Guided Reading

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Guided Reading

• What does it look like
• at the table?

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The primary focus of guided reading is to provide
students opportunities to read increasingly
difficult texts with the support of the teacher.
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What do I need to get started?
Materials needed

• Response sticks
• Highlighters
• Letter Tiles
• Word Cards
• Desk Reference
• Notebook for anecdotal notes

• Leveled Readers
• Teaching Wall
• Sticky Notes
• Pencils
• Stopwatch
• Calculator
• Question Cards

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Guided Reading Components K-2
Day 1

• 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 20min)
• 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)

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Guided Reading Components K-2

• Recap/Reread
• Phonics/Word Work
• Introduce New Book
• 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
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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

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Components of GR for levels Pre-A-C(Emergent
Readers)

• Working With Letters
• Working with Sounds
• Working with Books
• Interactive Writing

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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

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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

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Transitional Readers (levels I/J-P)

• Have large bank of sight words
• Still learning to decode big words
• Increase fluency
• Expand vocabulary
• Improve comprehension

Can be found at any grade level
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
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Components of GR for Levels I/J-PTransitional
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

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Running Records
How do I know what level book I should be using
with my students?

• Running records can be done during guided reading
  lessons, but should not consume the entire guided
  reading block.

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Running Records

• 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

• 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

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Historical Overview
Daily Five
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What should it look like in my classroom?

• Routines should be in place.
• 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)
• May be doing Running Records

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Center Rotation Management
Previewing and Setting Purpose
Leveled Readers
Non-verbal cues for management
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Daily Five
Management 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.
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Guided Reading in Action
Cross Checking for Understanding
Checking our Word Wall for Support
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Anchor Charts- the heart of teaching structure
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Reading to Someone
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Lesson Formats
Guided Reading Lessons
Focus Walls
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By following lesson plans and selecting a
purpose for your guided reading groups, you will
see radical improvements in childrens reading
progress. Your focus will determine your
effectiveness.
-Jan Richardson
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The Next Step in Guided Reading
Grades K-8 by Jan Richardson,
published by Scholastic, 2009Guiding Readers
and Writersby Irene Fountas and Gay Su Pinnell,
Heinemann Publishers
References
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Questions

• ?
• Mia_Johnson_at_catawbaschools.net
• Lora_Drum_at_catawbaschools.net