Wow! There is so much information in this chapter. You will definitely be happy if you purchase The Next Step in Guided Reading. It will walk you through with specific lessons for your guided reading groups. Plus, you will also see some scaffolding examples.
Early Readers
Jan Richardson says that most first graders are considered to be in this early reading stage. They are beginning to read words and are using those reading strategies that will help them become fluent readers. Some of the things that they will be working on include sight words, comprehension and word study. Visual prompts can also make reading easier for this age group, with picture books and comics being ideal reading material. You can click here to learn which comics are favorites, as your first graders may already be familiar with the characters.
Guided Reading Lesson: 20 minutes
Some guided reading procedures include:
Dictating Sight Words
Purpose: Develop visual memory
Time: 1 minute
Teacher dictates a sight word and the student will write it on an individual dry erase board. The teacher will help students as needed.
Reading a story
Purpose: Develop vocabulary, fluency and comprehension
Time:
1- Introduction: 3-4 minutes
The teacher will introduce the characters and problem of the story.
2-Picture Walk: time was not specified
The students will preview the book with a picture walk. The teacher will point out new concepts and sight words. It’s a good idea to write and introduce those tricky words before the students read the book.
3-Reading: 8-10 minutes
The students read the book independently in a soft voice. This will help them monitor their reading and help them remember what the story is about. Silent reading and choral reading are not encouraged by Jan Richardson, at this point.
4-Target Strategies
Self-monitoring prompts:
The teacher will teach self-monitoring strategies that the students will be able to use during their independent reading. These include;
*Does it make sense?
*Does it look right?
*Read it again.
Decoding Prompts:
Students need to learn the strategies that will help them figure out tricky words…. If it does not make sense, what can I do to figure it out? These might include finding chunks they know, reading slowly, saying the first sounds in words, looking for clues, etc.
These are some reading strategies posters that serve as a visual in the classroom as students engage in their reading activities.
Fluency Prompts
The teacher will use prompts that will help students read with fluency and expression.
Comprehension
This is mainly done through group discussions which include the following:
1- Students will retell story events by recalling what happened in the beginning, middle, and end of the story.
2- Students will summarize the story by using the Somebody-Wanted-But-So strategy.
3-Students will do the five-finger retell which includes characters, setting, problem, events, and the conclusion of the story.
4-Students will predict what might happen next in the story.
5-Students will state the problem and tell how it was solved.
6-Students will talk about the character’s feelings.
Discussion Prompt
The teacher will present an open-ended question each day for the reading groups. This will allow students to draw conclusions and draw inferences.
*As the students engage in these discussions, it will prepare them for the use of graphic organizers during independent work. These are some graphic organizers that I made into bookmarks. I still need to make them on a full page so that our kinders can have more room for writing.
Teaching Points
The teacher will teach a strategy each day that she meets with a group. This will be a strategy that focuses on decoding, fluency or comprehension.
More on Comprehension
Sight Words
Purpose: To develop visual memory
Time: 1-2 minutes
The teacher will select and teach ONE sight word with every book. We must do all of her suggested activities to help develop visual memory.
1. What’s missing?
This pictured activity features a focus word. The student will read the word, then write the missing letters on the words below. The book suggests that this be done as a hands-on activity during your guided reading group. First, the teacher will build the word with magnetic letters. Next, you will point to each letter as the student spells out the word. Finally, the teacher will present a word on a dry-erase board and erase a letter or more. Then, the students will tell which letter is missing. I just came up with this activity to use as independent practice in a center.
2. Mix it! Fix it!
This is a simple way to practice making new words. The teacher will give students the letters to make the target word. Students will mix the letters and then fix the word by using correct letter sequence.
Independent Activity for centers:
As you can see, the students will rainbow- write the word. They can do this by tracing each letter with different colors, or by using a different color for each letter. This word serves as a model for students who need a little more help. Advanced students can cover their rainbow word before they build the word (“fix” the word).
First: Students use rainbow writing as they sound out each letter.
Then, students cut the sight word letters and mix them up.
Finally, the students will “Fix” the letters in correct sequence
and add it to the printable mat.
CVC Trace, Color, Build
This is another word-building activity that I created. It is organized by word families so that we can find the target word quicker. Jan suggests working with specific words for each reading level. Level A will work with words which contain 2 letters. Levels B & C works with words which contain 3 letters (cvc words). Level D works with diagraphs, and so on.
I have these CVC printables that will help with:
1. Seeing patterns in words (the initial consonant changes while the ending remains the same)
2. Paying attention to the correct sequence of letters in words
3.Becoming familiar with vowel sounds in CVC words
4.Developing fluency
5.Hearing words that rhyme
6.Decoding skills
6.Decoding skills
Word Study
Some activities to use during your word study minutes include:
1. Picture sorts: Students sort words by short vowels, diagraphs, etc.
2. Making Words: These activities allow students to see the sequence in words and help with visual memory.
3. Sound Boxes: This will help students segment the sounds in words.
4. Analogy Charts: These are not used until students are reading at a level g.
You might find these activities helpful for your students:
*This bundle includes many hands-on activities for “making words” and seeing patterns in words 🙂
I highly recommend this book. It has so much more information that will help you understand and plan for your guided reading groups. I tried to include some information and resources for visual purposes that you might find useful.
Learn from other teachers
I am co-hosting this chapter with Maria from Kinder Craze, Krissy from Mrs. Miner’s Monkey Business and Caitlin from Kindergarten Smiles. Head on over to see their posts 🙂
Link-up
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LOVE the what's missing pack!
Jennifer
First Grade Blue SKies
Thanks for helping others and for all the time you put into this blog! I would love to learn to create materials like yours to share with others since I am retired now. Thanks again for great ideas, activities, and tips!
Mrs. Charlotte Jackson
http://mrsjacksonsclasswebsiteblog.blogspot.com/ and http://mrscjacksonsclass.com/
Wow, I love all of your work! I wish I taught Kindergarten sometimes! =)
I think I might even pick up this book because it seems like there are so many ideas and strategies that I can use at the PreK level.
I can't wait to get my hands on the Mix It, Fix It activity pack!
Thanks for sharing!
Sara
Teaching Munchkins
Great activities that tie into the book and sequence of guided reading.
Thanks for your insight and work. I too am enjoying this book.