A Guide to Guided Reading

32
A Guide to Guided Reading Written by Suzanne Aessie, Janice Dunn and Nicole Spencer An NLSD Professional Literacy Project 2014-2015

Transcript of A Guide to Guided Reading

Page 1: A Guide to Guided Reading

A Guide to Guided Reading

Written by Suzanne Aessie, Janice

Dunn and Nicole Spencer

An NLSD Professional Literacy Project

2014-2015

Page 2: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 1

Table of Contents

1. Guided Reading

2. What is Guided Reading?

3. Our Shared Philosophy of Guided Reading

4. The Purpose of this Guide

5. NLSD: Components of a Balanced Literacy Approach

6. What do the Experts Say?

7. Key Learning Outcomes and Specific Learning Outcomes

8. Preparing for Guided Reading

Daily 5

The Daily Café Website

Fountas and Pinnell Benchmark Assessment System

Building Groups for Guided Reading

Prepare for Guided Reading Instruction

The Guided Reading Area

The Guided Reading Process

The Guided Reading Process: Before, During and After Reading

Time Line: Literacy Assessment and Guided Reading

9. The Café Book

10. Paper Pensieve

11. Online Café Conferring Pensieve (CCPensieve.com)

12. References

Page 3: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 2

Guided Reading

“Guided reading is an instructional setting that enables you to work with a small group of

students to help them learn effective strategies for processing text with understanding”

(Fountas & Pinnell, 1996, p. 2).

“Guided reading leads to the independent reading that builds the process; it is the heart

of an effective literacy program” (Fountas & Pinnell, 1996, p. 1).

“The ultimate goal in guided reading is to help children learn how to use independent

reading strategies successfully” (Fountas & Pinnell, 1996, p. 2).

“Guided reading is a key part of a balanced reading framework and an essential element of a successful reading workshop” (Richardson, 2009, p. 6).

Page 4: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 3

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.

Guided reading occurs in a small-group context because the small group allows for

interactions among readers that benefit them all. The teacher selects and introduces

texts to readers, supports them while reading the text, engages the readers in a

discussion, and makes teaching points after the reading. Sometimes, after reading, the

teacher extends the meaning of the text through writing, text analysis, or another

learning experience. The lessons also may include working with words based on the

specific needs of the children (Fountas & Pinnell, 2001).

Our Shared Philosophy of Guided Reading

As experienced teachers, we recognize that students in our classroom are all reading at

different levels and have different needs. Guided reading has proven to be a successful

tool used in our daily instruction to meet the varying needs of all students. This form of

differentiated instruction takes away the frustration and fear of reading because

students are working at an instructional level with the support they require. Because all

students achieve success, they develop a positive attitude toward reading and

experience a higher level of enjoyment.

The Purpose of this Guide Is To:

deepen an educator’s understanding in the area of guided reading

provide the support teachers may need in order to implement guided reading into the classroom to improve upon student learning

provide ideas in the structure of Daily 5

deepen an educator’s understanding using the Fountas and Pinnell Benchmark Assessment System

enable children to use and develop reading strategies

support children as they become strong independent readers

provide support for NLSD teachers

Page 5: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 4

NLSD: Components of a Balanced Literacy Approach

• Read Alouds

• Shared Reading

• Guided Reading

• Independent Reading

• Modeled/Shared Writing

• Interactive Writing

• Independent Writing

Guided reading is one component of NLSD’s Balanced Literacy Approach. Depending on the grade and reading level, a student might spend between ten to forty minutes a week in a reading group that is organized, structured and supported by the teacher. The rest of the time, students will participate in whole-group, small-group, and individual literacy activities at their instructional level.

A high-quality literacy program provides several kinds of reading and writing. Guided reading is one approach that teachers can use to support children’s differentiated reading needs. Guided Reading…

gives children the opportunity to develop as individual readers while being supported by a teacher

gives teachers the opportunity to observe students’ reading process and use of strategies

gives readers the opportunity to develop reading strategies to increase reading levels

gives students a chance to discuss the text using higher level thinking skills

allows students to strengthen their comprehension skills with support from the teacher

develops the abilities needed for independent reading (Fountas & Pinnell, 1996)

Page 6: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 5

What do the Experts Say?

