Guided Reading

What does it look like:

…at the table?

Mia Johnson, Lora Drum

What is Guided What is Guided Reading?Reading?

• “Guided reading is a teaching approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.”

-Fountas and Pinnell

Guided Reading Components… K-2

Whole Group Basal

Before Reading: (15 min) Mini lessons: comprehension strategy and skill focus, Introduce vocabulary, Activate prior knowledge (prediction), Establish a purpose for reading

During Reading: (15 min) Read basal: choral reading (girls/boys…), shared reading (with teacher), CD recording (identify points to pause for discussion, answer questions, and check for understanding)

After Reading: Check for understanding: (Summarizing, Share examples of strategy work, skill practice)

Day 1

Guided Reading Components…

3-6 Day 1Day 1 Whole Group Basal

Before Reading: (20 min) Mini lessons: comprehension strategy and skill focus, Introduce vocabulary, Activate prior knowledge (prediction), Establish a purpose for reading

During Reading: (20-30 min) Read basal: choral reading (girls/boys…), shared reading (with teacher), CD recording (identify points to pause for discussion, answer

questions, and check for understanding)

After Reading: (5-10 min) Check for understanding: (Summarizing, Share examples of strategy work, skill practice)

Guided Reading Components…

K-2 Small Group-Leveled Readers1. Recap/Reread2. Phonics/Word Work3. Introduce New Book4. Strategy Check “listening in”, anecdotal

notes(Teacher can do a Running Record during this time.)

5. Return to Text “check for understanding”6. Response/Extension

(Teacher is doing a Running Record at the reading table!)

Days 2-5

Guided Reading Components… 3-6 Small Group-Leveled Readers

Small Group Leveled Readers1. Recap/Review of Comprehension Strategy and

Skill2. Introduce New Book3. Strategy Check “listening in” and anecdotal

notes (Teacher can do a Running Record during this time.)4. Return to Text “check for understanding”5. Response/Extension (Teacher is doing a Running Record at the reading

table!)

s 2-5Days 2-5

Materials needed…

•Leveled Readers

•Teaching Wall

• Sticky Notes

• Pencils

• Stopwatch

• Calculator

• Response sticks

• Highlighters

• Letter Tiles

• Word Cards

• Desk Reference

• Notebook for anecdotal notes

Be sure to put these

materials on your supply

list …

1970’s 1980’s 1990’s NowPurpose We will all get

through the storyKids must feel

good aboutthemselves.

We will all getthrough the

story with help.

Every childdeserves to betaught on theirlevel at some

time during theday

Students learn readingstrategies to access text

Resource BasalOne Anthology

BasalOne AnthologyClass Sets ofTrade Books

Basal AnthologyTrade books

children couldread

Basal Anthology“Level Books”Book Rooms

Library Books of Choice

Differentiation Whole groupReading groups

Whole groupHeterogeneous

groups

Whole groupGuided Reading

Whole groupSmall group – guided

readersOne on one

Access Text Round robinYou might not be able to read the

text

Round robinYou might not be able to read the

text

Each student reads text they

can read

Teach skills and strategies so student can read any text

Each student has text they can read independently

Historical Overview

What should I see happening in the reading classroom?

• Routines should be in place (after about first 6 weeks of beginning of school.

• Students should be working independently: reading to self/someone, working with words, listening to books, writing,…

• Small groups should be meeting with teacher at reading table for guided reading lessons (with some exceptions)

• Teacher may be conducting Running Records…

Let’s take a peek into a guided reading lesson…

Non-verbal cues for managementLeveled Readers

Previewing and Setting Purpose

Center Rotation Management

Another example…

Daily FiveManagement System /Structure

Teaches/ Fosters Independence

5 Components: Read to Self Read to Someone Word Work Writing Listening to Reading

The Daily Five does NOT hold content, it is a structure. Content comes from your curriculum. Daily Five is not a replacement for guided reading- it Is the structure in place so that guided reading can work effectively.

Reading to Someone

Guided Reading in Action

Cross Checking for Understanding Checking our Word Wall for Support

Anchor Charts- the heart of teaching structure

Focus Walls=Instructional Tools

Model using the Focus Wall during your direct instruction lessons as a classroom resource for students

RationaleRationale• Purpose of guided reading is to meet

the varying instructional needs of all students.

• Since teacher has carefully selected a “just right” text, students are successful and can practice strategies good readers use.

