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Strategies and Skills by Level APPENDIX A Strategies and Skills by Level Summary of skill focus, word study activities, and guided writing Sound Magnetic Letters Sound Analogy Guided Level Skill Focus Sorts (Making Words) Boxes Charts Writing Letters, Initial Match letters to None None Interactive sounds, print consonants alphabet chart. writing concepts Make first name. Pre-A Consonants Initial Exchange initial 2 or 3 boxes None Dictated consonants consonants: me, go, he, sentence A cat-fat-mat-bat so 3–5 words 1 can, map, hat Consonants Initial Exchange 2 or 3 boxes None Dictated or Short vowels and final initial and final at, on, am, open-ended consonants consonants: sentence B (a, o) hop, fan, Short a can-pan-pat-mat- mom, dad 5–7 words 2 and o man Short vowels Short Exchange initial, 3 boxes None Dictated or (a, e, i, o, u) e, i, u medial, and final (CVC) open-ended letters; include all sentence C Hearing mat, bed, did, short vowels: hop, fun 3/4 sounds in sequence pot-hot-hop- 7–10 words (CVC) mop-map-cap- lap-lad-lid Digraphs Initial Exchange initial, 3 boxes None Dictated or (sh, ch, th) and final medial, and final (words with open-ended digraphs letters; include digraphs) sentences D Endings digraphs; break at chat, then, Include 5/6 (-s, -ing) onset and rime: with, ship, endings: Onset/rime hop-shop-chop- such, much -ing, -s, chip-chin-thin Initial blends Initial Add and delete 4 boxes None 2 or 3 Onset/rime blends initial clusters; (initial blends, sentences break at onset short vowels) E Endings B-M-E and rime: slip, clan, step 7/8 (-ed, -er) Facts learned cap-clap-clip- grip-grin-spin THE NEXT STEP FORWARD IN GUIDED READING © 2016 by Jan Richardson, Scholastic Inc. • scholastic.com/NSFresources 289 NSFGR_ZBM_287-305.indd 289 5/16/16 3:56 PM Sound Magnetic Letters Sound Analogy Guided Level Skill Focus Sorts (Making Words) Boxes Charts Writing Final blends Final Add and delete 4 boxes None B-M-E Onset/rime blends final clusters; final blends (3 sentences) break at onset F lamp, last, Facts learned and rime: 9/10 test, went, Respond to went-wept-west- milk, jump a prompt lest-list-limp Initial and None Silent-e feature: 5 boxes B-M-E cat make final blends mat-mate- stink, grunt, (4 sentences) Silent e mane-man stomp chat shake Somebody- G Wanted-But- 11/12 spat snake So (SWBS) spam grape Respond to a prompt Vowel teams None Vowel patterns: None B-M-E eat day ee, ar, ay, oa, cow-clown- (5 sentences) or, all, ow crown-crowd beat gray SWBS H–I (cow) Break at onset Problem- 13–16 seating stayed Endings and rime: Solution (cl-own) cheater prayed Respond to a prompt Vowel teams None de-light-ful None Five-Finger rain out ou, ew, ight, e-nor-mous Retell aw, ai, oi, ow stain about Character (low) analysis sprain shouted Make and Main idea/ break a big brainy ground details J+ word Summary 17+ Compare/ hop hopping contrast stop stopping Cause-effect Question- clap clapping Answer hug hugging Respond to a prompt 290 THE NEXT STEP FORWARD IN GUIDED READING © 2016 by Jan Richardson, Scholastic Inc. • scholastic.com/NSFresources NSFGR_ZBM_287-305.indd 290 5/16/16 3:56 PM Use these charts to plan your lessons and guide acceleration decisions. Strategies and Skills for Pre-A Work With Work With Read and Interactive Letters and Names Sounds Discuss Books Writing • Learn letter names • Foundational skills • Oral language • Hear sounds in words • Link letters to • Hear syllables • Vocabulary • Link sounds to letters picture concepts • Hear rhyming words • Left-to-right • Form letters • Learn letter sounds • Hear initial consonants directionality • Space between words • Visual memory for • Link sounds to letters • One-to-one matching • One-to-one matching first name • Concept of letter • Visual scanning left and word to right • Concept of first and • Letter formation last letter/word • Attend to print • Period at the end of a sentence Strategies and Skills for Level A Students learn to . Picture Sorts Making Words Sound Boxes Guided Writing • maintain one-to-one Initial Change initial 2 or 3 boxes Dictate a on one line of print. consonants consonant: sentence with • use meaning to • go-no-so S O 3–5 words. Choose 2 predict, monitor, (see pages • cat-hat-mat-pat me, we, he, go, no self-correct. 