“The purpose of guided reading is to meet the varying instructional needs of all the

students in your class, enabling them to greatly expand their reading powers” (Fountas

& Pinnell, 2001, p. 191).

“Grouping gives the teacher a way to approach reading instruction systematically so

that each child’s needs are met” (Fountas & Pinnell, 1996, p. 104).

Guided Reading…

• is a teacher-directed activity for small groups of students with a similar need

• uses texts at the student’s instructional level to provide the necessary support and challenges during the lesson

• involves intensive teaching, with the teacher supporting students as they talk, read and think their way through a text

• involves students practising strategies that will enable them to read independently

• enables students to have a high accuracy rate in reading when the proper text is selected for them

• provides students with the necessary strategies to overcome “reading road blocks”

• increases students comprehension, accuracy, fluency, vocabulary and reading level

Page 7: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 6

Key Learning Outcomes

Example of Grade 3 KLO’s covered during Daily 5, Café Conferences & Guided Reading:

KLO – I communicate my understanding of new ideas and information by making connections to what I know

1.1.1 – I connect personal experiences to new ideas and information from texts

1.1.2 – I explain my understanding of new concepts in my own words

1.1.3 – I explore ideas and feelings by asking questions, talking to others and referring to texts

1.1.5 – I choose and use a variety of text of interest to me

1.1.6 – I talk about my strengths as a reader, writer & illustrator

KLO – I choose from a variety of texts to develop new understanding of various topics.

1.1.4 – I can choose different texts to help me communicate and share ideas.

1.1.5 – I can choose and use a variety of text of interest to me. KLO – I consider the ideas of others to enhance my understanding.

1.2.1 – I can explore and clarify my understanding by asking for others ideas and

observations

KLO – I explore my understanding of new ideas and information by talking and writing about them

1.2.1 – I explore and clarify my understanding by asking for others ideas and observations

1.2.2 – I experiment with arranging and recording ideas and information in many ways.

KLO – I use a variety of strategies and cues to understand text

2.1.1 – I share ideas from my personal experience that are related to new ideas and information

2.1.4 - I apply different strategies such as setting a purpose, confirming predictions, making inferences and drawing conclusions

2.1.5 - I identify the main idea and supporting details in simple narrative and expository texts

2.1.7 – I read silently with increasing confidence and accuracy

2.1.8 – I use a variety of strategies and cueing systems to help me read unfamiliar words

KLO – I use text features to understand ideas and information in texts

2.1.9 – I use headings, paragraphs, punctuation and quotation marks to help me understand

2.1.10 – I use capitalization, commas in a series, questions marks, exclamation marks and quotation marks to help me read and understand what I have read

Page 8: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 7

KLO – I use phonics and language structure to understand ideas and information in texts

2.1.11 – I use what I know about phonic rules and generalizations to competently read unfamiliar words in context

2.1.12 – I use what I know about word parts and syllables to read unfamiliar words in context

KLO – I use text features to understand ideas and information in texts.

2.1.9 – I use headings, paragraphs, punctuation and quotation marks to help me understand

2.1.10 – I use capitalization, commas in a series, question marks, exclamation marks and quotation marks to help me read and understand what I have read.

KLO – I choose, retell and connect important details from what I read, see and hear

2.2.2 – I tell about or write my favorite parts of texts

2.2.4 - I connect situations found in texts to personal experiences using textual references

2.2.6 – I summarize the main idea in texts

2.2.7 – I discuss, represent or write about idea in text and connect to my own ideas, experience and other texts

2.2.8 – I make inferences about a characters actions or feelings KLO – I use artistic qualities of texts to create mental pictures and feelings.

2.2.10 – I express feelings related to words, pictures and sounds in texts.

