2017SERRRAConference–NextStepforStrugglingReaders
www.janrichardsonguidedreading.com
1
Pre-A Lesson Framework (for students who know fewer than 40 letters)
Component
Work with
Letters &
Names
Procedures
Student uses a personal letter bag or
an ABC chart to firm up known letters
and practice first name.
Work with
Sounds
Clap syllables
Work with rhymes
Sort pictures by 1st letter
Discuss pictures before reading
Shared reading
Teach concepts of print
Write a simple sentence
Cut up the sentence and remake it
Work with
Books
Interactive
Writing
Purpose
Visual discrimination & memory
Letter names & formation
Link each letter to a key picture
Left to right directionality with first name
Phonological awareness
Phonemic awareness
Link consonant sounds to letters
Oral language development
Use picture clues
Concepts of print
Phonemic awareness
Link consonant sounds to letters
Print concepts & letter formation
Guided Reading Lesson Framework
Richardson, J. (2016). Next Step Forward in Guided Reading. Scholastic.
Emergent & Early – Levels A-I
Transitional – Levels J-M
Based on 20-minute lesson each day
Based on 20-minute lesson each
Day 1
Day 2
Day 1
Day 2
Sight word review (1 min.)
Sight word review (1 min.)
Introduce book
Read w/prompting
(3-5 min.)
(10-12 min.)
Introduce and read
Reread familiar texts
Read w/prompting
Discuss & Teach
w/prompting (10-12 min.)
w/prompting (5-8 min.)
(10-12 min.)
(3-5 min.)
Discuss & Teach (2-3 min.) Discuss & Teach (2-3 min.)
Discuss & Teach
Word Study
(5-7 min.)
(3-5 min.)
Word Study (5 min.)
Guided Writing (10 min.)
day
Day 3
Guided
Writing
(20 min.)
Analyze Readers to Determine Next Steps for Instruction
Reading: Consider monitoring, word-solving, fluency, and comprehension.
Word Study: Consider sight words, phonics skills, and spelling patterns.
Writing: Consider ideas, focus, spelling, conventions, elaboration, and details.
Student
Goal
Monitors
all sources of
information
and self
corrects
Word Solving
Sight
Words
Reading
Word Study
Writing
Other
Tips for Struggling Readers
Next Steps for Guided Reading
• Observe eye movements and facial expressions. Praise when student stops and searches
for information.
• Don’t interrupt. Let the child finish the sentence.
• Don’t point out the error. Allow the student to find his or her mistake.
• Prompt student to use the information he or she is ignoring.
Are you right? Does that make sense?” (Meaning)
Does that sound right? (Structure)
Say the word slowly. Run your finger under it. Does it look right? (Visual information)
Did that look right and make sense? (Crosschecking)
• During reading, prompt student to take words apart (Sound the first part. Cover the
ending. Find a known part. Show me the parts in that word.)
• As a teaching point, demonstrate word-solving strategies with magnetic letters.
• Use Picture Sorts, Making Words and Sound Boxes during word study to teach short
vowels, digraphs, and blends.
• Use analogies to teach silent ‘e’ and vowel patterns.
• Regularly assess sight word knowledge (writing).
• Review three familiar words at the beginning of each lesson.
• Systematically teach one sight word in each lesson. Go slow until the student develops a
way of remembering words. Use the “four steps” for teaching a new word.
2017SERRRAConference–NextStepforStrugglingReaders
www.janrichardsonguidedreading.com
Fluency
Retelling
Beyond
Retelling
2
• Coordinate with other support teachers to teach the same sight words each week.
• Hold student accountable for writing known words during guided writing.
• Send magnetic letters home for student to practice making and writing sight words.
• Select easier fiction books that have interesting dialogue.
• Have student reread familiar books, songs, or poems with a buddy.
• Send familiar books home for the student to read with a parent or sibling.
• Record a familiar book so the student can listen to it and read along. This is an
adaptation of the neurological impress method (Heckelman, 1969).
• If student reads word by word, frame 2-3 words with your index fingers and prompt the
student to read the words together. Model if necessary.
• If student’s reading is choppy, slide your finger over the words to push the student’s eye
movement.
• As a teaching point after reading, select a page for the group to read together.
• Select texts with a clear storyline and supportive text features.
• Before reading, do a supportive picture preview to lay a foundation for comprehension.
• During reading, have student S-T-P (Stop-Think-Paraphrase). Say, “Tell me more” to get
the student to provide details. If more support is needed, prompt him or her to use the
picture. This will help the student visualize the events when you ask for a retelling of the
story.
• When reading nonfiction texts, ask the student to explain the page using his or her own
words. If the student struggles, encourage him or her to use the illustrations and headings.
• After reading, do a shared retelling by giving each student a sentence starter.
• Teach the student how to use five fingers to retell a story. Each finger represents a part
of the story.
• Once the student has surface understanding, prompt for deeper thinking. Say, Why do
you think that? Tell me more. Explain it to me. What are you thinking?
• Teach student how to ask questions as he/she reads (green→red→yellow).
• Teach student how to determine the Very Important Part (VIP) on a page, chapter or
book. Ask students to explain why they think it is important.
• Prompt for deeper thinking and explanations.
How did the character change? What caused the character to change?
What lesson did the character learn? What lesson can you learn?
How did the author show you that the character was upset?
Why did the character say (or do) that?
What questions are you asking yourself?
What was the main purpose of this page? (Nonfiction texts)
Why did the author include this illustration (map, graph, chart, etc.)?
How are these two ideas similar (or different)?
Resources
Clay, M. (2005). Literacy lessons: Designed for individuals, Part Two: Teaching procedures.
Portsmouth, NH: Heinemann.
Dufresne, M. & Richardson, J. (2016). Literacy Footprints: A complete system to support guided
reading. Northampton, MA: Pioneer Valley Educational Books. www.literacyfootprints.com
Richardson, J. (2016). The next step forward in guided reading: An assess-decide-guide framework for
supporting every reader. New York, NY: Scholastic.
Richardson, J. (2013). Next step guided reading in action: K-2: Model lessons on video featuring Jan
Richardson. New York, NY: Scholastic.
Sousa, D. A. (2014). How the brain learns to read (2nd ed.). Thousand Oaks, CA: Corwin.
(Door prizes, guided reading books, and word study materials donated by Pioneer Valley Books.
www.pioneervalleybooks.com)