APPENDIX A Strategies And Skills By Level
APPENDIX AStrategies and Skills by LevelSummary of skill focus, word study activities, and guided writingLevelSkill FocusSoundSortsLetters,sounds, sonantsMagnetic Letters(Making Words)Match letters toalphabet chart.Exchange initialconsonants:cat-fat-mat-batAConsonantsShort vowels(a, o)2Short vowels(a, e, i, o, u)3/4GuidedWritingNoneNoneInteractivewriting2 or 3 boxesNoneDictatedsentenceme, go, he,so3–5 wordscan, map, hat1CAnalogyChartsMake first name.Pre-ABSoundBoxesInitialand finalconsonantsExchangeinitial and finalconsonants:Short aand ocan-pan-pat-matmanShorte, i, uExchange initial,medial, and finalletters; include allshort vowels:Hearingsounds insequence(CVC)Digraphs(sh, ch, th)DEndings5/6(-s, -ing)Onset/rimeEEndings7/8(-ed, -er)Noneat, on, am,hop, fan,mom, dad3 boxes(CVC)Initialand finaldigraphsExchange initial,medial, and finalletters; includedigraphs; break atonset and rime:hop-shop-chopchip-chin-thinInitialblendsAdd and deleteinitial clusters;break at onsetand rime:cap-clap-clipgrip-grin-spinDictated oropen-endedsentence5–7 wordsNonemat, bed, did,hop, ial blends2 or 3 boxesDictated oropen-endedsentence7–10 words3 boxes(words withdigraphs)NoneIncludeendings:chat, then,with, ship,such, much4 boxes(initial blends,short vowels)slip, clan, stepDictated oropen-endedsentences-ing, -s,None2 or 3sentencesB-M-EFacts learnedTHE NEXT STEP FORWARD IN GUIDED READING 2016 by Jan Richardson, Scholastic Inc. scholastic.com/NSFresourcesNSFGR ZBM 287-305.indd 2892895/16/16 3:56 PM
LevelSkill FocusFinal blendsOnset/rimeSoundSortsFinalblendsF9/10Add and deletefinal clusters;break at onsetand rime:went-wept-westlest-list-limpInitial andfinal blendsGMagnetic Letters(Making Words)NoneSilent eSoundBoxes4 boxesH–I13–16Silent-e feature:5 boxesmat-matemane-manstink, grunt,stompEndingsou, ew, ight,aw, ai, oi, ow(low)Make andbreak a bigword17 290NoneGuidedWritingB-M-E(3 sentences)Facts learnedlamp, last,test, went,milk, jumpRespond toa promptB-M-E(4 B-M-E(5 sentences)beatgraySWBSBreak at onsetand naboutsprainshoutedbrainygroundVowel patterns:Nonecow-clowncrown-crowdee, ar, ay, oa,or, all, ow(cow)Vowel teamsJ NoneNonefinal blends11/12Vowel dyWanted-ButSo (SWBS)Respond toa promptProblemSolutionRespond toa promptFive-FingerRetellCharacteranalysisMain ggingRespond toa promptTHE NEXT STEP FORWARD IN GUIDED READING 2016 by Jan Richardson, Scholastic Inc. scholastic.com/NSFresourcesNSFGR ZBM 287-305.indd 2905/16/16 3:56 PM
Use these charts to plan your lessons and guide acceleration decisions.Strategies and Skills for Pre-AWork WithLetters and NamesWork WithSoundsRead andDiscuss BooksInteractiveWriting Learn letter names Foundational skills Oral language Hear sounds in words Link letters topicture concepts Hear syllables Vocabulary Link sounds to letters Hear rhyming words Form letters Learn letter sounds Hear initial consonants Left-to-rightdirectionality Link sounds to letters One-to-one matching One-to-one matching Visual memory forfirst name Space between words Concept of letterand word Visual scanning leftto right Concept of first andlast letter/word Letter formation Attend to print Period at the end ofa sentenceStrategies and Skills for Level AStudents learn to . . . maintain one-to-oneon one line of print. use meaning topredict, monitor,self-correct. read and write about10 words. firm up letterknowledge. hear and use