Guided Reading Tracking Sheet

Levels 1-5 (magenta-red)

Date: ______Members: ______Group: ______

Text: ______

Lesson 1 Lesson 2 Lesson 3

Assessment Students Solving Words  Recognize sight words/high frequency words using support of meaning & language structure  Make connections between words by letters, sounds or spelling patterns  Take apart words by using the sounds of individual letters (or blends) in words with CVC patterns  Locate the first and last letters of words in continuous text Monitoring & Correcting  Reread the sentence to problem solve, self-correct or confirm  One-to-one word matching  Use voice-print match to self-correct  Use prior knowledge to self-correct  Self-correct using meaning in text and pictures  Use 2 or more sources of info (meaning, language structure, visual info) to self-monitor/self-correct Searching for and Using Info  Reading left to right and back to next line  One-to-one correspondence  Ask questions to clarify meaning or get info  Notice, search for and discuss information that is important to understanding  Use text meaning and language structure to solve new words Maintaining Fluency  Read at a steady rate slow enough to match voice to print but without long pauses. Begin to put words into phrases.  Notice and use ending punctuation and reflect it in voice.  Reflect bold font with stresses in voice. Adjusting  Slow down to problem solve and resume good rate of reading  Begin to anticipate and use language patterns when available but do not depend on them Predicting  Use knowledge of language structure to anticipate the text  Make predictions using picture information  Predict the ending of a story based on beginning and middle Making Connections  Talk about own experiences in relation to the text  Make connections between texts on the same topic or with the same content or alike in some way  Recognize and apply attributes of recurring characters where relevant Inferring  Talk about characters’ feelings and motives (eventually attributes)  Show evidence in the print or pictures to support inference Analyzing  Understand how the ideas in a book are related to each other or the title  Notice and point out connections between text and pictures  Notice how the writer has made a story funny or surprising  Understand that a story as a beginning, middle and end Critiquing  Share opinions about the text as a part or whole (beginning, characters, ending)  Share opinions about the illustrations

Strategies/indicators used are from The Continuum of Literacy Learning Grades K-8 by G.S. Pinnell and I. Fountas (2007)