memory • Hears initial consonants, • Begins to check words slowly with finger (Suggestion: Create teacher made books with name and known words; use digital camera, stickers, magazine pictures)
Level C • Elkonin Boxes: pushing sounds, student done with teacher support • Makes and breaks apart words: initial letter (analogies: can, man, fan, go, so, no….) • Makes and breaks apart words: final letter (analogies; bat ,bag, bam, cat, cap, can) • Continues to expand sight words by using magnetic letters
Level A/B • Moves from front to back of book • Left to right movement • Talks about the picture • Pays attention to print • Remembers and uses language patterns • Predicts what makes sense • Attempts 1:1 matching with two lines of print , sometimes successful • Self-monitors: checks his/her reading • Increase bank of known words • Hears beginning and ending consonants • Cross-check with meaning (pictures usually) and first letter • Segment and discriminate initial and final consonants in CVC words
Level D • Controls early strategies on longer pieces of text • Moves away from finger pointing • Uses patterns to read with phrasing • Checks on letter sound correspondences, words, and parts of words • Rereads to confirm or problem solve • Moves more fluently through text • Uses known word patterns to solve new words • Attends to word endings (-ing, -ed, s, -es) • Begins to use digraphs and short vowels consistently • Self-monitors: checks his/her reading Amanda Richardson 2013,2015
Behaviors to Support
Level E • Solves new words with focus on meaning • Rereads to check, confirm, and search • Cross-checks one source of info with another • Self-corrects using multiple sources of information • Getting the mouth ready for initial sound • Locates known parts in words • Fluent on known texts • Self-monitors: checks his/her reading
Level F • Notices punctuation and uses for phrasing • Searches for visual info to solve new words • Uses syntax of text to predict • Moves quickly through text • Uses multiple sources to selfcorrect • Uses known words and parts to get to new words, and check against other info • Focus on meaning • Should use onsets and rimes to solve unknown words • Self-monitors: checks his/her reading
Level G/H • Uses pictures and text together to create meaning • Solves new words by word analysis and then checking against meaning • Monitors own reading • Rereads to check and search • Discusses ideas from story in a new way that indicates understanding • Discusses characters • Makes connection to other text • Begins to use a variety of strategies on own
Level I • Reads fluently with phrasing especially when rereading • Problem solves new words • Makes connections between texts • Understands characters and shows this through discussion, art, or writing • Copes with unfamiliar concepts • Transitioning to silent reading • Uses a variety of strategies independently • Monitors own reading
Amanda Richardson 2013,2015
Behaviors to Support
Level J
Level K
• Sustains interest and fluency on longer text • Returns to text easily if requires more than one sitting • Solves new words on the run without detracting from meaning, rapid decoding • Reads silently most of the time • Moves flexibly from fiction to nonfiction • Summarizes or extends given text • Using graphic features of informational text • Large bank of known words, (approximately 150 words • Monitors own reading
• Reads silently most of the time • Analyzes longer words efficiently • Reads in a phrased, fluent way over longer stretches of text • Demonstrates through discussion, art, or writing that they can understand from different perspectives and empathize with characters • Monitors own reading
Level L
Level M
• More difficult vocabulary, ideas, and language structures • More complex ideas and topics • Greater range of genre • Processes longer text • Understands characters, setting and plot • Interprets graphic features of informational text • Monitors own reading
• Processes longer text • Understands characters, setting, and plot • Uses text as reference • Searches for and finds info in texts • Reads critically • Understands subtlety of plot and humor • Reflects on their personal response in relation to how others see the text • Interprets graphic features of informational text • Monitors own reading
Amanda Richardson 2013,2015
Behaviors to Support
