Happy Wednesday friends! If you missed last week’s review of chapter 2, click here and check it out! You can also check out the Live video playback on FB here. Today is all about Guided Reading for the Emergent Reader – Levels A-C – Chapter 3 of The Next Step Forward in Guided Reading. (A little late to the Summer Book Study party? No problem. Go buy the book HERE and jump into chapters 1, 2 & 3.)

Sorry this is late…I was out of town all last week and took my laptop to complete this blog post, but my computer went boom. The blue screen of death. 🙁 Ugh. But on a bright note, I got my computer up and running again, but I am very behind in all of my projects! 

2018 Summer Book Study

The Next Steps In Guided Reading

The Next Step Forward in Guided Reading! 

Don’t forget to check out Greg on his blog here, or his FB and Instagram!

Chapter 3 is all about guided reading for the emergent reader, levels A – C. As a kindergarten teacher, I spend the majority of my school year teaching to and within these levels. Level A Emergent readers can write their first name without a model, have directionality, follows simple directions, identify at least 40 upper and lowercase letters names, as well as at least 8 sounds. Level C (which is what my school considers the end of year benchmark) readers know all 52 letter names and 31 sounds. They have 1:1 matching of words, have control as they read left to right, and use the skills they have learned to figure out unknown words. They form all of the letters correctly, write cvc words in correct order, monitor their own reading for meaning, and can read/write at least 30 sight words. Level C readers also re-read to correct errors or confirm predictions, discuss a story with teacher prompting and can write a simple message about the book with teacher scaffolding.

So as we have learned from Jan’s model, we know the very first step is to assess. Here are the key elements to look for when assessing these A-C readers.

Necessary Assessments for Emergent Readers – Levels A-C

Now you have assessed your students, so it is time to decide which group to place them in and what focus skills you should work on.

Decide

Materials to Use:

You have assessed your emergent readers and decided which group they should belong to, as well as what skills to focus on. Now it is time to guide! 🙂

Guide

Emergent Guided Reading Lesson = 2 Days x 20 min each day

Teaching Comprehension

Throughout this chapter, Jan gives explicit examples and ideas for teaching each and every skill and component that can be found in her lesson formats. I have included the format for days 1 & 2, but for more specific details, read this chapter!!

As I have reiterated in my other posts and on IG and FB, I love how Jan Richardson (author) breaks everything down and includes ideas for struggling students AND for accelerated students! She understands education and teaching reading to little ones! After reading this chapter, I feel even more equipped to teach and differentiate during my guided reading block! What were your thoughts on this chapter? Do you still have questions? I’m not an expert, but I will be glad to give my opinion and how I do or ‘plan’ to do and implement in my classroom!

Don’t forget to leave your comments below or on FB and IG!!

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10 Responses

  1. I love at the practical applications in this book! I’m looking forward to implementing many of her ideas and taking my guided reading to the next level. This book will definitely be at my guided reading table next year and get lots of use.

  2. If you have 2o minutes for each group. How many groups will you see in a day? What are the other kids doing during this time? Do you see your lowest students each day?

    1. I’ve used Jan for years (since the “brown book”. I start with 3 groups a day, my struggling readers 4 days a week (usually 2 groups), my “on grade level” (usually 2 groups) twice a week, my above GL readers on Friday with time for ind. lessons or assessments after. By end of January, I can usually get 4 groups in a day, but need to as my students really start to span out over the levels, from As to Ms and I have more groups to see.

  3. I lo K forward to implementing a lot of these strategies new year. However I wish the lesson plan was a PDF file. As students move up levels you could use some of the same lesson plans. You wouldn’t have to rewrite for new students.

  4. Do you have the Day 1 and Day 2 pictures somewhere that they could be printed? They would be excellent to have as little reminders on the table

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