2.2.11 - I identify how authors use comparisons and how they create mental image.

KLO – I identify main characteristics of a variety of texts.

2.3.1 – I identify distinguishing features of texts.

2.3.2 – I discuss ways that visual images show meaning in texts. KLO – I make connections between different elements found in texts.

2.3.3 – I can include events, setting and characters when summarizing or retelling texts

2.3.4 - I can describe the main characters: who they are, their actions and how they

relate to other characters.

2.3.5 – I can identify ways that messages are enhanced by using specific techniques I

summarize the main idea in texts

2.3.6 – I can recognize examples of repeated humour, sound and poetic effects that

contribute to reader enjoyment KLO – I present ideas and information using effective oral and visual communication.

4.3.1 – I can present ideas and information on a topic, using a pre-established plan.

4.3.2 – I use print and non-print aids to illustrate ideas and information in texts. KLO – I show attentive listening and viewing by responding to others idea.

Page 9: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 8

Preparing for Guided Reading

Daily 5

The Daily Five is an example of a classroom structure

which provides an environment where guided reading can

work effectively.

• Teaches and Fosters Independence

• 5 Components:

Read to Self

Work on Writing

Listen to Reading

Read to Someone

Word Work

The Daily 5 is a series of literacy tasks which students complete daily while the teacher meets with small groups or confers with individuals. It is more than a management system or a curriculum framework – it is a structure that will help students develop the daily habits of reading, writing and working with peers that will lead to a lifetime of independent literacy.

The Daily 5 book (Boushey & Moser, 2014) not only explains the philosophy behind the structure, but shows you how to carefully and systematically train your students to participate in each of the five components. Explicit modeling, practice, reflecting and refining takes place during the launching phase. This prepares the foundation for a year of meaningful content and instruction tailored to meet the unique needs of each child.

“As students are building stamina with Daily Five, we stay out of their way until they exhibit about seven to fifteen minutes of stamina. At this time, we start our individual assessments to find out exactly what skills and strategies each individual student needs and also their area of strength” (Boushey & Moser, 2014, p. 48).

Page 10: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 9

Read to Self

Read to Someone Listening to Reading

Work on Writing

Page 11: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 10

The creators of the Daily 5 Workshop, Gail Boushey and Joan Moser (2014), take you

through many important steps to foster student independence. At the beginning of the

school year, it is important to follow Boushey and Moser’s “10 Steps to Teaching and

Learning Independence.” Eventually students will be able to increase their stamina, but

important steps are necessary for the success of the Daily 5 structure throughout the

year.

10 Steps of Teaching and Learning Independence

Chunk 1

1 Identify what is to be taught

2 Setting a purpose – create a sense of urgency

3 Record desired behaviours on I-chart

Chunk 2

4 Model most-desirable behaviours

5 Model least-desirable behaviours, then desirable

Chunk

3

6 Place students around the room

7 Practice and build stamina

8 Stay out of the way

9 Quiet signal – come back to group

10 Group check-in – “How did it go?”

Boushey & Moser, 2014

Word Work Organizing Daily 5

Must-Have Student

Behaviours

Read the whole time

Stay in one spot

Read quietly

Start right away

Work on reading stamina

Ignore distractions

Page 12: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 11

The Daily Café Website: www.thedailycafe.com

The Daily Café Website explains in detail the plan for how students would spend their

time working independently while teachers meet with small groups or confer with

individual students. Teachers can continue to further their learning about the Daily 5

through articles, interviews with teachers, videos of launching each daily 5 structure and

printable materials.

Valuable Resources Available on the Daily 5 Website include:

join the Tip of the Week for weekly emails

interactive Café Menu which provides examples of reading strategies connected to lessons, books and videos

interactive Emergent Café Menu

Parent Pipeline: Informative handouts for parents on reading strategies

detailed information on launching each Daily 5 component

helpful tips

Page 13: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 12

Fountas and Pinnell Benchmark Assessment System

Once a teacher has a structure in place and students

are working independently, the teacher is able to start

reading assessments. These assessments, based on

accuracy, fluency and comprehension, will determine a

student’s reading level.

