jan richardson- next step in guided reading
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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