Guided Reading Strategies

Name:

Summarizing Predicting Decoding Clarifying Connecting questioning

Date:

Title of Book: ___________________________

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Guided Reading Strategies & Activities

Below are the different reading strategies you will be using for the book and a description of each strategy. Summarizing You will write a summary of what you read for the chapter. The summary should include the main characters, the main event(s) of the chapter, the setting, and if there were any problems/solutions. Predicting You will make a prediction as to what you think will happen next in the story. You will need to explain your prediction based on what you have read so far. Decoding You will write down 3 difficult/unfamiliar/unusual words that you encounter when reading the chapter. You will then be responsible to find the correct meanings of those words by using a dictionary. You must use the definition that best fits the meaning of the word from the sentence in the book. Clarifying You will read the assigned chapter and then think of one part of the chapter that was confusing or interesting. Then you will need to explain why it was confusing or interesting in more detail. Connecting You will make a connection from what you read either as a text-text, text-self, or text-world. A text-text connection is when you can relate a part of the book to another book you have read. A text-self connection is when you can make a connection from the book to your own life. A text-world connection is when you can make a connection from the book to something that you know is happening in the world. Visualizing You will draw a picture of an event from the chapter in the provided box. The picture must have detail of one or more story elements: setting, main characters, main event, problem, or solution. The picture must be done neatly. You will need to explain the picture in detail to your classmates. Questioning You will come up with two discussion questions that you could ask your classmates based on what you have read. The questions need to be open-ended and thought provoking. Yes or no response questions are not acceptable. Chapter Titles For each chapter you read, you will need to come up with a new chapter title. The new chapter title will be based on what you thought was the main idea or important event from the chapter.
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Strategy Focus: Decoding Vocabulary Words

Good readers will try to figure out how to pronounce or the meanings of difficult, unfamiliar or interesting words. In the box below, write the word, the page where you found the word, and the definition for each word from the chapter below.

Good readers will draw pictures in their heads reading Good readers will ask questions when when reading

1. 2. 3.

Strategy Focus: Visualizing

Good readers often will try to draw pictures in their minds as they read. Draw a picture of what you saw in your head as you read the chapter(s). Below your picture, write two sentences describing what you would see.

Two sentences:

Strategy Focus: Questioning

Good readers will think of questions in their heads about what they have read. In the box below, create two questions that you could ask your classmates. The questions can not have yes or no answers.

1. 2.
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*Remember to fill in the chapter title sheet for todays chapter.

Good readers summarize what they have read. In the box below write a summary of the chapter you have just read. The summary should include the main characters, the main event(s) of the chapter, the setting, and if there were any problems/solutions.

Strategy Focus: Clarifying

Good readers think about what they are reading and stop to clarify/understand confusing parts. Think of one part of the chapter that was confusing or interesting to you and explain in detail why.

Strategy Focus: Questioning

Good readers will think of questions in their heads about what they have read. In the box below, create two questions that you could ask your classmates. The questions can not have yes or no answers.

1. 2.

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Strategy Focus: Predicting

Good readers think about what will happen next in the story. In the box below make a prediction as to what you think will happen next in the story. You will need to explain your prediction based on what you have read so far.

Good readers will make connections when reading

Strategy Focus: Connections

Good readers make connections between what they are reading and other books, things that have happened in their lives, or things that have happened in their city, state, nation, or world. In the box below you will need to make two connections (choose from text-text, text-self, text-world) and explain your connection.

1.

2.

Strategy Focus: Questioning Good readers will think of questions in their heads about what they have read. In the box below, create two questions that you could ask your classmates. The questions can not have yes or no answers. 1. 2.

*Remember to fill in the chapter title sheet for todays chapter.

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Chapter Titles
Directions: In the table below, write the name of the chapter title from the book in the first column. In the second column, write a new chapter title name based on any of the listed story elements: characters, setting, main events, problem, or solution. Then on the back of the paper write down a reason for the new title.

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Chapter Titles
New Title: Reason:

New Title: Reason:

New Title: Reason:

New Title: Reason:

New Title: Reason:

New Title: Reason:

New Title: Reason:

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New Title: Reason:

New Title: Reason:

New Title: Reason:

New Title: Reason:

New Title: Reason:

New Title: Reason:

New Title: Reason:

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End of Story Project Choices

The following choices are optional. If you choose to do one of them, please be sure to hand in top quality work.

Interview a Character
Pretend you are a talk show host interviewing a character from the book. Your interview must include ten events that happened with this character in the book.

