Guided Reading Levels g–h

Guided Reading Levels G–H (approx. = DRA levels 12–14)

Please remember that these strategies are suggestions and are not meant to take the place of curriculum dictates. All strategy work is cumulative and builds upon the strategies taught at lower levels. The graphophonic strategies are based upon the assumption that phonics and word study skills are introduced outside of a typical guided reading lesson.

 
Strategies and literary elements to teach:

• Use endmarks and font (period, question mark, and exclamation point, bold font) to give reading voice. (CP/F)
• Use phonics skills to decode unfamiliar words. (W)
• Look across the whole word. (W)
• Use chunks (parts of words) to figure out unfamiliar words. (W)
• Use familiar words to figure out unfamiliar words. (W)

• Notice when a word doesn’t make sense and reread to repair meaning. (W)

• Reread the sentence when stuck on a word and think about what would make sense. (W)
• Skip a word, read on, and then go back, figuring out word based on context. (W)
• Use the first letter and think about what would make sense. (W)
• Self-correct by cross checking meaning, syntax, and visual cues. (W)
• Use context clues to infer meaning of unfamiliar words. (V)
• Read with proper phrasing and voice. (F)
• Attend to meaning and punctuation to ensure proper phrasing and voice. (F)
• Learn to read high frequency words automatically. (F)
• Create visual images to adjust phrasing and voice when reading dialogue. (F)
• Adjust pace of reading as needed. (F)
• Go back and reread from the beginning of the sentence after correcting an error. (F)
• Monitor for meaning (at the passage level). (C)
• Make connections. (C)
• Create sensory images. (C)
• Ask questions. (C)
• Make and revise inferences (including predictions). (C)
• Summarize information. (C)
• Activate background knowledge (before and during reading). (C)
• Character development and setting (lit. elements)

Also teach students how to retell stories, respond to text, and talk about text with others.
 
Note: Students will need to have a clear sense of what to do when they come to unknown words or phrases while reading. Students need to know when reading doesn’t make sense and have independent strategies for problem-solving through text.

Strategy Code Key:              CP = concepts of print      ST = strategies for selecting text     W = word decoding strategies                                
                                              F = fluency strategies       V = vocabulary strategies                C = comprehension strategies