Level N • Focuses on deeper meaning • Sustains silent reading over longer periods of time in longer text • Maintains fluency over longer texts • More sophisticated word study • Reads new genres • New topics, themes, and settings • Monitors own reading
Level O • Focuses on deeper meaning • Reads a variety of genres • Reads for increasingly longer periods of time • Processes sentences which are complex • Solves new vocabulary words some through context clues, others totally unexplained in the text • Demonstrates aspects of fluent reading while reading orally • Reads silently with very little obvious problem solving • Monitors own reading
Level P • Focuses on deeper meaning • Reads a variety of genres • Reads for increasingly longer periods of time • Processes sentences which are complex • Solves new vocabulary words some through context clues, others totally unexplained in the text • Demonstrates aspects of fluent reading while reading orally • Reads silently with very little obvious problem solving • Monitors own reading
Level Q • Focuses on deeper meaning • Reads a variety of genres • Reads for increasingly longer periods of time • Processes sentences which are complex • Solves new vocabulary words some through context clues, others totally unexplained in the text • Demonstrates aspects of fluent reading while reading orally • Reads silently with very little obvious problem solving • Monitors own reading Amanda Richardson 2013,2015
Word Work
Pre-Level A • Rhyming games-oral and written • Name games: Review consonant letters Alphabet sequencing, songs, matching upper and lowercase, reading the alphabet chart (read every other letter, read every letter…) • Sorting letters of different print styles • Concept sorts (animals, clothes…) using objects or pictures • Do sound sorts with consonants • Build visual memory by using magnetic letters to teach simple high frequency words
Level A/B • Make name with magnetic letters with copy • Make name/ jumble and make name • Read Color dot cards for 1:1 (1 syllable first (red, blue…) then add 2 syllable (purple) • Find all the known letters. Move and name in and out of the circle • Locate and move all of the ---‘s (b’s, c’s…) • Clap parts of a word • Teach the action of making and breaking words apart • “My pile your pile” • Read the alphabet chart: read letters, read every other letter, letters and sounds…etc. • Consonant letter picture sorts • Elkonin Boxes: pushing sounds: teacher models, student and teacher push and then student pushes (process over several weeks) • Jumble and make sight words • Letter characteristics
Level C • Uses visual info. to predict, check and confirm • Controls 1:1 • Uses pictures, initial consonants and uses known words to predict meaning, monitor and self-correct • Cross-checks with meaning (pictures usually) and first letter • Uses known words as anchors • Solves some unfamiliar words independently • Segments and discriminates sounds in CVC words in sequence • Self-monitors: checks his/her reading
Level D • Makes and breaks apart words: beginning and final (analogies cat, can, ban, bat; his, hit, sit) • Inflectional endings (ed, ing, s, est) ie. look, looking, looked; play, plays, playing, played • Make and break: subtracting letters (going, go, upon, on, and, an) • Make and break: substituting onsets: blends/diagraphs (cat, that, flat, got, pot, shot, plot…) • Elkonin Boxes: student independently most of the time • Exchanges all three phonemes (mat, map, mop, top) • Uses Elkonin Boxes with digraphs at the beginning and end of words (shop, cash) Amanda Richardson 2013,2015
Word Work
Level E • Make and break, adding and deleting blends (sc, sk, sm, sn, sp, st, sw, br, cr, dr, fr, gr, pr, tr, bl, cl, fl, gl, pl, sl) • Elkonin Boxes: 4 letter boxes to include initial blends • Other inflectional endings (er, ly, ful) • Short vowels: make CVC analogies changing the vowel (pat, pit, pot) • Jumble and make contractions
Level F • Make and break: medium analogies blends/diagraphs: to – ball = tall, stopday = stay, play, can = plan, see, tree = street, green, play= gray, sing, the=thing) • Make and break add and delete final blends and digraphs (hit, fit, fist, fish, at, cat, fast, blast) • Elkonin Boxes: 4 letter boxes to include final blends • Harder Analogies: mother=brother = another, night=flight = bright • Make and break long vowels: hope, hole, hose, nose, close, use, tube, flute, dune, mule) • Make and break: blend and decode words with vowel digraphs • Less frequent consonant clusters: kn, ph, etc.