initialconsonant sounds inreading and writing.Picture SortsInitialconsonantsChoose 2(see pages38–39; 81)Examplesof picturesto sort forDd, Hh:desk, duck,horse, handMaking WordsChange initialconsonant: go-no-so cat-hat-mat-patSound Boxes2 or 3 boxesSDictate asentence with3–5 words.Ome, we, he, go, no me-he-we-be hop-mop-top-cop pot-lot-hot-dotmamap, can, dadGuided WritingpExamples:I like pizza.I see the turtle. pan-man-ran-fanMy mom is nice. map-cap-tap-gapWe can go fast. mad-had-sad-pad dog-fog-log-hogTHE NEXT STEP FORWARD IN GUIDED READING 2016 by Jan Richardson, Scholastic Inc. scholastic.com/NSFresourcesNSFGR ZBM 287-305.indd 2912915/16/16 3:56 PM
Use these charts to plan your lessons and guide acceleration decisions.Strategies and Skills for Level BStudents learn to . . . maintain one-to-oneon two lines of print. use meaning,structure, and knownwords to predict,monitor, and correct. cross-check meaningand first letters withprompting. read and write about20 words.Picture SortsShort vowels(a and o)Choose 2(see page 82)Examples ofpictures tosort for a, o:hat, cat,mop, boxMaking WordsChange finalconsonant: rat-rag-ramran-rap cat-cap-can-cab man-matmap-mad hat-ham-had-hasSound Boxes2 or 3 boxesaDictate asentence with5–7 words.tam, at, as, on, up, ancacap, dog, log, mat hot-hop-hogLook at the pig inthe road.Look at thebig cat.We go to thelake to swim. mat-map-man-pan hear and use shortvowels (a and o).Examples:The rat is inthe cage.tChange initial andfinal consonant: hear and use initialand final consonants.Guided Writing sat-sad-mad-had dog-hog-hot-dot hot-cot-cop-hopStrategies and Skills for Level CStudents learn to . . . use meaning,structure, knownwords, and initialconsonants topredict, monitor, andself-correct. cross-checkmeaning and firstletters to solveunknown wordswithout prompting. read and write about30 words. hear and record CVCsounds in sequencewith prompting.292Picture SortsShort vowels(e, i, u)Choose 2 or 3(see page 82)Examples ofpictures tosort for e, i, u:bed, leg,pig, lip,cup, rugMaking WordsChange initial, medial,and final letters:Sound Boxes3 boxesgGuided WritingDictate asentence with7–10 words. can-cap-map-mop-topru sat-sad-mad-mud-budbagsitExamples: dog-dot-hot-hop-hiphopgum ran-run-bun-bug-bagrapbigCome and lookat my red car. lap-lip-lid-lad-madjobwet got-get-net-pet-pegcabhop his-hit-pit-pot-hot-hopvettag had-hid-rid-rig-wigcapmob run-bun-bin-bit-betridfogcanjoggetnodWe will catchthe big fish inthe lake.THE NEXT STEP FORWARD IN GUIDED READING 2016 by Jan Richardson, Scholastic Inc. scholastic.com/NSFresourcesNSFGR ZBM 287-305.indd 2925/16/16 3:56 PM
Use this chart to plan your lessons and guide acceleration decisions.Strategies and Skills for Level DStudents learn to . . . maintain meaningwhile solving newwords. cross-check withoutprompting. use known parts withprompting. attend to endingswith prompting. blend the sounds insmall words. reread to accessmeaning. read withoutpointing. read in short phrases. read and write about40 words. use digraphs andshort vowels. read dialogue withexpression.PictureSortsDigraphsChoose 2 or3 (see pages132–133)Examplesof picturesto sort forsh, ch, th:ship,sheep,chick,cheese,thumb,thinkMaking WordsSound BoxesChange initial,medial, or finalletters. Includedigraphs.3 boxesBreak at onset andrime. (ch-ip)mathshopchinthis hip-chip-chopshop-shipsuchdashchatdish bat-bathmath-mashchopthudsuchshot hGuided WritingDictate twosentences.Examples:Ben is looking forhis bear. Momsaid to check thechair.The man isgoing to thefire. He will getthe cat to cometo him. hat-chat-chapchip-ship cat-chat-thatthan-thin map-mathbath-bash the-thenthan-that hear and recordsounds in sequencewithout support. retell the story withsupport.THE NEXT STEP FORWARD IN GUIDED READING 2016 by Jan Richardson, Scholastic Inc. scholastic.com/NSFresourcesNSFGR ZBM 287-305.indd 2932935/16/16 3:56 PM
