Guided Reading for the Emergent Reader – Levels A-C – Chapter 3 of The Next Step Forward in Guided Reading

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 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

• Letters/Sounds
• Running Record
  • matches one-to-one
  • uses picture clues
  • uses visual information
  • uses known words
  • makes multiple attempts at an unknown word
  • re-reads
  • self-corrects
  • assess comprehension
• Dictated Sentence
  • hears & records sounds
  • directionality
  • return sweep
  • letter formation
  • beginning sounds/medial vowels/ending sounds
  • confusions with letter sounds
  • pencil grip
• Sight Words (pg 58 has a great sight word assessment list for emergent 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

• Summarize Assessments
• Form Groups
• Pinpoint your Focus Skills
  • Beginning readers need text with:
    • good spacing
    • useful sight words
    • illustrations that clearly support the text (patterned text for levels A & B)
  • Match 1:1
    • single line of text on each page
  • Use picture clues
    • texts with supportive illustrations & mostly familiar concepts
    • 2 labels; such as: horse, pony
  • Cross Checking
    • Use both picture and initial sounds to solve word
  • 1 New Sight Word to Teach

Materials to Use:

• alphabet charts in plastic sheet protectors
• letter/sound checklist
• sound box templates
• pictures for sorting by initial consonants and medial vowels
• sight word chart
• dry erase board, markers, and erasers
• guided writing journals
• leveled books
• timer

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

• Use same book
• 1 or more Strategic Action & Skill

Teaching Comprehension

• Narrative/Fiction
  • Retell the story
  • Make Connections
  • Ask/Answer Questions
  • Identify the characters, setting, problem, and solution
• Informational/Non-Fiction Strategies
  • Ask/Answer Questions
  • Identify main topic
  • Recall key details
  • Make connections
  • Compare and contrast concepts

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!!