Level G/H
Level I
• Make and break: silent e (cap, cape, hop, hope) • Make and break words with r influenced vowels • Make and break: word extensions cat, catch, catcher or be, begin, beginning • Make and break: multi-syllable words: understanding, interesting, yesterday… • Use five Elkonin* boxes to write words that have initial and final blends (strap, stunt, stand, prank)
• Explore vowel patterns with magnetic letters, create analogy charts (-ew, -igh, • -oy) • Review long and short vowels
*sound boxes are not usually used after letter H Amanda Richardson 2013,2015
Word Work
Level J
Level K
• Makes and breaks adding other endings (er, ly, ful, tion) • Reviews long and short vowels • Introduces simple prefixes and suffixes and their meanings(er, s, ed, ing, ness, for example: kind to kinder to kindness • Makes and breaks words at the syllable level (pre-dic-tion, fan-tastic, de-ter-mine)
• Reviews long and short vowels • Makes and breaks words with uncommon vowel patterns • Works with homonyms (there/their, here/hear, dear/deer) • Drops the final e (hope/hoping) • Works with homophones: (ant/aunt) • Finds breaks in long words (refrigerator, frightening… (clapping syllables for long words to locate breaks) • Makes and breaks long words to identify chunks/breaks • Uses syntax and context to support word identification and confirm word meaning : how to take a word apart, solve it and put it back in the text • Reads simple compound words
Level L
Level M
• Suffixes with change (happy/ happiness) • Finds breaks in long words (refrigerator, frightening) (claps syllables for long words to locate breaks) • Makes and breaks long words to identify chunks/breaks • Uses syntax and context to support word identification and confirm word meaning : how to take a word apart, solve it and put it back in the text • Makes and breaks words with less common prefixes and suffixes to understand the meaning (auto – autobiography – autograph) • Reads plurals, compound words, and contractions
• Finds breaks in long words (refrigerator, frightening) (claps syllables for long words to locate breaks) • Makes and breaks long words to identify chunks/breaks, which may difficult to find • Uses syntax and context to support word identification and confirm word meaning : how to take a word apart, solve it and put it back in the text • Reads plurals, compound words, and contractions • Reads words with many affixes
Amanda Richardson 2013,2015
Word Work
Level N
Level O
• Finds breaks in long words (refrigerator, frightening) (claps syllables for long words to locate breaks) • Makes and breaks long words to identify chunks/breaks, which may be difficult to find • Uses syntax and context to support word identification and confirm word meaning : how to take a word apart, solve it and put it back in the text • Words may be hyphenated across lines • Reads plurals, compound words, and contractions • Reads words with many affixes
• Makes and breaks long words to identify chunks/breaks, which may be difficult to find • Reads all parts of speech • Uses syntax and context to support word identification and confirm word meaning : how to take a word apart, solve it and put it back in the text • Reads words that may be hyphenated across lines • Reads plurals, compound words, and contractions • Reads multisyllabic proper nouns that are difficult to decode • Reads words with many affixes
Level P
Level Q
• Makes and breaks long words to identify chunks/breaks, which may be difficult to find • Reads all parts of speech • Uses syntax and context to support word identification and confirm word meaning: how to take a word apart, solve it and put it back in the text • Reads words that may be hyphenated across lines • Reads plurals, compound words, and contractions • Reads multisyllabic proper nouns that are difficult to decode • Reads words with many affixes
• Makes and breaks long words to identify chunks/breaks, which may be difficult to find • Reads all parts of speech • Uses syntax and context to support word identification and confirm word meaning : how to take a word apart, solve it and put it back in the text • Reads words that may be hyphenated across lines • Reads plurals, compound words, and contractions • Reads multisyllabic proper nouns that are difficult to decode • Reads words with many affixes Amanda Richardson 2013,2015
Comprehension Strategies/Fluency
Pre-Level A
Level A/B
Comprehension • Introduce terms fiction and nonfiction • Talks about text read
Comprehension • Talks about text read • Retells the story in correct order • Sequences story events
Level C
Level D
Comprehension • Retelling important events of the story • Makes predictions before, during and after reading
Comprehension • Retelling-able to retell beginning and end of story • Schema-making text to self connections Fluency: • Phrasing: uses short phrases in reading 2-4 words phrased together • Punctuation: teacher draws attention to use of punctuation in text
Amanda Richardson 2013,2015
Comprehension Strategies/Fluency
Level E
Level F
Comprehension • Retelling: able to name and describe characters in text • Schema: making connections before, during and after reading: text to self (T.S), text to text (T.T.) and text to world (T.W.) • Text Structure: non-fiction and fiction (captions, graphs, bullets, subtitles, headings, table of contents… etc.)
