Download strategy - Achievement First

Good readers always…
1. Stop when they get to a tricky word
2. Choose a strategy
CHUNK IT
PICTURE AND FIRST SOUND
SOUND IT OUT
3. Reread and ask themselves “does that make sense?”
She went down the hill.
Good readers NEVER skip tricky words because
then the story will not make sense!
Guided Reading Lesson
Title:
Mom’s Secret
Level: H
Genre: fiction
Date:
WWBAT figure out tricky words by choosing the best strategy and asking ourselves “does that make sense?”
Aim:
Before Reading (4 min)
State AIM: As our books get harder and harder, there are a lot more long words! Today we are going to learn how we can read those long words that
are tricky to read. To read longer words, we can choose a strategy that works best.
I Do: I am going to show you how we can do this. (Turn to page 3) Read sentence: “Ask me STOP”. This is a tricky word that I don’t know. Pick a
strategy, hmmm well I notice I know part of this word ‘other’ so I am going to chunk it. An-other=another. Let me reread now to make sure that
makes sense with the story that I am reading. “Ask me another question.” Yup! That makes sense, mom is telling the little girl to ask another
questions so that she can try to guess the secret.
We Do: What did you notice me do when I read the word incorrectly? (First you stopped at the tricky word. Then you picked a strategy. Last you
reread the sentence to check if it made sense.)
Book Introduction/Important Details: Today we are going to be reading a book called Mom’s Secret. In this book, Mom has a secret that the little girl
is trying to guess. The little girl keeps asking her questions to get clues. Let’s read to find out what the secret is!
Page #
MEANING:
(to understand ___ they must know ___)
Tummy
STRUCTURE :
(Book Language)
VISUAL:
(word work/spelling patterns)
Set Purpose for Reading/Restate AIM: Remember as you are reading, when you get to a tricky word, STOP, pick a strategy that words for you. Then
reread the sentence to make sure it makes sense with the story that you are reading.
Ask: What are you going to do in reading today?
Answer: We are going to read longer words by picking a strategy that words for us.
Say: While you are reading, I am going to come around and read with you.
During Reading (12 min)

students read text at least 2 times

teacher confers with each student

Word Solving during reading: picking a strategy
After reading Comprehension Conversation: (6 min)
Within:
What happened in this story?
Summarizing
Beyond:
What was the mystery in this story?
Why do you think mom wanted to keep the baby a secret?
Inferring
Synthesizing
Connections
Predicting
Mom gave you a clue about what the secret was, can you tell me what that clue was?
About:
How did the author show you what the little girl was thinking?
Analyzing
Critiquing
Word Work:
Magic e. Vowels have two sounds song.
Guided Reading Lesson
Title:
Amalia and the Grasshopper
Level: H
Genre: fiction
Date:
WWBAT figure out tricky words by choosing the best strategy and asking ourselves “does that make sense?”
Aim:
Before Reading (4 min)
State AIM: As our books get harder and harder, there are a lot more long words! Today we are going to learn how we can read those long words that
are tricky to read. To read longer words, we can choose a strategy that works best.
I Do: I am going to show you how we can do this. (Turn to page 4) Read sentence: “Marcos, who was a very good b- STOP”. This is a tricky word that
I don’t know. Let me pick a strategy; hmmm well let me try to stretch it out first…b-a-s-k-e..hm, this is a really long word. I think chunking it might be
faster…bas-ket-ball=basketball. Let me reread now to make sure that makes sense with the story that I am reading, “She wanted to be like her big
brother Marcos, who was a very good basketball player.” Yup! That makes sense, I see Marcos playing basketball in the picture and Amalia wants to
be like him!
We Do: What did you notice me do when I read the word incorrectly? (First you stopped at the tricky word. Then you picked a strategy. Last you
reread the sentence to check if it made sense.)
Book Introduction/Important Details: Today we are going to be reading a book called Mom’s Secret. In this book, Mom has a secret that the little girl
is trying to guess. The little girl keeps asking her questions to get clues. Let’s read to find out what the secret is!
Page #
5
MEANING:
(to understand ___ they must know ___)
enough
24
crept
STRUCTURE :
(Book Language)
VISUAL:
(word work/spelling patterns)
Set Purpose for Reading/Restate AIM: Remember as you are reading, when you get to a tricky word, STOP, pick a strategy that words for you. Then
reread the sentence to make sure it makes sense with the story that you are reading.
Ask: What are you going to do in reading today?
Answer: We are going to read longer words by picking a strategy that works for us then check to make sure it makes sense.
Say: While you are reading, I am going to come around and read with you.
During Reading (12 min)