Song
Write a song about the story. Your song must contain ten events that happened in the book. You can also sing this song to the class for extra credit!

Model/Diorama
You can make a model/diorama of a scene from the book. Your model must contain a detailed explanation of what the scene is about. Your explanation must be at least ten sentences in length.

Game Board
Make up a colorful board game about the story on a larger piece of tag board. Your game must contain at least ten events that happened in the story. Your game board must tell the story.

Newscast
For the newscast, you must include at ten events from the story. Your newscast must include news, sports, weather, and a commercial that would relate to the story. Your newscast must be at least five minutes in length.

Billboard
Create a billboard that would make someone want to read the book. Your billboard must be colorful and also contain at least ten events about the story.

IPod Touch
Design your own IPod Touch. Your IPod Touch should include ten Apps. You will need to create a colorful IPod. You will also need to write two sentences for each application explaining what the application is and how it relates to the story.

Football Team
You are the new owner of an NFL franchise expansion team. You need to come up with a team name and design a helmet for your team. You will also need to decide what characters will play what positions. You will need 1 QB, 2 RBs, 2 WRs, 1 TE, 1 center, 2 tackles, and 2 guards (so maybe Edward Tulane would be a RB for example). You will also need to explain why you would play the character in that position. Your explanation should be at least 2 sentences and include a personality trait of the character. For example, I put Bull as an offensive tackle because Bull is a big guy and seems tough...

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Guided Reading Teacher Guide

Rotations Grid (students divided into three groups) Group 1 Group 2 Group 3 Summarizing Predicting Decoding Clarifying Connecting Visualizing Questioning Questioning Questioning Chapter Titles Chapter Titles Chapter Titles Summarizing: Students will write a summary of what they read for the chapter. The summary should include the main characters, the main event(s) of the chapter, the setting, and if there were any problems/solutions. Predicting: Students will make a prediction as to what they think will happen next in the story. Students will need to explain their prediction based on what they have read so far. Decoding: Students will write down 3 difficult/unfamiliar/unusual words that they encounter when reading the chapter. Students will then be responsible to find the correct meanings of those words by using a dictionary. They must use the definition that best fits the meaning of the word from the sentence in the book. Clarifying: Students will read the assigned chapter and then think of one part of the chapter that was confusing or interesting to them. Then they will need to explain why it was confusing or interesting in more detail. Connecting: Students will make a connection from what they read either as a text-text, text-self, or text-world. A text-text connection is when the student can relate a part of the book to another book s/he has read. A text-self connection is when the student can make a connection from the book to his/her life. A textworld connection is when the student can make a connection from the book to something that they know has happened to someone else or have heard about in the world. Visualizing: Students will draw a picture of an event from the chapter in the provided box. The picture must have detail of one or more story elements: setting, main characters, main event, problem, or solution. The picture must be done neatly. The student will need to explain the picture in detail to his/her classmates. Questioning: Students will come up with two discussion questions that they could ask their classmates based on what they have read. The questions need to be open-ended and thought provoking. Yes or no response questions are not acceptable. Chapter Titles: For each chapter the students read, they will need to come up with a new chapter title. The new chapter title will be based on what they thought was the main idea or important event from the chapter.
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Teacher Grid for the 3 Guided Reading Groups

(Daily Responsibilities) Group 1 DAY 3 Decoding Visualizing Questioning Chapter Titles DAY 8 Predicting Connecting Questioning Chapter Titles DAY 13 Summarizing Clarifying Questioning Chapter Titles Group 2 DAY 3 Summarizing Clarifying Questioning Chapter Titles DAY 8 Decoding Visualizing Questioning Chapter Titles DAY 13 Predicting Connecting Questioning Chapter Titles Group 3 DAY 3 Predicting Connecting Questioning Chapter Titles DAY 8 Summarizing Clarifying Questioning Chapter Titles DAY 13 Decoding Visualizing Questioning Chapter Titles

