Guided Reading Strategies to Look for In Readers and Prompts. **At each level, focus is on fluency, accuracy, and comprehension.

Transcription

1 Guided Reading Strategies to Look for In Readers and **At each level, focus is on fluency, accuracy, and comprehension. DRA Levels A, B, 1, and 2 1. moves left to right *Where do you start? *put your finger on the first word. 2. controls return sweep *Where do you start? *Which way do you go? *Now where do you go? 3. 1 to 1 matching *Point to the words and read. *Did that match? *Were there enough words? 4. uses patterns *Does that make sense? *Do you think it says the same as on this page? 5. pays attention to print *Can you find? 6. moves front to back *Where is the first of the story? The last? 7. predicts what would make sense *Look at the picture. *What is happening? *What could it be? 8. self-monitors *Did that match? *Does that look right? *What do you see at the beginning? 9. talks about pictures *What is happening in the picture? *What/Who do you see?

2 DRA Levels 3 1. uses visual information to predict, *Does that look right? check, and confirm *What would you expect to see at the beginning? *It starts with. What could it be? 2. controls 1 to 1 matching *Point to the words and read. *Were there enough words? *Did that match? 3. uses pictures/words to predict *Look at the pictures. meaning *What is happening? *What do you think it might be? 4. checks illustrations with print *What is happening in the picture? *It starts with. What could it be? 5. anchors on known words *Can you find? *How did you know you were right? 6. solves some unfamiliar words *How did you know that was? *Were you right?

3 DRA Levels 4 1. controls early strategies *Can you find? *Did that match? 2. moves more fluently through text *Read it again like this. (model phrasing) *Try again a little faster. 3. checks letters/sounds, word, or *What letter does it start/end with? parts of words *What would you expect to see at the beginning/middle/end? *Do you know another word that looks like that? *Do you know another rpart in that word? 4. moves away from finger pointing *Read that again without your finger. *use your eyes to read it. 5. rereads to confirm or problem solve *Can we say it that way? *What did you notice? 6. uses patterns to read with phrasing *Does that look right? *Do you think it will say the same thing on this page?

4 DRA Levels solves new words with focus on *Check the pictures. meaning *Does that make sense? *What happened in the story when..? 2. self-corrects using multiple sources *Does that match what is happening? *Take a closer look. 3. predicts what will happen and reads *Read it again to see if you are right. to confirm *What do you think it will be? 4. cross-checks information sources *Does that look right? *It could be, but look at. *Is there another way you can check? 5. rereads to check, confirm, search *How did you know it was? *What do you think it might be? *Try something else. 6. relates one text to another *Do you remember in? *What did we read that was like that?

5 DRA Levels notices punctuation and use for *Did it sound right? phrasing *Read that again and watch for the period or question mark. *(Repeat the child s words.) Does that make sense? 2. searches visual info to solve new *Do you see a part that you know? words *What does an e do at the end of a word? *It looks like. *What do you hear first? next? last? *It could be, but look at. 3. uses syntax of text to predict *You said. Does that make sense? *(Repeat the child s words.) Can you think of a better way to say that? 4. uses multiple sources to selfcorrect *Are you right? Could it be? *Take a closer look at *There is a tricky part. Can you find it? *Does that look right? sound right? make sense? 5. uses known words and parts to get *That makes sense. Does it look right? to new words *Lok at the picture. Does that make sense? *Can we say it that way? *How did you know it was? 6. moves quickly through text *Read that again. Read it faster.

6 DRA Levels uses picture and text together to *Do the words match what you see create meaning happening in the picture? *Look at the picture. What do you think the words might say? *(Repeat the child s words.) Does that make sense? 2. solves new words by word analysis *Do you see a part that you know? and then check against meaning *What does an e do at the end of a word? *It looks like. *What do you hear first? next? last? *It could be, but look at. *Does that make sense in the sentence? 3. monitors own reading *You said. Does that make sense? *(Repeat the child s words.) Can you think of a better way to say that? *Try that again. Does it look right? Sound right? 4. rereads to check and search *Read that again and think about what would make sense. *Do you see something that might help? 5. discusses ideas from story in a new *Why do you think did or way to show understanding said that? *What would you think will do to solve this problem?

