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
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 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