Use this chart to plan your lessons and guide acceleration decisions.Strategies and Skills for Level EStudents learn to . . . maintain meaningwhile usingknown parts tosolve words. cover the endingsto solve words. monitor withmeaning, blends,and endings. read and write anincreasing numberof sight words. read familiar textwith fluency.Picture SortsInitial BlendsSelect blendsthat begin withthe same letter.Choose2 or 3(see pages132–133)Examples ofpictures to sortfor fl, fr:flower, flag,fruit, frogMaking WordsSound BoxesGuided WritingChange initialblend, medialvowel, or finalletter.4 boxesBreak at onset andrime. (gr-ab)bragclipPrompt:snugclam bag-brag-bratflat-flitdropspunclapdrip lip-clip-slip-slitspit-spotcrabflipsledflop lap-clap-slapslam-spamgrinsped rim-trim-triptrap-strapgripplotWrite a sentenceabout thebeginning andanother aboutthe end of thestory. Use thepictures if youneed help.flapskidcrabPrompt studentsto write aboutthe story.Example: read new text withsome phrasing. stub-stab-grabgram-glam-glumBella did notwant to shareher bone. read withexpression. crab-slab-grabgrub-snubShe hid her bonein the snow. understand simplecontractionsmade from knownwords (e.g., can’t,didn’t, I’m, I’ll,you’re, we’re, isn’tthey’re, he’s, she’s,it’s) skin-skip-triptrap-clap-clipPrompt: orally segmentone-syllablewords at the onsetand rime (st-ick). plum-drumdrug-snug-snagWhat did youlearn aboutfireflies? step-stop-slopslip-blipExample: win-twin-twigswig-swimThey have twowings and twobig eyes.They light up atnight. hear and writea CCVC word insequence.294THE NEXT STEP FORWARD IN GUIDED READING 2016 by Jan Richardson, Scholastic Inc. scholastic.com/NSFresourcesNSFGR ZBM 287-305.indd 2945/16/16 3:56 PM
Use this chart to plan your lessons and guide acceleration decisions.Strategies and Skills for Level FStudents learn to . . . maintain meaningwhile using knownparts and endings tosolve new words. attend to the middleand end of wordswith prompting. use onsets and rimesto solve words withprompting. read new books withgreater fluency andexpression. use punctuation toread with phrasingand expression. understand morechallengingcontractions(e.g., couldn’t, won’t,we’ll, we’ve, I’ve,who’ll, they’ll). hear and record finalblends in one-syllablewords.Picture SortsFinal blendsChoose 2 or 3(see pages132–133)Making WordsChange initial letter,medial vowel, orfinal blend.Sound Boxes4 boxeskeptGuided WritingPrompt studentsto write aboutthe story.Break at onset andrime. (s-ing)gustpink ask-bask-bashmashkeptfangband deskPrompts: bang-bank-bandlandliftbangfilmlend camp-dampdump-lumprungdamp -ng sing,bang, lunglungmend gang-fang-pangpantmistbelt -st nest,rest, west fast-last-lest-leftlentsangrisk Write threesentencesabout thestory. Useyour picturesif you needhelp.lump dusk -sk mask,tusk, desk rang-sang-sanktank -nk tank,bank, junk,pink, link raft-rant-pant-pastpestExamples ofpictures to sort: -mp camp,lamp, jump -nd band,land, sand -ft raft,gift, lift -nt ant,mint, bent -lt felt, melt,belt, bolt -lk milk, silk belt-bend-bentbestmend sinklandtaskB-M-E(3 sentences) What wasthe problem?How was itsolved? Write threefacts aboutfirefighters. desk-dusk-tuskmust went-west-testtend lift-lint-list-last-cast just-jest-restrust-runt soft-sift-silthilt-hint felt-belt-bestbent-went milk-silk-silt-wiltTHE NEXT STEP FORWARD IN GUIDED READING 2016 by Jan Richardson, Scholastic Inc. scholastic.com/NSFresourcesNSFGR ZBM 287-305.indd 2952955/16/16 3:56 PM
