1. Writing in Guided Reading

2. Pre – A Interactive Writing
Teacher Created Sentence
Choose words with the letters and sounds you have targeted with this book.
Have students repeat sentence.
Draw lines for each word on the sentence strip.
Have students help write the parts of the word they know and can hear.
Refer back to alphabet chart.
Cut apart, hand out, and put back together.

3. Emergent – Levels A-C Dictated Sentence
Give sight word assessment
Use new sight word introduced and other known words/ sounds
Have students repeat sentence. Turn and talk.
Repeat to teacher and teacher draws lines in notebook. Emphasize finger spacing. Take away lines when they can model their own spaces.
Don’t dictate word by word. Have them reread. What makes sense?
Use top part of notebook to scaffold (pg 92)
Add their own second sentence.
Appendix A in The Next Step Forward in Guided Reading
Jan Richardson video

4. Early- Levels D-I B-M-E (Beginning-Middle-End) Level D & above
Teacher Post-its, sequence
Student-generated Post-its, sequence
Post-its in book
B-M-E graphic organizer
Level D, still dictated sentences
After Level F: Use transition words
Level D
& above
**Say It, Turn and Talk, Tell the Teacher**
Jan Richardson Early Writing video

5. SWBST (Somebody Wanted, But, So, Then)
Problem-Solution
Somebody Wanted…So
SWBST (Somebody Wanted, But, So, Then)
Use graphic organizer
Transition to key words in top of notebook.
Level F
& above

6. Character Feelings Character Traits B-M-E, Teacher Post-its handed out
Post-its in book
Organizer in top of notebook
Use sentence stem: In the beginning, Sally felt _____ because/when _______.
**Say It, Turn and Talk, Tell the Teacher**
Character Traits
Introduce a character trait that fits one of the characters
Do 4 steps of DEFINE, CONNECT, RELATE TO CHARACTER, TURN AND SHARE
Use Post-its in book to look for evidence
Find evidence without Post-its placed in book
Level F
& above
Level H
& above

7. Non-Fiction Responses
Fact Recall – Write 3 facts about _____.
Teacher Post-its, students generate
Students say fact, teacher picks key word for post-it
Post-its in book, write only 2-3 words
One post-it, three key words/phrases
Vocabulary
1st day- Do 4 steps: Define, Connect, Relate to Book, Turn and Talk
2nd day- give a main idea with new vocabulary word
Write main idea on white board
Find evidence of that main idea, stick in post-its
Decide key words
Practice orally, turn and talk, tell the teacher
Write main idea and 2 sentences
Level D & above
Level H & above

8. Transitional – Levels J-P
FICTION
Tie to discussion starter in Day 1 and 2
Use My Word Wall (p. 325)
Let students choose B-M-E or SWBST
Character Feelings/Traits
Same procedures as Early, only with more “juicy words (p. 327)
Use Post-it choices from list, students pick to describe
Describe 2 characters and their traits
Give sentence stem.
Five-Finger Retell
Three mini paragraphs
1st- Character, setting, problem
2nd – Important Events from beginning and middle
3rd- How it ended

9. V.I.P – Very Important Part
Use Post-its to mark a very important part from beginning, middle, and end
Write about just those parts to summarize the story
Compare/Contrast
Pick 2 characters or 2 books
Write 3-5 sentences of how they are the same/different

10. NON-FICTION Vocabulary Flip Book
**Don’t have to write about the whole book!**
Vocabulary
Same as Early, gradually release scaffolding and ask for more details
Sunday Cummins PASTA method
Pick 3 words from glossary or index and create a sentence. Can’t use the definition in sentence.
Flip Book
Question on the flap. Evidence and supporting details inside.
Sequence how to or key words on flap. Important detail inside.
Opinion Writing
Write a letter to agree or disagree – Why or why not?
Express concern and offer possible solutions

11. Fluent Levels- N and above
Same responses as Transitional
Core Writing Standards Pg
The Next Steps Forward in Guided Reading