Guided Reading - Home
|Level |Skill Focus |Sound Sorts |Magnetic letters/White boards |Sound Boxes |Writing Guide |
|Pre-A |Letters, sounds, |Initial consonants |Sort letters by shape, color, size, etc. Make first/last name. |None |Interactive Writing |
| |print concept | | | | |
|A |Consonant Sounds |Initial Consonants |Make sight words |2 boxes (consonant and long vowel)|Dictated sentence |
|1 |Long vowel sounds |Long vowels |Exchange initial consonants with magnetic letters |me, go he, so |3-5 words |
| | | |cat, fat, mat, bat | | |
|B |Consonants |Initial and final |Make sight words |2 boxes (short vowel-consonants |Dictated or open-ended sentence 5-7 |
|2 |Short vowels |consonants |Exchange initial & final consonants |at, an, on, am, as |words |
| |(a, o) |short (a & o) |pat, pan, pad, mad, man, hat, has, ham, sam, sat | | |
|C |Short vowels |Short vowels |Make sight words |3 boxes (CVC) |Dictated or open-ended sentence 7-10|
|3-4 |Hearing sounds in sequence |(e, I, u) |Exchange initial, medial and final letters; use all short vowels |hop, mat, did, get, pot, |words |
| |(CVC) | |pot, hot, hop, mop, map, cap, map, lap, lad, mad | | |
|D |Digraphs – |Initial and final |Exchange first, medial, and final letters include digraphs: |3 boxes – use words w/ digraphs |Dictated or open-ended sentence. |
|5-6 |sh, ch, th |Digraphs |lot-hot-hop-chop-shop-ship-chip |ship, chat, then, mash, math, |Use 2 sentences |
| |Endings: s, ing, ed | |Add and delete endings: s, ed, ing |chip, path, much |Include endings: -ing, |
| |Contractions | |Introduce simple contractions that appear in the text: can’t, I’m, she’s, he’s, didn’t | |-s, -ed |
|E |Initial blends |Initial blends |Add and delete initial clusters. Break at onset and rime: |4 boxes – initial blends, short |Dictated sentence or beginning, |
|7-8 |Onset/rimes | |cap-clap-clip-grip-grin-spin |vowels |middle & end (B-M-E) |
| |Contractions | |Work with contractions that appear in the text. |Slip, clan, step | |
|F |Final blends |Final blends |Add and delete final clusters. Break at onset and rime: |4 boxes – final blends, short |B-M-E (3 sentences) |
|9-10 |Onset/rimes | |went-wept-west-lest-list-limp |vowels | |
| |Contractions | |Work with contractions that appear in the text. |west, milk, sunk | |
|G |Blends |None |Work with silent ‘e’ with magnetic letters and |5 boxes – initial & final blends,|B-M-E (4 sentences) |
|11-12 |Silent ‘e’ rule | |analogy charts |short vowels |Somebody- wanted-but- so (S-W-B-S) |
| | | |mat-mate, mane-man |stink, grunt, stomp | |
|H |Vowel patterns |None |Use magnetic letters, white boards and analogy charts |5 boxes – initial and final |B-M-E (5 sentences) |
|13-14 |ee, ar, ay, oa, or, all, ow | |Vowel patterns: cow – clown – frown |blends, short vowels |S-W-B-S |
| |(cow) | |Break at onset and rime (cl-own) | | |
| |Endings | |Endings: -er, -est, -ly,- y | | |
|I |Vowel Patterns |None |Use magnetic letters, white boards and analogy charts |None |S-W-B-S |
|15-16 |ou, ew, ight, aw, ai, oi, ow | |More vowel patterns | | |
| |(low) | | | | |
|J+ |Vowel patterns |None |Use white boards and analogy charts. |None |After reading, students respond to |
|18+ |Prefixes & suffixes | |Make multisyllabic words and break into syllables (make a big word) e-nor-mous, | |the text to improve writing skills |
| |Compound words | |dis-gust-ing | |and extend comprehension. |
| |Chunking big words | |Work with prefixes & suffixes: un-, re-, dis-, -ful, -tion, -able, etc. | | |
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