Use this chart to plan your lessons and guide acceleration decisions.Strategies and Skills for Level GStudentslearn to . . . maintainmeaning whilesolving newwords usingknown parts,endings, andfamiliar rimes. read newbooks withgreaterfluency andexpression. break wordsapart.(Discourageletter-by-lettersounding!) monitor byattending tothe middle andend of words. use analogiesto problemsolve duringwriting withprompting(e.g., If youknow like, youcan write hike). hear andrecord initialand finalblends in onesyllable words. apply thesilent-erule withprompting.296Making WordsInitial andfinal blends cash-clashclasp-clampcramp band-brandbland-blankblinkSound Boxes4 or 5 boxesc r a sht w i s tsmashstampchampclamp gstump ch lush-blushbrush-crushcrust-crestchest pit-spit-splitsplint-sprint went-westwept-sweptcreptSilent-e rule hat-hatemate-mat-ratrate pal-pale-panepan-manmane slid-slideslime-slimdim-dimeAnalogy ChartsGuided WritingSilent-e rulePrompt studentsEasy (Rime is constant.) to write aboutthe story.hothopespotrope(3–5 sentences)trotslopeSWBSslotmopeHarder (Rime changes,but vowel sound est (Rime andvowel sounds change.Students sort words byshort- and spokeshutbrideB-M-EThe lion wantedto eat the rabbit,but a deer cameby, so the lion letthe rabbit go.ProblemSolutionWhat was theproblem? Howwas it solved?QuestionAnswerWrite questionsthat wereanswered in thebook and answerthe questions.FactsWhat did youlearn fromreading thisbook?Picture promptChoose yourfavorite pictureand write threesentencesabout it. Includedetails.THE NEXT STEP FORWARD IN GUIDED READING 2016 by Jan Richardson, Scholastic Inc. scholastic.com/NSFresourcesNSFGR ZBM 287-305.indd 2965/16/16 3:56 PM
Use this chart to plan your lessons and guide acceleration decisions.Strategies and Skills for Levels H and IStudentslearn to . . . maintainmeaning whilequickly solvingnew words usinga varietyof strategies. read new bookswith greaterfluency. use analogiesto problemsolve duringreading withthe teacher’ssupport. learn vowelpatterns duringreading andwriting withsupport. ee, ar,ay, oa, or, all,ow (cow) apply the silent-erule in writingwith a littleprompting.Making WordsSilent-e rule came-sameshame-shamham hop-hopeslope-slopshop rip-ripe-gripegrip-grimgrimeVowel patterns day-say-stayslay-play-pray car-cart-chartcharm-harm see-seedweed-weekcheek-creekcreep boat-boastcoast-coachroach-roast for-fork-porkporch-scorch cow-clowncrown-crowdSound BoxesGuided WritingVowel teams5 boxess p lAnalogy Chartsits c r u bSee examples listedfor Level G.When studentscan write a wordphonetically,including blends,sound boxes are nolonger necessary.Students write inee, ar, ay, oa, or, all, ow response to theteacher’s achstalltoastersmallestB-M-E(5 sentences)To increase thechallenge, includewords with initialblends and endings.Track aCharacter’sFeelingsHow did thecharacter feel atthe beginning,middle, and end?What eventscaused thosefeelings?In the beginningKenny wasexcited to helpthe farmer. In themiddle Kennywas sad that thepig didn’t want tobe petted. At theend Kenny washappy he founda stick to scratchthe pig.THE NEXT STEP FORWARD IN GUIDED READING 2016 by Jan Richardson, Scholastic Inc. scholastic.com/NSFresourcesNSFGR ZBM 287-305.indd 2972975/16/16 3:56 PM