DAY 1 Summarizing Clarifying Questioning Chapter Titles DAY 6 Decoding Visualizing Questioning Chapter Titles DAY 11 Predicting Connecting Questioning Chapter Titles DAY 1 Predicting Connecting Questioning Chapter Titles DAY 6 Summarizing Clarifying Questioning Chapter Titles DAY 11 Decoding Visualizing Questioning Chapter Titles DAY 1 Decoding Visualizing Questioning Chapter Titles DAY 6 Predicting Connecting Questioning Chapter Titles DAY 11 Summarizing Clarifying Questioning Chapter Titles
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DAY 2 Predicting Connecting Questioning Chapter Titles DAY 7 Summarizing Clarifying Questioning Chapter Titles DAY 12 Decoding Visualizing Questioning Chapter Titles DAY 2 Decoding Visualizing Questioning Chapter Titles DAY 7 Predicting Connecting Questioning Chapter Titles DAY 12 Summarizing Clarifying Questioning Chapter Titles DAY 2 Summarizing Clarifying Questioning Chapter Titles DAY 7 Decoding Visualizing Questioning Chapter Titles DAY 12 Predicting Connecting Questioning Chapter Titles

DAY 4 Summarizing Clarifying Questioning Chapter Titles DAY 9 Decoding Visualizing Questioning Chapter Titles DAY 14 Predicting Connecting Questioning Chapter Titles DAY 4 Predicting Connecting Questioning Chapter Titles DAY 9 Summarizing Clarifying Questioning Chapter Titles DAY 14 Decoding Visualizing Questioning Chapter Titles DAY 4 Decoding Visualizing Questioning Chapter Titles DAY 9 Predicting Connecting Questioning Chapter Titles DAY 14 Summarizing Clarifying Questioning Chapter Titles

DAY 5 Predicting Connecting Questioning Chapter Titles DAY 10 Summarizing Clarifying Questioning Chapter Titles DAY 15 Decoding Visualizing Questioning Chapter Titles DAY 5 Decoding Visualizing Questioning Chapter Titles DAY 10 Predicting Connecting Questioning Chapter Titles DAY 15 Summarizing Clarifying Questioning Chapter Titles DAY 5 Summarizing Clarifying Questioning Chapter Titles DAY 10 Decoding Visualizing Questioning Chapter Titles DAY 15 Predicting Connecting Questioning Chapter Titles

End of Novel Project Rubric

Name ___________________________ Date _________________ Project Choice: ________________________________

Student Evaluation
1. On a scale of 0-5, I would rate this book a ______. 2. My favorite part of this books was:

3. On a scale of 0-5, I would rate my effort on the final project a ______. 4. On a scale of 0-5, I would rate the neatness of my final project a _____.
5. I think my overall grade on the final project would be a ______.

Teacher Evaluation
5 Points
Wow! Above and Beyond expectation! Your project really shows that you understood the story! Wow! Above and beyond expectations! Your work was very neat and it seems as though you put your best effort toward this!

4-3
Shows a lot of comprehension of story through activity chosen (main characters, setting, main events, problem, and solution). Worked hard, was not easily distracted. Seems like you put some effort into your final project.

2-1
Shows some or minimal comprehension of story through activity chosen.

Content

Effort

Worked hard, was sometimes distracted. Maybe could have used more effort on final project.

Grade: ________

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Guided Reading Assessment Grid

Directions: The following tables can be used as an assessment tool for when discussing books with the group at the table. You can refer to the back for more detailed rubric. Book Title: _______________________ Date: _____________ Student: Connections Decoding Summarizing Predicting Questioning Clarifying
Rating Scale 1-5 (please refer to back for details)

Student: Connections Decoding Summarizing Predicting Questioning Clarifying

Rating Scale 1-5 (please refer to back for details)

Student: Connections Decoding Summarizing Predicting Questioning Clarifying

Rating Scale 1-5 (please refer to back for details)

Student: Connections Decoding Summarizing Predicting Questioning Clarifying

Rating Scale 1-5 (please refer to back for details)

Student: Connections Decoding Summarizing Predicting Questioning Clarifying

Rating Scale 1-5 (please refer to back for details)

Student: Connections Decoding Summarizing Predicting Questioning Clarifying

Rating Scale 1-5 (please refer to back for details)

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Daily Assignment Rubric

Teacher Note: This is the back page to the Guided Reading Assessment Grid.

Level 1
Making Connections
Text-to-Text Text-to-Self Text-to-World Reader made no connections

Level 2
Reader made simple connections, but did not explain them all in detail.

Level 3-4
Reader made connections and based them on background knowledge and/or experiences. Reader also had clear explanations on most connections. Reader identified many unknown words and was able to identify the meaning of most words discussed.

Above and Beyond

With all connections, reader explained in detail how their background experiences aided in the comprehension of text.

Decoding
Vocabulary

Reader did not identify any vocabulary words, or reader has difficulty in understanding words from the story.

