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Guided Reading Observation Protocol: Phase 1 / Day 1 Levels C and Beyond
Guided Reading Observation Protocol: Phase 1 / Day 1 Levels C and Beyond
LevelsCandBeyond
Teacher:_____________Observer:_____________
Date:_______
6b
Focus
Materials
Assessments
LookFors
Observations
Teacherandstudentmaterialsareorganizedandeasilyaccessible.
Studentsusetheirmaterialsefficiently.
Teacherselectsawordstudyactivitythatwillhelpdevelopstudents
phonologicalandorthographicknowledgeatthelateearlyandtransitional
levels.
Teachersselecttextthatmatchesstudentinstructionallevel,containinga
fewchallengingfeaturestopromoteefficientproblemsolving.
Teacherusesorganizedformative(informal)assessmentstomakedecisions
toinforminstruction/monitorprogress.
Phase1/Day1:15minutes
WordStudy
Guided
Reading
Provideexplicitwordstudyinstructionbasedontheexaminationof
studentsreadingandwriting.Usingthisevidencealongwiththe
wordstudycontinuumtoplanaconstructivewordstudyactivity.(2
to3minutes)
Teacherprovidesagrouporientationtotheguidedreadingtext,and
studentsengageincoconstructingmeaningforthetext.(1to2
minutes)
1to2sentenceintroaboutthebook
States2purposesforreading
Meaninglevel...readtofindout...
Strategiclevel...whenyougettoatrickyword...
Provideabookorientationthroughthebookanddiscussthemeaningof
thetext.Highlight1or2words(newvocabularyorpotentiallychallenging
wordrepetitiveoressentialtotextmeaning).Highlightunfamiliar
languagestructures.
Conferring
Discussion
Studentsreadthetextindependentlywhiletheteacherconducts
onetoonereadingconferenceswitheachstudent.Teacherrecords
studentsprocessingbehaviorsandappliescontingentscaffoldingto
liftstudentsprocessing.(5minutes)
Teacherconvenesthegroupforafollowupdiscussionofthemeaning
ofthetext.Teacherpromptsstudentstolocateaproblemareaofthe
text.Teacherusestheseopportunitiestoteachforstrategyuse.(1to2
minutes)
Teacherpromptsstudentstolocateaproblemorteacherhighlightsa
strategyusedbyastudent.
PostGroup
Readingand
WordStudy
Analysis
Teacherusesdatacollectedtoplanthenextlesson.
AdaptedfromInterventionsThatWork:Dorn&Soffos,2012andFortAtkinsonsObservationProtocols
GuidedReadingObservationProtocol:Phase2/Day2
GradesK1:LevelsCandBeyond
Teacher:_____________Observer:_____________
Date:_______
Focus
LookFors
Materials
Assessments
Observations
Teacherandstudentmaterialsareorganizedandeasilyaccessible.
Studentsusetheirmaterialsefficiently.
Teacherselectsawordstudyactivitythatwillhelpdevelopstudents
phonologicalandorthographicknowledgeatthelateearlyandtransitional
levels.
Teachersselecttextthatmatchesstudentinstructionallevel,containinga
fewchallengingfeaturestopromoteefficientproblemsolving.
Teacherusesorganizedformative(informal)assessmentstomakedecisions
toinforminstruction/monitorprogress.
Phase2/Day2:15minutes
Independent
Reading
Ongoing
Assessment
(RR)
Writing
About
Reading
Usingguidedreadingtextfrompreviousday,teacherassessesone
studentusingrunningrecordwhiletheotherstudentsread
independently(easyorfamiliartexts)topromotefluency,apply
efficientproblemsolvingstrategies,andtofosterdeeper
comprehension.(2to3minutes)
Teacherprovidesaprompttodeepencomprehensionthrough
writing.(1to2minutes)
Eachstudentcomposesorallyapersonalresponsetotheteachers
prompt.(1to2minutes)
Eachstudentwritesaresponseinathoughtfullog,andtheteacher
conductsonetoonewritingconferenceswitheachstudent.Teacher
dismissesafterconferencesarecomplete.(4to8minutes)
Conferring
Whileconferencing,
theteacherrecordsstudentsprocessingbehaviors
(readingpromptandunderstandingacademicvocabulary,fluencyof
thinkingwhilerehearsing,organizingforresponse,usingwritingstrategies,
andfluencyofencodingresponse)whilewriting.Teacherapplies
contingentscaffoldingtoliftstudentprocessing.
PostGroup
Readingand
Writing
Analysis
Teacherusesdatacollectedtoplanthenextlesson.