Transitional Guided Reading Plan (Levels J-P) New ocabay steps) Observation/Assessments: ine yer, Fluency Prompt Hf ea tte the character would sy t Comprehension Prompts Reread and sound theta. | wna youreea?. Read on. What would make sense? | ry ‘Why did the character say (or do) that? | 1D Check the middle (or end) of the word. | ‘What was important on this page? Why? }]l Break the word apart 1 What caused? D1 Do you know a word with this part me as 1D What are you thinking? Gl How can you figure out that word? a ia tale D1 Look for clues D check the picture 1 Use analogies D1 Break big word 1 Sound boxes 1 Analogy chats || Text was: Hard Appropriate Easy = Complete the shaded boxes before you meet with ‘THE NEXT STEP FORWARD IN GUIDED READING @ati Co aan eet) ‘Observations or take a running record on one student. Vocabulary or Language Structures Monitoring and Word-Solving Prompts ueney and Comprehension Prompts (Reread ae make the et sound {Dont ptt. Read aster What would ale sense and ook right? Dicresat te way the character woud sy Check the middle (or end) of the word. Teacher frames 2-3 words or slides finger to support phrasing. 1 Cover te ening Fda pat you now 1 What i you ut read? What happened atthe begining? 1 Do yeurrow aneher word hatook he hs one?” | E Why adhe character do os tha? What re young 11 Tye other vowel una What have you eared? Word-Solving Strategies | Examples: DD Monitor for M, $V CF Reread at difficulty GF Attend to endings DI Use known parts Gi Contractions D1 Use analogies DF Break words 2.Mix Po 3, Table Writing OO Picture sorting OF Making words Sound bores swes a | ID New facts Analogy charts | I) Other: _—_ Next Steps ‘Text was: Hard Appropriate Easy Complete the shaded boxes before you meet the group. Add observations and notes during the lesson, ‘THE NEXT STEP FORWARD IN GUIDED READING © 2016 by Jen Richardson, Scholastic Ine-« Scholae sa + -ComINSFresources,