Guided Reading

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Guided Reading

• What does it look like
• at the table?

Mia Johnson, Lora Drum
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What is Guided 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

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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 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)

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Guided Reading Components 3-6
Day 1
Day 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)

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Guided Reading Components
K-2 Small Group-Leveled Readers

• 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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Guided Reading Components
3-6 Small Group-Leveled Readers
Days 2-5
s 2-5

• Small Group Leveled Readers
• 1. Recap/Review of Comprehension Strategy and
  Skill
• Introduce New Book
• 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!)

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Be sure to put these materials on your supply
list
Materials needed

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

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

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Historical Overview
1970s 1980s 1990s Now
Purpose We will all get through the story Kids must feel good about themselves. We will all get through the story with help. Every child deserves to be taught on their level at some time during the day Students learn reading strategies to access text
Resource Basal One Anthology Basal One Anthology Class Sets of Trade Books Basal Anthology Trade books children could read Basal Anthology Level Books Book Rooms Library Books of Choice
Differentiation Whole group Reading groups Whole group Heterogeneous groups Whole group Guided Reading Whole group Small group guided readers One on one
Access Text Round robin You might not be able to read the text Round robin You 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
Daily Five
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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

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Lets take a peek into a guided reading lesson
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Center Rotation Management
Previewing and Setting Purpose
Leveled Readers
Non-verbal cues for management
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Another example
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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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Reading to Someone
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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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Focus WallsInstructional Tools
Model using the Focus Wall during your direct
instruction lessons as a classroom resource for
students
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Rationale

• 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.

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Two Essential Elements

• 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.

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Teacher 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

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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

• 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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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.

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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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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.

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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

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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