Use this chart to plan your lessons and guide acceleration decisions.Strategies and Skills for Level JStudents learn to . . . increase readingstamina. flexibly use a varietyof strategies to solvenew words. read new bookswith fluency andexpression, stoppingonly to problemsolve. use vowel patternsin reading andwriting withsupport. use the silent-efeature in readingand writing withsupport. write two-syllablewords with support. use illustrationsto determinethe meaning ofunknown words. respond to a storyin writing withdecreasing support. retell a storyindependently.Making WordsAnalogy ChartsVowel PatternsVowel teams out-ouch-pouchpound-roundaroundew, ou, ight, aw,oi, ai, ow rain-train-strainsprain-brain-brainyGuided WritingStudents write inresponse to theteacher’s prompt.Gradually increase thedifficulty of the task byusing words with digraphs,blends, prefixes, andsuffixes.Five-Finger RetellSWBS-ThenoutsnowVictor wanted to flyhis kite, but it was toosmall so he built hisown kite.poutknow n unknown saw-law-claw-drawsquaw-squawknightoilVictor wanted to fly hisnew kite, but it liftedhim to the top of theroof so his dad had toget him down.brightsoillightlymoistmightyunspoiled Character’s feelings(B-M-E)newsawflewclaw Write facts about anonfiction topicthrewthawcheweddrawnunscrewcrawling snow-show-showngrown-growth night-right-frightflight-slight-slightly Problem-solution Character’s actions(B-M-E) Important event:Find the picture thatshows the mostimportant eventin the story. Writeabout it. read and respondto nonfiction.298THE NEXT STEP FORWARD IN GUIDED READING 2016 by Jan Richardson, Scholastic Inc. scholastic.com/NSFresourcesNSFGR ZBM 287-305.indd 2985/16/16 3:56 PM
Use this chart to plan your lessons and guide acceleration decisions.Strategies and Skills for Levels K and HigherStudents learn to . . .Making Words increase readingstamina.Make and Breaka Big Word flexibly use a varietyof strategies to solvenew words.Select a multisyllabicword from the story. read new bookswith fluency andexpression, stoppingonly to problemsolve. use vowel patternsin reading andwriting. use the silent-efeature in readingand writing. write words withtwo and threesyllables. attend to prefixesand suffixes inreading and writing. use vocabularystrategies todetermine themeaning ofunknown wordswith prompting. respond to a storyin writing withdecreasing support. use more complexcomprehensionstrategies. read and respondto nonfiction andpoetry.Make it (understand)Break it(un-der-stand)Say it(un/der/stand)Make it againAnalogy ChartsVowel teamsContinue to teachvowel teams studentsneed to learne dropDrop the silent e whenadding a suffix thatbegins with a vowel.(-ed, -ing)Guided WritingStudents write inresponse to theteacher’s prompt.Connect the writtenresponse to thecomprehension focusfor the lesson. Compare/contrast Cause-effectlikeliked Charactermotivationspikespiked Chapter summarieschokechoked Character traits/evidenceAdd suffixes(-ly, le the consonant(when there is one letterafter the vowel)hophoppingrunrunningshutshuttingDo not double (whenthere is more than oneletter after the vowel)jumpjumpingwishwishingholdholding Write facts abouta nonfiction textusing text features(glossary, index,illustrations,diagrams, etc.) Reflections andwonderings Opinion/evidence Argument/evidence Describe author’spoint of view Compare/contrastcharacters, events,ideas from two textsTHE NEXT STEP FORWARD IN GUIDED READING 2016 by Jan Richardson, Scholastic Inc. scholastic.com/NSFresourcesNSFGR ZBM 287-305.indd 2992995/16/16 3:56 PM