Comprehension • Retelling: Identify characters, setting, problem, solution, plot • Retelling: identify the main idea • Schema: making connections Fluency • Fluency can formally be assessed now
Level G/H Comprehension • Asks questions: before, during and after reading • Identifies beginning, middle, end; first, second, third events • Identifies cause and effect • Identifies text structures: including paragraphs Fluency • Reads with expression/intonation • Changes voice for dialogue
Level I Comprehension • Uses schema: making connections • Determines importance: retells/ identifies important events (fiction) or facts (non-fiction) • Questions: asks relevant questions before, during and after reading, • Visualizes: uses schema and text to create mental images during and after reading
Amanda Richardson 2013,2015
Comprehension Strategies/Fluency
Level J Comprehension • (Same as previous) Synthesis • Monitors meaning, important concepts and themes in text during reading • extending text from literal meaning to inferential level • Critiques text and provides supporting details for opinion
Level K Comprehension • Culmination of all of the above strategies: schema, visualizing, questions, determining importance/retelling, synthesis
Level L Comprehension • Culmination of all of the above strategies: schema, visualizing, questions, determining importance/retelling, synthesis • Retelling: uses detail and descriptive language in retelling
Level M Comprehension • Culmination of all of the above strategies: schema, visualizing, questions, determining importance/retelling, synthesis
Amanda Richardson 2013,2015
Comprehension Strategies/Fluency
Level N
Level O
Comprehension • Culmination of all of the above strategies: schema, visualizing, questions, determining importance/retelling, synthesis • Understand multiple characters • Understand multiple points of view
Comprehension • Culmination of all of the above strategies: schema, visualizing, questions, determining importance/retelling, synthesis • Understand multiple characters • Understand multiple points of view • Texts may include graphics that stretch across more than one page • May have long stretches of text with no illustrations or graphics • Many content-specific vocabulary in nonfiction that is usually defined in text, illustrations or a glossary • New vocabulary in fiction is usually not explained
Level P
Level Q
Comprehension • Culmination of all of the above strategies: schema, visualizing, questions, determining importance/retelling, synthesis • Understand multiple characters • Understand multiple points of view • Texts may include graphics that stretch across more than one page • May have long stretches of text with no illustrations or graphics • Readers must depend on context clues and glossaries or dictionaries • Metaphors, similes, and idioms beginning to appear in text
Comprehension • Culmination of all of the above strategies: schema, visualizing, questions, determining importance/retelling, synthesis • Understand multiple characters • Understand multiple points of view • Texts may include graphics that stretch across more than one page • May have long stretches of text with no illustrations or graphics • Some words used figuratively: metaphors, similes or idioms
Amanda Richardson 2013,2015
Looking to get organized this year with your guided reading groups? Grab my Guided Reading Binder! It’s the perfect tool to get you organized and ready to go! Click the image to check it out! Amanda Richardson 2013,2015
Hello. Thanks so much! Thank you so much for your purchase! I sincerely hope you enjoy this product in your classroom. Please do not hesitate to contact me if you have any questions at all. mrsrichardsonsclasstpt(a)gmail.com
Terms of Use Products by Mrs. Richardson’s Class, LLC are intended for single classroom use only. You are welcome to share images of this product in use on social media, but please do not repost or resale it as your own work. You also may not post this item anywhere to share with other teachers. If you wish to share this product with colleagues, you may purchase additional licenses at a discounted rate.
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