7 6. discusses characters *Who were the main characters? Were there other characters in the story? *Why do you think did what he/she did? *Would you have done the same thing? *How did feel/act at the beginning of the story? *Did that change any time during the story? 7. makes connections to other texts *Do you remember when we read? *How is this story like? *How is it different?

8 DRA Levels fluent and phrased when rereading *Model reading of phrase and ask student to reread. *Read that again faster. 2. good problem solving of new words *Do you see a part that you know? *What does an e do at the end of a word? *It looks like? *What do you hear first? next? last? *It could be, but look at. *Does that make sense in a sentence? 3. understands characters and shows *Tell me how you think feels this through discussions, art, writing right now. *Why do you think that he/she did/said that? *Draw a picture of what you think looks like right now. 4. copes with unfamiliar concepts *What do you think that means? *What just happened to? 5. makes connections between texts *Do you remember when we read? *How is this story the same? *How is it different? *Do the characters act the same in this story? 6. transitions to silent reading *Watch my eyes as they read the words. *Try reading that with just your eyes.

9 DRA Levels fluent and phrased when rereading *Read that again. *Read it faster. *Read it like you are talking. *Make your eyes move across the page. 2. makes connections between texts *What do you know about? *Do you remember when we read? *This is like. 3. demonstrates understanding of *Tell me about. characters *What did think about? 4. problem solving of new words *Do you see a part that you know? *Does it look like another word you know? *What would make sense? *What could you try? 5. copes with unfamiliar concepts *What do you know about? *It s like. *Do you remember when we saw?

10 DRA Levels interest and fluency on longer text *Keep reading to find out more. *Keep reading like you re talking. 2. returns to text easily *What do you think will happen next? *What are your predictions for this book? *Let s review what we read last. *Where can you find that in the text? 3. solves new words on the run *Look for a part you know. *What would make sense there? *Read it again for meaning? 4. reads silently most of the time *Read it in your head. *Read it to yourself. 5. moves flexibly from fiction to *Can you make a text-to-text nonfiction connection? *How is this like the book we read last? *How is this different from what we read last? 6. summarizes or extends text *Tell me in your own words what you read today. *What do you think could happen next?

11 DRA Levels analyzes longer words efficiently *What would make sense there? *Read it again for meaning? 2. phrased and fluent on longer text *Read the punctuation. *Keep reading like you re talking. *Make it flow. *Read several words together in phrases. 3. demonstrates understanding of *How do you think is different perspectives/empathize with feeling? characters *What would you do if you were him/her? *Can you make a text-to-self connection? 4. reads silently most of the time *Read it in your head. *Read it to yourself. *Read so only you can hear.

12 DRA Levels understands more difficult *What do you think that means? vocabulary, ideas, language structures *Why do you think the author wrote it that way? *What could be another way to say that? 2. more complex ideas and topics *What does this make you think of? *Can you make a text-to-self connection? *Can you make a text-to world connection? *Can you make a text-to-text connection? 3. greater range of genre *What is the genre? 4. processes longer text *Keep reading to find out more. *What s happened so far? *What do you think might happen next? 5. understands characters, setting, and *Tell me about the characters. plot *Tell me about the setting. *What is happening in the story? *How do you think the characters are feeling? 6. interprets graphic features of *How are the headings/subheadings informational text helping you? *Use the to help you better understand. (table of contents, index, captions, headings, etc) *What information does the graph give you? *Why do you think the author put that there?

13 DRA Levels processes longer text *Keep reading to find out more. *What s happened so far? *What could be another way to say that? *What do you think might happen next? 2. use texts as references *Where have we read about this before? *Where could we get more information? *Can you make a text-to-text connection? *What type of book could help us find out more? 3. understands subtlety of plot and *What do you think the author s trying humor to tell you? *Why do you think that is a funny part? *Why do you think the author said it that way? 4. interprets graphic features of informational text *How are the headings/subheadings helping you? *Why do you think the author put that there? *Use the to help you better understand. (table of contents, index, captions, headings, graphics, etc.) *What information does the graph/table give you?

14 5. understands characters, settings, *Tell me about the characters. plot *Tell me about the setting. *What is happening in the story? *how do you think the characters are feeling? 6. reads critically *Read to find out. *What are you learning? *See what else you can find out. *Can you make a connection? 7. reflects on personal response in *Discuss with a partner what s going relation to how other see text on in the story. *Does your partner see the text in the same way? *Have you changed anything after discussing the text?