Purpose of Assessment

A benchmark assessment system is a series of texts

that can be used to identify a student’s current reading

level and progress along a gradient of text levels.

What is a benchmark?

The word benchmark means “a standard against which to measure something”

(Fountas & Pinnell, 2011, p. 2).

Assessment Conference

In Fountas and Pinnell (2011) a benchmark is set when a student reads aloud and

answers questions during an assessment conference. This assessment is administered

during a one-on-one student-teacher conference. The teacher observes and takes

notes on the child’s reading behaviours and records the information on an assessment

form. “Using established scoring conventions and procedures for analysis you not only

establish optimal learning levels but also gather valuable information about each

individual’s processing strategies, fluency and comprehension – all of which give you

insights about how to target your teaching” (Fountas & Pinnell, 2011, p.3).

Reporting of Results

Benchmark assessment data drives your instruction for your students. After the

assessments you can organize your guided reading groups and also group students

who need more support in a given skill area. The school can use the data to analyze

and show trends over time, as well as for discussion and planning.

Participation

The Benchmark Assessment System is suggested for Grades 1 to 8. As soon as

students can begin to read connected text with reasonable accuracy their reading

development should be monitored. As students’ progress to grade three and beyond

they should continue to have their reading monitored: fluency, accuracy, vocabulary and

comprehension.

Page 14: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 13

When to Administer

We recommend administering a benchmark for each student during the first reporting

period to determine where to begin instruction. The next suggested benchmark is

recommended in February for any student reading below grade level or for students

who are not progressing. Many teachers will administer a third benchmark in May or

June if a student is still reading below grade level. Many schools are passing the

benchmark information to the following teacher in June.

We also recommend that Kindergarten teachers administer one benchmark in May if a

student is showing signs of reading and comprehension.

Some schools are using the Fountas & Pinnell Longitudinal Folders to see growth over

many years in reading. If schools are using the F & P Longitudinal Folders then a

benchmark is required on all students at the beginning and end of each grade level.

Why use the Fountas and Pinnell Benchmark Assessment System?

To:

determine either the independent, instructional, or hard reading level

provide data to recommend a placement level for instruction

form initial groups for reading instruction

select texts that will be productive for a student’s instruction

plan efficient and effective literacy instruction

identify students who need intervention and extra assistance (Fountas & Pinnell, 2011)

Page 15: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 14

If you are new to the Fountas and Pinnell Benchmark Assessment System it is recommended that you seek someone with experience at your school for any training and guidance.

Tips on how to get started:

The Where-to-Start Word Test is a quick way to find a starting place for the benchmark

assessment. Ask the child to read the Where-to-Start Word List and record the number

of words read accurately. Next, use the correlating Where-to-Start Chart to determine

the starting benchmark reading level. For more information on the word test use the

Fountas and Pinnell Assessment Guide within the kit.

Using the data from the Where-to-Start Chart select the appropriate benchmark form

and leveled book for the student. The Fountas and Pinnell Assessment Guide gives

you accurate information on how to score the students reading and how to analyse the

errors. This will give you information on the student’s accuracy, fluency and

comprehension. The Assessment Guide will also help you score whether the student

read at an independent, instructional or hard/frustration level text. Ultimately, the goal is

to determine the student’s instructional reading level.

If a student reads 19 or 20 words correctly from the Beginning List they can

proceed to List 1. If the student reads 13 words correctly from List 1 they

would read the benchmark Level C text.

Page 16: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 15

One way to organize all the

blank Benchmarks so teachers

have quick access.

F & P Benchmark

F & P Student Folder: A

Longitudinal Assessment Folder

A grade six teacher scoring a student Benchmark.

Page 17: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 16

The F&P Text Level Gradient

should be seen as a continuum of

progress for readers. This Gradient

is used as a guide for teachers to

see growth in reading levels at all

grades.