38–39; 81) • me-he-we-be Examples: • read and write about I like pizza. Examples • hop-mop-top-cop m a p 10 words. I see the turtle. of pictures • pot-lot-hot-dot map, can, dad • firm up letter to sort for • pan-man-ran-fan My mom is nice. knowledge. Dd, Hh: • map-cap-tap-gap We can go fast. • hear and use initial desk, duck, consonant sounds in horse, hand • mad-had-sad-pad reading and writing. • dog-fog-log-hog THE NEXT STEP FORWARD IN GUIDED READING © 2016 by Jan Richardson, Scholastic Inc. • scholastic.com/NSFresources 291 NSFGR_ZBM_287-305.indd 291 5/16/16 3:56 PM Use these charts to plan your lessons and guide acceleration decisions. Strategies and Skills for Level B Students learn to . Picture Sorts Making Words Sound Boxes Guided Writing • maintain one-to-one Short vowels Change final 2 or 3 boxes Dictate a on two lines of print. (a and o) consonant: sentence with • use meaning, • rat-rag-ram- a t 5–7 words. structure, and known Choose 2 ran-rap (see page 82) am, at, as, on, up, an Examples: words to predict, • cat-cap-can-cab monitor, and correct. Examples of The rat is in • man-mat- c a t pictures to the cage. • cross-check meaning map-mad and first letters with sort for a, o: cap, dog, log, mat Look at the pig in • hat-ham-had-has prompting. hat, cat, the road. • hot-hop-hog • read and write about mop, box Look at the 20 words. Change initial and big cat. • hear and use initial final consonant: We go to the and final consonants. • mat-map-man-pan lake to swim. • hear and use short • sat-sad-mad-had vowels (a and o). • dog-hog-hot-dot • hot-cot-cop-hop Strategies and Skills for Level C Students learn to . Picture Sorts Making Words Sound Boxes Guided Writing • use meaning, Short vowels Change initial, medial, 3 boxes Dictate a structure, known (e, i, u) and final letters: sentence with words, and initial • can-cap-map-mop-top r u g 7–10 words. consonants to Choose 2 or 3 • sat-sad-mad-mud-bud bag sit predict, monitor, and (see page 82) Examples: • dog-dot-hot-hop-hip hop gum self-correct. Examples of Come and look • cross-check pictures to • ran-run-bun-bug-bag rap big at my red car. • lap-lip-lid-lad-mad job wet meaning and first sort for e, i, u: We will catch letters to solve bed, leg, • got-get-net-pet-peg cab hop the big fish in unknown words pig, lip, • his-hit-pit-pot-hot-hop vet tag the lake. without prompting. cup, rug • had-hid-rid-rig-wig cap mob • read and write about • run-bun-bin-bit-bet rid fog 30 words. can jog • hear and record CVC sounds in sequence get nod with prompting. 292 THE NEXT STEP FORWARD IN GUIDED READING © 2016 by Jan Richardson, Scholastic Inc. • scholastic.com/NSFresources NSFGR_ZBM_287-305.indd 292 5/16/16 3:56 PM Use this chart to plan your lessons and guide acceleration decisions. Strategies and Skills for Level D Picture Students learn to . Making Words Sound Boxes Guided Writing Sorts • maintain meaning Digraphs Change initial, 3 boxes Dictate two while solving new medial, or final sentences. words. Choose 2 or letters. Include m a sh 3 (see pages Examples: • cross-check without digraphs. 132–133) prompting. Break at onset and math shop Ben is looking for Examples his bear. Mom • use known parts with rime. (ch-ip) chin this of pictures said to check the prompting. • hip-chip-chop- such dash to sort for chair. shop-ship chat dish • attend to endings sh, ch, th: The man is with prompting. • bat-bath- chop thud ship, going to the math-mash • blend the sounds in sheep, such shot fire. He will get small words. chick, • did-dish-dash- path hush the cat to come mash-mush-much- to him. • reread to access cheese, with chip meaning. thumb, such • read without think • hat-chat-chap- pointing. chip-ship • read in short phrases. • cat-chat-that- than-thin • read and write about 40 words. • map-math- bath-bash • use digraphs and short vowels. • the-then- than-that • read dialogue with expression. • hear and record sounds in sequence without support. • retell the story with support. THE NEXT STEP FORWARD IN GUIDED READING © 2016 by Jan Richardson, Scholastic Inc. • scholastic.com/NSFresources 293 NSFGR_ZBM_287-305.indd 293 5/16/16 3:56 PM Use this chart to plan your lessons and guide acceleration decisions. Strategies and Skills for Level E Students learn to . Picture Sorts Making Words Sound Boxes Guided Writing • maintain meaning Initial Blends Change initial 4 boxes Prompt students while using Select blends blend, medial to write about known parts to that begin with vowel, or final c r a b the story. solve words. letter. the same letter. Prompt: • cover the endings Break at onset and brag clip to solve words. Choose rime. (gr-ab) snug clam Write a sentence 2 or 3 about the • monitor with • bag-brag-brat- drop spun (see pages beginning and meaning, blends, flat-flit clap drip 132–133) another about and endings.
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