Missed the first post in our Guided Reading in Kindergarten series? Click here to read more. Get in touch with our team for help creating a customized, diverse Guided Reading collection. Interested in ordering Guided Reading books for your kindergarten classroom? Check out our collections of books at levels A, B, and C below: These tips and more can be found in our Reading Conferences by Bebop Books Guide. Using letter(s) of a word (visual) along with meaning and syntax (integrating multiple sources of information).Readers at level C are working on the following skills and behaviors: When conferring with a child, the teacher should coach the child who is stuck on a word to look at the beginning of the word and say a word that makes sense and has the correct first letter. When students come across a word they do not know, they need to figure it out by making sure it makes sense, sounds right, and looks right. When reading books at level C, children must use three sources of information to help them read: meaning, syntax, and visual. An example spread is below from What a Street! The illustrations may provide less text support, and the stories and sentences may be more complex. Readers at level B are working on the following skills and behaviors:īooks at level C are designed for children who are beginning to use letter/sound sources of information. For example, the teacher may ask, “What was this book about?” or “What happened?” To research a child’s ability to retell, summarize, or infer, the teacher should begin by asking one or two questions to engage the child in a conversation about the book. An example spread is below from Train Ride: Sometimes the text follows a simple pattern, but it is a word at the beginning or in the middle of each sentence that changes. While it is uncommon to find a multisyllable word in the middle of a sentence in a level A book, it may occur in a level B book. There are a few differences between level A and level B books.
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