Guided Reading

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Guided Reading

• An Overview

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• Its not enough just to create opportunities
  for children to do things they can already do.
  Instead, its up to us to provide powerful
  teaching so children can move, or better yet,
  leap forward.
• Barbara Watson,Guided Reading by Fountas
  Pinnell

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• At your tables, list the most important
  characteristics of guided reading.

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Attribute Chart What is Guided Reading?

• Small groups of students are brought together
  based on students needs.
• Students are at a similar stage of reading and
  language development.
• Teacher selects short text that offers
  opportunities to use strategies.
• Levels 114 Instructional level
• Higher readers Balance level of text difficulty
  (concepts and language) with difficulty of
  strategy
• Teacher scaffolds text so all students read by
  themselves, for themselves (no round robin).
• Grouping is flexible and reassessed at least once
  a month.

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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 Pinnell,Guided Reading

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Developmental Stages of Reading

• 
  Fluent
• Early Fluent
  (Transitional)
• Levels 16, I
• Upper Emergent (Early)
• Levels 414,
  CH
• Early Emergent
• Levels 13, AB
• Foundation
• Oral Language
• Concept Development
• Concepts About Print

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Grouping Students for Guided Reading

• Using ongoing assessment and observation of
  students, consider
• Their developmental stage of reading and reading
  level,
• Their language-proficiency level,
• The strategies they know how to use, and
• The strategies they are ready to apply (after
  modeling in Read Aloud or Shared Reading).
• And bring together students with similar needs
  for a period of time.

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Steps in Guided Reading

• Select a text.
• Introduce the text and scaffold it.
• Read the text and discuss it.
• Work on skills and strategies.
• Extend the text.

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Steps in Guided Reading

• 1. Select a text that
• Is redundant with opportunities for students to
  use the focus strategies.
• Is appropriate for students background
  knowledge, language level, and conceptual
  understanding.
• Is at the Instructional level for students at
  levels 114.
• Accuracy 9095
• Comprehension 75
• Is at the Independent or Instructional level for
  students at higher levelsthe level of difficulty
  is balanced with the complexity level of the
  strategy students are learning.
• Is not at the students Frustration level.

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Steps in Guided Reading

• 2. Introduce the text and scaffold it.
• Overview statement of the gist.
• Activate or build students background knowledge.
• Include a picture walk for Emergent-level
  students (no picture walk at higher levels).
• Give students a reading purpose.

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Steps in Guided Reading

• 3. Read and discuss the text.
• All students read by themselves, for themselves
  (no round robin).
• Emergent levels Simultaneous but not choral
  reading, whisper reading
• Early Fluent/Fluent levels Teacher chunks text,
  and student reads silently
• Teacher listens as students read.
• Students discuss the text, using Accountable
  Talk.

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Steps in Guided Reading

• 4. Work on skills and strategies.
• Review and debrief how students applied the
  focus strategy(-ies).
• Address student skill needs for both
• Comprehending and
• Decoding (may include magnetic letters,
  whiteboard, word sorts).

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Steps in Guided Reading

• 5. Extend the book.
• Repeated readings (in book bags)
• Writing connections
• Emergent levelsWith the teacher
• Higher levelsIn response journals
• Related Readings
• Emergent readers By level
• Higher readers By genre, subject, series, and
  author

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Common Questions about Guided Reading

• What does guided reading look like at the
  Emergent level? At the Early Fluent level?
• Why do Guided Reading?
• How often should I meet with Guided Reading
  groups?
• How many days should we spend on a book?
• What about reading conferences?

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1. What Does Guided Reading Look Like at the
Emergent Level?

• Watch the Upper Emergent guided reading session
  and think about how the teacher takes students
  through the steps.

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Steps in Guided Reading

• Select a text.
• Introduce the text and scaffold it.
• Read the text and discuss it.
• Work on skills and strategies.
• Extend the text.

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1. What Does Guided Reading Look Like at the
Early Fluent Level?

• Watch the Early Fluent guided reading session and
  think about how the steps look different for
  students at higher reading levels.

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2. Why Do Guided Reading?

• Guided Reading is the bridge between whole group
  and independent work, between Awareness and
  Self-Regulation levels.
• Students will be more engaged and do more
  problem-solving when they are in small groups
  with materials at their level.
• Students have more opportunity to participate in
  deeper book discussions (Accountable Talk) and
  to learn from each other (Socialized
  Intelligence) when they are in small groups.

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2. Why Do Guided Reading?(continued)

• Students who are fragile learnersbelow grade
  level due to limited language and literacyneed
  almost daily support from an adult in a small
  group or 11 setting to move forward in their
  reading.
• Students above grade level still need guided
  reading
• To learn how to scuba dive rather than snorkel,
  when they are reading.
• To learn how to negotiate different genres,
  inclu-ding short stories, nonfiction, poetry, and
  fables.

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• A guided reading lesson is a guided thinking
  lessonwhere students talk, think, and read their
  way through the text.
• David Hornsby

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Ways to Meet the Needs of Fragile Learners

• Students who are fragile due to limited
  language and literacy need to be engaged in
  literacy work with adults on a daily basis, if
  possible, through
• Guided reading groups
• Guided or interactive writing groups(during
  Writing Workshop)
• Small word work groups (during the Skills Block)
• 11 conferences
• 11 work with a classroom volunteer

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Guided Reading is

• A structured, practical way of matching reading
  instruction to the diverse individual readers in
  the classroom. It provides the opportunity, in a
  small group setting, for the teacher to tailor
  direct instruction to each students specific
  reading needs.
• Schulman Payne, Guided Reading Making It
  Work

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3. How Often Should I Meet with Guided Reading
Groups?

• It depends on students needs and reading levels.
  
• Teachers create Guided Reading schedules by
  considering the following variables
• Size How many students in the group
• Frequency How often you meet with them
• Time How long the lesson lasts

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For Example

• Foundation and Emergent groups would
• Be small (35 students),
• Meet frequently (24 times per week), and
• Meet for short periods of time (1015 minutes).
• Early Fluent and Fluent groups would
• Be larger (58 students),
• Meet less frequently (2 times per week), and
• Meet for longer periods of time (2025 minutes).

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4. How Many Days Should We Spend on a Book?

• For Early Emergent and Upper Emergent, you might
  spend two days with a book.
• For Early Fluent and Fluent, the number of days
  will vary, depending on the text.
• Two or three days with a short text will probably
  be enough time for the intended learning
  (students might finish on their own).
• Long novels are not recommended for guided
  reading.

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5. What about Reading Conferences?

• It is still important to meet with students in
  individual reading conferences approximately once
  every two weeks.

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The Most Important Question is

• How did this guided reading session move my
  students forward as readers and thinkers?