students read text at least 2 times

teacher confers with each student

Word Solving during reading: picking a strategy
After reading Comprehension Conversation: (6 min)
Within:
Summarizing
Beyond:
Inferring
Synthesizing
Connections
Predicting
About:
What happened in this story?
What was the problem?
How did Amalia try to solve her problem?
How was the problem finally solved?
What is Grandfather like?
What kind of kid is Amalia?
When have you shown determination like Amalia?
Analyzing
Critiquing
Word Work:
Ight words (right, sight, might)
Words to know from Amalia and the Grasshopper
enough: ough=uff like
in stuff
crept:
Title:
The New Girl
Level: I
Genre: fiction
Date:
WWBAT figure out tricky words by choosing the best strategy and asking ourselves “does that make sense?”
Aim:
Before Reading (4 min)
State AIM: As our books get harder and harder, there are a lot more long words! Today we are going to learn how we can read those long words that
are tricky to read. To read longer words, we can choose a strategy that works best.
I Do: I am going to show you how we can do this. (Turn to page 4) Read sentence: “That wasn’t very STOP”. This is a tricky word that I don’t know.
Let me pick a strategy; hmmm well let me try to stretch it out first…fr-i-e-n..hm, this is a really long word. I think chunking it might be faster…friendly=friendly. Let me reread now to make sure that makes sense with the story that I am reading, “That wasn’t very friendly.” Yup! That makes sense, I
they thought the new girl just walking by was not very friendly of her.
We Do: What did you notice me do when I read the word incorrectly? (First you stopped at the tricky word. Then you picked a strategy. Last you
reread the sentence to check if it made sense.)
Book Introduction/Important Details: Today we are going to be reading a book called The New Girl. In this book, Teva is new to her school. At first,
the other kids think she is rude because she doesn’t ever talk to them. One day, they ask Teva to play basketball with them. Let’s read to find out if
they change how they feel about Teva.
Page #
MEANING:
(to understand ___ they must know ___)
Character Names
STRUCTURE :
(Book Language)
VISUAL:
(word work/spelling patterns)
Set Purpose for Reading/Restate AIM: Remember as you are reading, when you get to a tricky word, STOP, pick a strategy that words for you. Then
reread the sentence to make sure it makes sense with the story that you are reading.
Ask: What are you going to do in reading today?
Answer: We are going to read longer words by picking a strategy that works for us then check to make sure it makes sense.
Say: While you are reading, I am going to come around and read with you.
During Reading (12 min)

students read text at least 2 times

teacher confers with each student

Word Solving during reading: picking a strategy
After reading Comprehension Conversation: (6 min)
Within:
Summarizing
Beyond:
Inferring
Synthesizing
Connections
Predicting
About:
What happened in this story?
Why doesn’t Teva talk with the kids?
What is Teva like?
How did Teva change in this story?
What was the big misunderstanding?
The author did something interesting in this book to help you know who was talking, what did they do?
Analyzing
Critiquing
Word Work:
Conjunctions (haven’t, couldn’t, don’t)
Title:
The Elves and the Shoemaker
Level: I
Genre: fiction
Date:
WWBAT figure out tricky words by choosing the best strategy and asking ourselves “does that make sense?”
Aim:
Before Reading (4 min)
State AIM: As our books get harder and harder, there are a lot more long words! Today we are going to learn how we can read those long words that
are tricky to read. To read longer words, we can choose a strategy that works best.
I Do: I am going to show you how we can do this. (Turn to page ) Read sentence: “That wasn’t very STOP”. This is a tricky word that I don’t know.
Let me pick a strategy; hmmm well let me try to stretch it out first…fr-i-e-n..hm, this is a really long word. I think chunking it might be faster…friendly=friendly. Let me reread now to make sure that makes sense with the story that I am reading, “That wasn’t very friendly.” Yup! That makes sense, I
they thought the new girl just walking by was not very friendly of her.
We Do: What did you notice me do when I read the word incorrectly? (First you stopped at the tricky word. Then you picked a strategy. Last you
reread the sentence to check if it made sense.)
Book Introduction/Important Details: Today we are going to be reading a book called The Elves and the Shoemaker. In this book, there is a
shoemaker and his wife. A shoemaker is someone who makes shoes. The shoemaker and his wife make shoes but, every night they would say “I’ll
finish in the morning” but, when they woke up in the morning shoes would be finished on their table. Let’s read to find out who was making the
shoes.
Page #
3
MEANING:
(to understand ___ they must know ___)
leather
4
fierce
4
Howled
11
midnight
STRUCTURE :
(Book Language)
VISUAL:
(word work/spelling patterns)
Set Purpose for Reading/Restate AIM: Remember as you are reading, when you get to a tricky word, STOP, pick a strategy that words for you. Then
reread the sentence to make sure it makes sense with the story that you are reading.
Ask: What are you going to do in reading today?
Answer: We are going to read longer words by picking a strategy that works for us then check to make sure it makes sense.
Say: While you are reading, I am going to come around and read with you.
During Reading (12 min)

students read text at least 2 times

teacher confers with each student

Word Solving during reading: picking a strategy
After reading Comprehension Conversation: (6 min)
Within:
What happened in this story?
Summarizing
Beyond:
What lesson do you think the Shoemaker and his wife learned?
Inferring
Synthesizing
Connections
Predicting
How did the shoemaker feel when he woke up and saw the shoes made?
About:
The author wrote this book to teach you a lesson, what lesson do you think the author wants you to learn?
Analyzing
Critiquing
Word Work:
Conjunctions (haven’t, couldn’t, don’t)
Words to know from The Elves and the Shoemaker
leather:
fierce:
howled:
midnight: