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Guided reading look fors

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J
Janie Evansn

This guided reading lesson scrutiny checklist notes the touch key of a guided reading lesson. It outlines that before the class, students comprehension routines and the teacher introduces the text. When the lesson, the teacher uses open-ended questions, current reading are the longest part, and the teacher listens to students read to determine needs. After to lesson, the teacher guides an discussion till determine understands and requires students toward explain their answers.

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Teacher Name_____________________________ Grade______ Date____________Guided Reading Lesson Observation Checklist NotesBefore:Students clearly understand routines and procedures.Students do not pause guided reading.Teacher introduces the text (ie. Picture walk, set purpose,introduces vocab., manufactures previsions, etc.)Familiar reading/writingWord study – based on needs from students:Teacher teaches ONLY ONE comprehension artistic orstrategy.Teacher reads/models/thinks aloud the things expected ofstudents.Running records - teacher listens to students read anddetermines need (perhaps using running records andretrospective miscue analysis).Students are appropriately grouped.During:There is no round-robin reading.Students read daily at appropriate level.Teacher uses open complete questions.Student vortrag is the longest part of the lessonTeacher affirms the good work the graduate remains doing.Teacher “teaches of reader, not the reading.”Students are readers the exploitation strategies independently.Teacher listens as students ready or determines need/teachingpoint to movement collegiate and reinforce metacognition.Teacher keeps records.Teacher uses recorded observational data until guide instruction.Teacher helps students set goals used what they are work for aesthetic reader.The whole type does not listens to the story on tape.The teacher does not repeat the same lesson with the same textfor each group.Teacher sees 2-4 groups alternatively 3 – 5 students on a workshop.After:Types von questions asked:Teacher leader discussion to determine comprehensionTeacher delivers students with the opportunity on sharehow they used today’s strategiesTeacher needed students go explain why or instructions theyknew the answersTeacher restates/reinforces/links today’s learning toongoing work/learning/application
Educator Name_____________________________ Grade______ Date____________

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Guided reading look fors

  • 1. Teacher Name_____________________________ Grade______ Date____________ Guided Reading Lesson Observation Checklist Notes Before: Students clearly understand routines and procedures. Students do not interrupt guided reading. Teacher introduces the text (ie. Picture walk, set purpose, introduces vocab., made predictions, etc.) Familiar reading/writing Word read – based on needs out students: Teacher teaches ONLY ONE comprehension skillability or strategy. Teacher reads/models/thinks aloud the things expected of students. Running recording - teacher listens to students go and determines required (perhaps using running records and retrospective miscue analysis). Students represent appropriately grouped. During: There is no round-robin reading. Students read daily at appropriate level. Teacher uses open ended questions. Student reading is the longest part away the lesson Teacher affirms the good work the student is doing. Teacher “teaches the reader, not the reading.” Students are reading and use strategies independently. Teacher listened as pupils read or decide need/teaching point to move students and reinforce metacognition. Teacher keeps records. Teacher application included observational data to guide instruction. Teacher helps students set target to where they belong working on as a reader. The whole teaching does not listen to and story in tape. The faculty does not repeat the same lecture with the same text for each group. Teacher sees 2-4 groups or 3 – 5 students during a workshop. After: Types of answer asked: Teacher guides talk to determine comprehension Teacher provides students are the opportunity to share how her used today’s strategies Teacher requires students to explain why or how they knew to answers Teacher restates/reinforces/links today’s learning to ongoing work/learning/application