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Richardson, J. (2016). Next Step Forward in Guided Reading. Scholastic. www.janrichardsonguidedreading.com Twitter: @DrJanrichardson

Accelerating the Struggling Reader in Kindergarten “Next Step” Pre-A Reading Lesson – 20 min.

(for students who identify less than 40 letters)Component Time Purpose

Working with Letters & Names

5 min. Visual memory, visual scanning, letter/sound links, letter formation

Working with Sounds

5 min. Phonological and phonemic awareness, hearing initial sounds, linking sounds to letters

Working with Books

5 min. Oral language, one-to-one matching, vocabulary, English language structure, concepts of print, use pictures to construct meaning

Interactive Writing

5 min. Hear sounds in words, letter formation, concepts of print, link sounds to letters

“Next Step” Guided Reading Lesson Framework (for students reading at text levels A-I)

Based on 20-minute lesson each dayDay 1 Day 2

Sight word review (1 min.)Students write three familiar words

Sight word review (1 min.)Students write three familiar words

Read a new book w/prompting Students independently read while teacher confers and prompts(10-12 min.)

Read familiar books w/promptingStudents independently read while teacher confers and prompts (5-8 min.)

Discuss & Teach (2-3 min.)Teacher models a strategic action based on observations and students’ needs

Discuss & Teach (2-3 min.)Teacher models a strategic action based on observations and students’ needs

Word Study (3-5 min.) Students use manipulatives to improve phonemic awareness and phonics

Guided Writing (8-10 min.)Students write about the book with teacher guidance

Strategies and Skills for Emergent Readers (text levels A-C)Leve

lReading Word Study Guided Writing

A 1:1 matchingUse pictures and known words to search and predict

Read and write about 10 sight words Hear and use initial consonant sounds

Write a dictated sentence Hear and record initial consonants and long vowels, letter formation, sight words

B 1:1 matching on two lines of printUse meaning, structure and known words to predict, monitor, and self-correct

Read and write about 20 sight words Hear and use initial and final consonants, short a and o

Write one or two dictated sentences Hear and record initial & final consonants and short a and o, letter formation, sight words, reread to predict and monitor

C Use meaning, structure, known words and initial consonants to search, predict, monitor, and self-correct

Read and write about 30 sight wordsIdentify and use all letters/soundsHear and use CVC sounds in sequence

Write two (or more) sentences Hear and record CVC sounds in sequenceletter formation, sight words, reread to predict and monitor, space w/o prompting

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Richardson, J. (2016). Next Step Forward in Guided Reading. Scholastic. www.janrichardsonguidedreading.com Twitter: @DrJanrichardson

Teach a New Sight Word

Procedures: Select a sight word from the story that students don’t know how to write.

Step 1: What’s Missing? Write the word on the dry-erase board. Ask students to look at each letter as you

slide an index card, left to right. Turn the board toward you. Erase a letter. Show the board to the students. Ask, What’s missing? When students say the missing letter, write it back into the

word. Repeat, erasing more letters until the whole word is erased. Then have students call out each of the word’s letters in order, as you write them

on the board.

Step 2: Mix and Fix Give students magnetic letters to make the new word. After students make the word, have them slide their finger under the word and

check it for accuracy. (Discourage them from segmenting each sound.) Next have the push the letters up one at a time. Then have students mix up the letters and remake the word, from left to right.

Keep the word on the table and cover it with an index card.

Step 3: Table Writing Ask students to “write” the word on the table with their index finger. Make sure

they are looking at their finger while the write.

Step 4: Write and Retrieve Have students write the new word on a dry-erase board as they say it softly. Do

not allow students to spell or sound out the word. You want them to learn it as a complete unit. After they write the word, have them erase it.

Now dictate a very familiar word they know how to write. Check and erase. Finally, dictate the new sight word for them to retrieve from memory and write.

Word Study Activities for Emergent ReadersActivity Purpose Materials

Picture Sorting Hear sounds and link to letters Picture cards for consonants and short medial vowels

Making Words Monitor for visual-auditory match Magnetic letters Sound Boxes Hear and record sounds in

sequenceSound box template in write-on plastic sleeve

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Richardson, J. (2016). Next Step Forward in Guided Reading. Scholastic. www.janrichardsonguidedreading.com Twitter: @DrJanrichardson

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Richardson, J. (2016). Next Step Forward in Guided Reading. Scholastic. www.janrichardsonguidedreading.com Twitter: @DrJanrichardson

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