-ing, -s, E 7/8 Initial blends Onset/rime Endings (-ed, -er) Initial blends Add and delete initial clusters; break at onset and rime: cap-clap-clip-grip-grin-spin 4 boxes (initial blends, short vowels) slip, clan, step None 2 or 3 sentences B-M-E Facts learned APPENDIX A Strategies and S
Issue of orders 69 : Publication of misleading information 69 : Attending Committees, etc. 69 : Responsibility 69-71 : APPENDICES : Appendix I : 72-74 Appendix II : 75 Appendix III : 76 Appendix IV-A : 77-78 Appendix IV-B : 79 Appendix VI : 79-80 Appendix VII : 80 Appendix VIII-A : 80-81 Appendix VIII-B : 81-82 Appendix IX : 82-83 Appendix X .
Appendix G Children's Response Log 45 Appendix H Teacher's Journal 46 Appendix I Thought Tree 47 Appendix J Venn Diagram 48 Appendix K Mind Map 49. Appendix L WEB. 50. Appendix M Time Line. 51. Appendix N KWL. 52. Appendix 0 Life Cycle. 53. Appendix P Parent Social Studies Survey (Form B) 54
Appendix H Forklift Operator Daily Checklist Appendix I Office Safety Inspection Appendix J Refusal of Workers Compensation Appendix K Warehouse/Yard Inspection Checklist Appendix L Incident Investigation Report Appendix M Incident Investigation Tips Appendix N Employee Disciplinary Warning Notice Appendix O Hazardous Substance List
Appendix 1 - School Food and Beverage Policy 66 Appendix 2 - Trans Fat Standards (O.Reg. 200/08) 83 Appendix 3 - Calculating Trans Fat 84 Appendix 4 - A-Z Food and Beverage List 86 Appendix 5 - Cafeteria Food Service Provider Checklist 92 Appendix 6 - Caterer Checklist 93 Appendix 7 - School Event Menu Ideas 94
Appendix#10 Pre-Job Briefing and Post-Job Review Attendance Form Appendix#11 Safety Task Assignment (STA) Appendix#12 Physiological Monitoring for Heat Stress Appendix#13 Weekly Hour Usage Report Appendix#14 Project - Training Matrix A or B Appendix#15 Excavation Trench Inspection Form Appendix#16 Inbound Equipment Inspection Form
Appendix E: DD Form 577 for Appointing a Certifying Officer 57 Appendix F: Sample GPC Appointment Letters 58 Appendix G: Formal Reporting Requirements 66 Appendix H: Semi-Annual Surveillance Report Template 70 Appendix I: GPC Thresholds 73 Appendix J: Glossary – Sections I and II 75 Chapter 1: The Government Purchase Card Program 1-1. Purpose a.
Port Side. Appendix D . Appendix D . Page D-3. Changed to below 280 PSI and above 350 PSI. Appendix D . Page D-4. Changed to any fuel leak. Appendix E . Appendix E . Page E-3. Line item 10.C, added will not close completely. Appendix E . Page E-4. Line item 12.A, added grade 5 or better mounting . bolts. Appendix E . Page E-4.
The Need for Adult High School Programs 1 G.E.D.: The High School Equivalency Alternative 9 An Emerging Alternative: The Adult High School Ciploma 12 Conclusion 23 Appendix A -- Virginia 25 Appendix B -- North Carolina 35 Appendix C -- Texas 42 Appendix 0 -- Kansas 45 Appendix E -- Wyoming 48 Appendix F -- Idaho 56 Appendix G -- New Hampshire .