Reader identified some unknown words but seems to have some difficulty understanding meaning of some words in the book. Reader included some main details, but left out some very important events. Reader attempted to make predictions or draw conclusions but did not use the text to defend the statement.

Reader identified the majority words that he/she did not understand. Reader seemed to gain a vast amount of knowledge through the word study and was also willing to share that with the group. Reader retold the story effectively and efficiently and was always willing to share with the group. Readers predictions, about the story included connections between the text and the reader's background knowledge, ideas, and/or beliefs.

Summarizing
Comprehension

Reader showed little or no awareness of what the story was about. Readers predictions seemed to lack any connection to what previously happened in the story or what could happen in the story. Reader was unable to form questions about what s/he read.

Reader retold the story using main ideas and supporting details. Reader made predictions based on what could happen in the story. The reader also defended these predictions by using information found in the story. Reader was able to form two questions that related to the story, and were open-ended.

Predicting
Making Inferences

Questioning

Reader was able to form questions about what s/he read, but was unable to avoid a yes/no response

Reader created two questions that were thought provoking and provided great discussion during guided reading groups. Reader used extensive detail to explain a confusing or interesting part of the story.

Clarifying

Reader was unable to find a part of the story that was confusing or interesting to him/her.

Reader was able to find a part of the story that was confusing or interesting, but could not explain why.

Reader was able to find a part of the story that was confusing or interesting, and was able to explain why.

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Wise Guys Reading Comprehension Guides

Below is a list of our top-selling guides. Embedded in all of our guides are activities and questions that focus on the important reading strategies such as predicting, making connections, making inferences, comparing and contrasting, and many more. What follows is a list of our reading comprehension guides that can be used in your classrooms. Click on the titles to find the guides.

Name of Comprehension Guide

39 Clues: Maze of Bones By Rick Riordan A Million Shades of Gray By Cynthia Kadohata A Single Shard By Linda Sue Park Al Capone Does My Shirts By Gennifer Choldenko Bridge To Terabithia By Katherine Patterson Chasing Vermeer By Blue Balliet Gentle Ben By Walt Morley The Mostly True Adventures of Homer P. Figg By Rodman Phibrick James and the Giant Peach By Roald Dahl Little House in the Big Woods By Laura Ingalls Wilder Loser By Jerry Spinelli Maniac Magee By Jerry Spinelli Masterpiece By Elise Broach Mudshark By Gary Paulsen Number the Stars By Lois Lowry On My Honor By Marion Dane Bauer One Crazy Summer By Rita Williams-Garcia Ruby Holler By Sharon Creech

Total Pages (including guide and answer key)

44 pages 50 pages 60 pages 50 pages 46 pages 79 pages 31 pages 60 pages 57 pages 47 pages 35 pages 48 pages 63 pages 45 pages 41 pages 36 pages 126 pages 60 pages

Price

$10 $10 $10 $10 FREE $10 $8.50 $10

$10 $10 $10 $10 $10 $10 $10 $10 $12 $10

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Comprehension Guides Continued

Name of Comprehension Guide
Rules By Cynthia Lord Runaway Twin By Peg Kehret Sarah Plain and Tall By Patricia MacLachlan School of Fear By Gitty Daneshvari Seven Wonders of Sassafras Springs By Betty G. Birney Sideways Stories from Wayside School By Louis Sachar Small Steps: The Year I Got Polio By Peg Kehret Swindle By Gordon Korman Tales of a Fourth Grade Nothing By Judy Blume Tears Until Midnight By Wise Guys (Includes story, guide with key, game board, etc) The Boy in the Striped Pajamas By John Boyne The Devils Arithmetic By Jane Yolen Percy Jackson and the Olympians: The Lightning Thief By Rick Riordan The Miraculous Journey of Edward Tulane By Kate DiCamillo The Kane Chronicles: The Red Pyramid By Rick Riordan The Tiger Rising By Kate DiCamillo The Whipping Boy By Sid Fleischman Tuck Everlasting By Natalie Babbitt When You Reach Me By Rebecca Stead

Total Pages (including guide and answer key)

47 pages 68 pages 44 pages 63 pages 39 pages 66 pages 43 pages 45 pages 32 pages 38 pages 40 pages 40 pages 61 pages 48 pages 144 pages 45 pages 63 pages 31 pages 56 pages

Price
$10 $10 $10 $12 $10 $11

$10 $10 $8.50 $10

$10 $10 $12

$10 $14 $10 $11 $8.50 $10

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