THE NEXT STEP IN GUIDED READING

Focused Assessment and Targeted Lessons for

Helping Every Student Become a Better Reader

By Jan Richardson

PRE-A READERI N C R E A S I N G A B C R E C O G N I T I O N

Lesson Format- Four Targeted Skills designed to

improve visual memory, phonemic awareness, oral

language, and concept of print

• Working with Letters and Names 4-5 minutes

• Working with sounds- 2-3 minutes

• Working with books- 5 minutes

• Interactive writing-5 minutes

E M E R G E N T R E A D E R ( A - C )M A T E R I A L S

• Alphabet Charts (primarily to use during writing)

• Letter/sound checklist (if students did not master)

• Dry-Erase board for each student• Magnetic letters• Pictures for sound sorts• Assessment kit• Leveled books• Copies of lesson plan• HFW chart• Sound Box template

SIGHT WORD COMPONENT

Students write three words you have previously taught

Intervene before student write the word incorrectly

Do not use flash cards for this component because

flash cards do not support learning the word in detail.

Writing provides evidence of what each child knows and

helps children control left to right visual scanning. (Read

more on page 86)

Day one ( 10-12 minutes)

Introduction (4 min)

Read the story- no chorally or

round robin

Prompt for emergent

strategies and take anecdotal

notes

Teaching points (don’t forget

to praise/acknowledge

WORKING WITH BOOK

Day two (5-8 minutes

If students can read

the book quickly allow

him/her to read other

familiar books.

Teaching points

Running Records

TEACHING NEW SIGHT WORDS

Teach all four components (1-2 minutes)• What’s missing- you write the word or build with

magnetic letters as students are watching. Say, Spell, scan from left to right! Remove a letter and ask: “What's missing?”

• Mix and fix- use magnetic letters or sentence strip• Table Writing- students use finger to write word and

then say the word• Whiteboard

WORD STUDY

Day one- 3-5 minutes• Picture Sort

• Making words

• Sound Boxes

GUIDED WRITING

Day two (8-10 minutes)

• Use writing journals

• Sentence strips

EARLY READER MATERIALS

Timer

Dry-Erase board for each student

Magnetic letters

Pictures for sound sorts

Assessment kit

Leveled books

Copies of lesson plan

HFW chart

Sound Box template

EARLY READING(D - I )COMPONENTS

Components are similar to Emergent reading components with some

additional strategies.

Be sure to teach the words at the lower levels first, even if the students

are reading at a higher level.

Story make sense and contains a problem and solution

Language is natural, with dialogue included

Pictures and other illustrations provide support for unfamiliar concepts

Text provides opportunities for students to problem-solve unknown words