December Guided Reading

Grade 5 Reading

Guided Reading WorK

It’s important for teachers to assess the skills and strategies your child uses as he/she reads to determine whether or not they are ready to move on to the next level of “just right” texts. When a child does demonstrate mastery of and consistency with the skills and strategies within a level, the child is most likely ready to move on to the next level. 

The goal is to help students develop strategies to apply independently. Work focuses on:

·       Working with small groups

·       Matching student reading ability to text levels

·       Giving everyone in the group the same text

·       Introducing the text

·       Listening to individuals read

·       Prompting students to integrate their reading processes

·       Engaging students in conversations about the text

Your child will be provided a leveled book mark to help them focus on strategies and skills needed on their current level. The following are samples of Grade 5 reading level bookmarks.

Level R *Character flaws ·       Flashbacks- Be careful- there are a lot of flashbacks and time changes in R books. Read carefully to notice them.  Then ask yourself: What is the purpose of this flashback? Why did the author include it in this part of the story? Foreshadowing- The author drops hints early on in the book to let you know about problems or solutions – this is called foreshadowing. Multiple Plot Lines- In level R books, there can be multiple plot lines- where 2 stories are going on throughout the book. Watch for them & follow both plots. Your job is to figure out how they are connected? What thread ties them together? Inferring Between Chapters- Time passes and things happen in between chapters- pause at the beginning of each new chapter to ask yourself:  What happened in between these chapters that the author didn’t tell me. Complex Vocabulary- Stop to figure out more complex vocabulary- it’s important. Figurative Language- The author uses simile, metaphor, and symbolism – stop to think about what the author is trying to show you in these parts. Carry Confusion Forward- Now when you feel confused re-reading might not work.  You have to carry your confusion forward & read on to see how the confusing part gets cleared up. Repeated is Important! Notice when an author repeats something (words, phrase, feeling, situation, character thinking)! It is IMPORTANT!! Notice it & figure out how it is important.

Level S *Foreshadowing *Multiple Plot Lines *Carry Confusion forward Setting Plays an Important Role in the Story- Be aware that sometimes the setting actually plays a role in the story. As you read ask yourself:  Is the setting playing a role in the story?  Is it… *acting as another character? *mimicking the feelings of the character? *causing a problem for the character? *connected to the problem? Long Stretches of Descriptive Language- Process long stretches of descriptive language – what information or feeling is the author trying to convey Identifying Themes- Identify universal themes a book addresses, and be thinking about this theme as you read. What does the author want to tell me about ________? What do I think about ______________? Develop Insights-Expect to have new insights about people, relationships, and the world after reading. You can gain these from the main characters but also secondary characters. Figure out Symbolism- Look for symbolism and figurative language in the text – what meaning is hidden here? Notice themes across Books- Think about the way different authors write about the same theme. Archetype Characters across Books- Notice similar types of characters across books.  New, Interesting Vocabulary- Seek out new and interesting words, record them, and actively add them to speaking and writing vocabulary.

Level T/U ●      Themes focusing on the problems of preadolescents.  Use situations that focus on the problems of preadolescents to develop new perspectives on readers own lives. Notice when author’s presents themes that evoke alternative interpretations. What does the author want to tell me about ________? What do I think about ______________? ●     Notice themes across books. Think about the way different authors write about the same theme. ●      Many texts focusing on human problems (war, hardship, economic issues, family) ●      Notice as well as discuss writer’s use of symbolism. Understand alternative interpretations of symbolism. What are the different meanings hidden here? ●      Expect to have new insights about people, relationships, and the world after reading. You can gain these from the main characters but also secondary characters. ●      Seek out new and interesting words, record them, and actively add them to speaking and writing vocabulary. ●      Be aware that sometimes the setting actually plays a role in the story. As you read ask yourself:  Is the setting playing a role in the story?  Is it… *acting as another character? *mimicking the feelings of the character? *causing a problem for the character? *connected to the problem? Readers are challenged by many longer descriptive words and by content‐specific/technical words -  what information or feeling is the author trying to convey?