Two Essential Two Essential ElementsElements

•Text provides right level of support and challenge for the students’ abilities

•Text must be introduced in a way that gives children access to it while leaving some problem-solving to do.

Teacher Creates Learning ZoneTeacher Creates Learning Zone• Carefully select text appropriate to

reading level

• Introduce text

• Support and interact briefly with student during reading

• Teach with clarity after reading

Running Records

Running records can be done during guided reading lessons, but should not consume the

entire guided reading block.

How do I know what level book I should be using with

my students?

Running Records

Running records can be done during guided reading lessons, but should

not consume the entire guided reading block.

Running Records Progress Monitoring RR

– Done anytime– Use any text– Less formal; used for– day-to-day instruction– Helps analyze errors– Fluency rate is not

always done, but should be done periodically

– Comprehension is not always done, but should be done periodically

– Should happen during daily routine

Benchmark RR

– Done three times a year(initial, ongoing, summative)– Use secured text – Formal assessment– Helps analyze errors– Fluency rate is done every time!– Comprehension/retell done every time!– Should happen with little disruption of daily routine

Benchmark Running Records MUST include accuracy, fluency (rate), and comprehension/retell

““Zoom Lens”Zoom Lens”• In each guided reading lesson,

teacher is using a “zoom lens” to focus provide specific and focused instruction to a small group of students.

• Students’ needs are addressed at one particular point on the developmental continuum.

Pre-A and Emergent Readers

(levels A-C)• Identification of letters and sounds• Formation of letters• Book and Print Awareness• Introduction to sight words• Decoding strategies

Components of GR for levels Pre-A-C:

(Emergent Readers)• Working With Letters

• Working with Sounds

• Working with Books

• Interactive Writing

Early Readers: Levels D-I• Monitor by checking the meaning of the story and scanning the word for a visual match• Problem-solve new words using a variety of strategies• Reread at difficulty to access meaning and structure• Read for fluency, phrasing and expression• Make predictions• Remember and retell what they have read• Read and write a large bank of sight words• Apply phonetic principles, such as blends, vowel

combinations, silent e rule, and endings, in both reading and writing

Components of GR for levels D-I:

(Early Reading)

• Sight Word Review

• Introduce new book: picture walk, predictions,

new vocabulary

• Teaching Points: (1-2 points daily- skill/strategy)

• Students Whisper or Quiet Read (no round robin)

Teacher takes anecdotal notes/running record

• Discussion of book/pages- revisit teaching points

• Follow-up/ Guided Writing/ Retell

Transitional Readers (levels I/J-P)

•Have large bank of sight words

•Still learning to decode big words

•Increase fluency

•Expand vocabulary

•Improve comprehension

Grade level Text Level Instructional Needs

K & 1st above level I vocabulary and comprehension

2nd J-M decoding, fluency, vocabulary, retell

3rd-6th J-P self-monitoring, decoding, fluency,

vocabulary, and retell

Can be found at any grade level

Components of GR for Levels I/J-P:Transitional Readers

• Introduction to book: predictions, new vocabulary, text

features

• Teaching Points (choose 1-2 based on skill &

strategy focus)

• Students Read Quietly or Silently-

Teacher takes anecdotal notes/running record

• Discussion of book- refocus on teaching points

• Word Study (if appropriate)

• Follow-up

Fluent Readers(Levels Q-Z)

• Independent use of comprehension strategies

• Vocabulary

• Discussion and responses to reading

- Literature Circles

- Book Clubs

- Book Projects

* These students should be allowed to read books from a variety of levels after level N. They should not always be required to read only at their assessed instructional reading level. Some books at that particular level are not appropriate in content for the age of the student.

Components for Fluent GR (levels Q-Z):

• Introduction to text: preview, predict, new vocabulary

• Teaching Points (strategy/skill)- teacher models

• Students Read Silently & Respond- Teacher

observes and checks- in and may question students

• Discussion: share examples of teaching points

“By following lesson plans and selecting a purpose for your guided reading groups, you will see radical improvements in children’s reading progress. Your focus will determine your effectiveness.” -Jan Richardson

The Next Step in Guided Reading Grades K-8 by Jan Richardson, published by Scholastic, 2009

Guiding Readers and Writersby Irene Fountas and Gay Su Pinnell, Heinemann Publishers

References: