“Next Steps” Guided Reading Lesson Framework Richardson, J ...

"Next Steps" Guided Reading Lesson Framework

Richardson, J. (2016). Next Step Forward in Guided Reading. Scholastic.

Emergent & Early ? Levels A-I Based on 20-minute lesson each day

Transitional ? Levels J-M Based on 20-minute lesson each day

Day 1

Day 2

Day 1

Day 2

Day 3

Sight word review (1 min.) Sight word review (1 min.)

Introduce and read

Reread familiar texts

w/prompting (10-12 min.) w/prompting (5-8 min.)

Introduce book (3-5 min.) Read w/prompting (10-12 min.)

Read w/prompting (10-12 min.) Discuss & Teach (3-5 min.)

Guided Writing (20 min.)

Discuss & Teach (2-3 min.) Discuss & Teach (2-3 min.)

Word Study (5 min.)

Guided Writing (10 min.)

Discuss & Teach (5-7 min.)

Word Study (3-5 min.)

Analyze Readers to Determine Next Steps for Instruction

Reading: Consider monitoring, word-solving, fluency, and comprehension. Word Study: Consider sight words, phonics skills, and spelling patterns. Writing: Consider ideas, focus, spelling, conventions, elaboration, and details.

Student

Reading

Word Study

Writing

Other

Goal Monitors all sources of information and self corrects

Word Solving

Sight Words

Tips for Struggling Readers

Next Steps for Guided Reading ? Observe eye movements and facial expressions. Praise when student stops and searches for information. ? Don't interrupt. Let the child finish the sentence. ? Don't point out the error. Allow the student to find his or her mistake. ? Prompt student to use the information he or she is ignoring. - Are you right? Does that make sense?" (Meaning) - Does that sound right? (Structure) - Say the word slowly. Run your finger under it. Does it look right? (Visual information) - Did that look right and make sense? (Crosschecking)

? During reading, prompt student to take words apart (Sound the first part. Cover the ending. Find a known part. Show me the parts in that word.) ? As a teaching point, demonstrate word-solving strategies with magnetic letters. ? Use Picture Sorts, Making Words and Sound Boxes during word study to teach short vowels, digraphs, and blends. ? Use analogies to teach silent `e' and vowel patterns. ? Regularly assess sight word knowledge (writing). ? Review three familiar words at the beginning of each lesson. ? Systematically teach one sight word in each lesson. Go slow until the student develops a way of remembering words. Use the "four steps" for teaching a new word. ? Coordinate with other support teachers to teach the same sight words each week. ? Hold student accountable for writing known words during guided writing. ? Send magnetic letters home for student to practice making and writing sight words.

Fluency

Retelling

Beyond Retelling

? Select easier fiction books that have interesting dialogue. ? Have student reread familiar books, songs, or poems with a buddy. ? Send familiar books home for the student to read with a parent or sibling. ? Record a familiar book so the student can listen to it and read along. This is an adaptation of the neurological impress method (Heckelman, 1969). ? If student reads word by word, frame 2-3 words with your index fingers and prompt the student to read the words together. Model if necessary. ? If student's reading is choppy, slide your finger over the words to push the student's eye movement. ? As a teaching point after reading, select a page for the group to read together.

? Select texts with a clear storyline and supportive text features. ? Before reading, do a supportive picture preview to lay a foundation for comprehension. ? During reading, have student S-T-P (Stop-Think-Paraphrase). Say, "Tell me more" to get the student to provide details. If more support is needed, prompt him or her to use the picture. This will help the student visualize the events when you ask for a retelling of the story. ? When reading nonfiction texts, ask the student to explain the page using his or her own words. If the student struggles, prompt student to use illustrations and headings. ? After reading, do a shared retelling by giving each student a sentence starter. ? Teach the student how to use five fingers to retell a story. Each finger represents a part of the story.

? Once the student has surface understanding, prompt for deeper thinking. Say, Why do you think that? Tell me more. Explain it to me. What are you thinking?

? Teach student how to ask questions as he/she reads (greenredyellow). ? Teach student how to determine the Very Important Part (VIP) on a page, chapter or book. Ask students to explain why they think it is important. ? Prompt for deeper thinking and explanations. - How did the character change? What caused the character to change? - What lesson did the character learn? What lesson can you learn from this story? - How did the author show you that the character was upset (happy, confused, etc.)? - Why did the character say (or do) that? - What questions are you asking yourself? - What was the main purpose of this page? (Nonfiction texts) - Why did the author include this illustration (map, graph, chart, etc.)? - How are these two ideas similar (or different)? ? Use comprehension cards to scaffold students as they analyze characters and relationships (for free comprehension cards, see )

Word Study Focus by Text Level

Level Skill Focus

Picture Making words or Analogy Charts Sound Boxes

Sorts

C 3/4

D 5/6

E 7/8 F 9/10

G 11/12 H 13/14

Short vowels (all) Hear and record sounds (CVC) Digraphs (sh, ch, th)

Initial blends Onset/rimes Final blends Onsets/rimes

Blends Silent "e" rule Vowel patterns Add endings

Short vowels Digraphs

Initial blends None

None None

Making words: Change initial, medial, and final letters; use all short vowels. pot, hot, hop, hip, hit, sit, sat, set Making words: hot-hop-chop-chip-shipshin (Break at onset and rime: ch-op Making words: cap-clap-clip-grip-grin (Break at onset and rime: cl-ap.) Making words: Change final clusters. went-wept-west-lest-list-limp; jump-junkjust-jest Making words: crash-crush-brush-blush Analogy charts: Short and long vowels Analogy charts: Vowel patterns Include blends & endings: -ed, -ing, -er,

3 boxes (CVC) hop, mat, did, pet, got, but, etc. 3 boxes (CVC) ship, chat, such, than, mash 4 boxes (CCVC) slip, clan, step, clap, plum 4 boxes (CVCC) west, milk, sunk, pant, jump 5 boxes (CCVCC) stink, grunt, stomp, slant None

I

Vowel patterns

15/16 Add endings

None

Analogy charts: vowel patterns Include blends & endings: -er, -est, -ly, -y

None

J-M 18-28

Vowel patterns Compound words Multisyllabic words Prefixes & suffixes

None

Analogy charts; vowel patterns and endings Magnetic letters: make and break a big word: e.g. sud-den-ly, im-po-lite Work w/roots and affixes (un-, re-, -ful).

None

Resources

Clay, M. (2005). Literacy lessons: Designed for individuals, Part Two: Teaching procedures.

Portsmouth, NH: Heinemann.

Dufresne, M. & Richardson, J. (2016). Literacy Footprints: A complete system to support guided

reading. Northampton, MA: Pioneer Valley Educational Books.



Richardson, J. (2016). The next step forward in guided reading: An assess-decide-guide

framework for supporting every reader. New York, NY: Scholastic.

Richardson, J. (2013). Next step guided reading in action: K-2: Model lessons on video featuring

Jan Richardson. New York, NY: Scholastic.

Sousa, D. A. (2014). How the brain learns to read (2nd ed.). Thousand Oaks, CA:

Corwin.

(Door prizes, guided reading books, Literacy Footprints lesson cards, and word study materials donated by Pioneer Valley Books. )

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