“With daily teaching, the teacher

helps the child climb the ladder of

text difficulty with success. The goal

of guided reading is to bring the

child to the level of complex texts

appropriate for the grade.”

(http://www.heinemann.com/fountas

andpinnell/textlevelgradient.aspx)

Page 18: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 17

Building Groups for Guided Reading Once all students have had a benchmark assessment completed the teacher is ready to

group the students in guided reading groups.

Tips on how to get started:

group students in similar reading levels (For example, at times there is only one student in a specific reading level that can be grouped with a level higher or lower)

organize small groups (four to five children)

select text at students’ instructional level

students can also be grouped according to specific reading strategies

There are occasions when you may want to have one-on-one guided reading lessons

because a particular student does not fit well into a group. According to Jan Richardson

(2009), this is usually only a temporary problem since groupings change frequently.

The charts below explain the independent, instructional and hard reading level after a

benchmark assessment. Ideally you want your guided reading groups to be at a

student’s instructional level to provide reading challenges with support from the teacher.

Independent Level Levels A-K: Highest level read with 95-100% accuracy and excellent or satisfactory comprehension. Levels L-Z: Highest level read with 98-100% accuracy and excellent or satisfactory comprehension. (Fountas & Pinnell, 2011, p. 143)

Instructional Level Levels A-K: Highest level read with 90-94% accuracy and excellent or satisfactory comprehension or 95-100% accuracy and limited comprehension. Levels L-Z: Highest level read with 95-97% accuracy and excellent or satisfactory comprehension or 98-100% accuracy and limited comprehension. (Fountas & Pinnell, 2011, p. 143)

Hard Level Levels A-K: Highest level read at which accuracy is below 90% with any level of comprehension. Levels L-Z: Highest level read at which accuracy is below 95% with any level of comprehension.

(Fountas & Pinnell, 2011, p. 143)

Page 19: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 18

Prepare for Guided Reading Instruction

Resources

In order to be successful in Guided Reading you need multiple copies of quality leveled

reading materials. Some examples of leveled reading materials are:

Reading A-Z

Nelson Literacy

Scholastic Literacy Place

Strong Nations Publishing

Nelson Literacy Place

Page 20: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 19

Resources

Many schools organize their guided reading resources in one location for every teacher

and educational assistant to have access to the materials. They can be stored in the

library or a designated literacy resource room where all guided reading books and

Fountas and Pinnell Benchmark Kits can be stored.

North Star Elementary School

Guided reading resources are

stored in the library.

Duclos Elementary School

Guided reading resources are

stored in the library.

Art Smith Aviation Academy

Guided reading resources are stored

in the literacy resource room.

Page 21: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 20

The Guided Reading Area

Ideally it is nice to have a guided reading area in the classroom where children can be

successful while reading. Some teachers prefer to sit at a kidney shaped table so they

can observe and guide the readers. Other materials that are helpful during guided

reading are:

multiply copies of leveled readers

white board or chart paper

small white boards for each student and white board markers and eraser

sticky notes and pencils (can be used for students to mark specific pages or information)

reading strategies (visual bulletin board of reading strategies or Café Menu strategies)

Paper Pensieve (Café Menu of reading strategies and individual reading conferring sheets) (Boushey & Moser, 2009) or

online Café Conferring Pensieve (CCPensieve.com) (Boushey & Moser, 2014)

White Board

CCPensieve

Kidney Shaped Table

Multiple Copies of Text

Book Boxes Listening Center

Students engaged in learning

Page 22: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 21

The Guided Reading Process

Guided reading runs successfully in a language rich classroom once all the steps are in

place. When the structure of Daily 5 runs smoothly and the students stamina continues

to increase it will allow the teacher time to hear each student read. At this time a

Fountas and Pinnell word test and benchmark assessment can be completed.

Afterwards, the teacher can organize students into appropriate groups.

This process, even for experienced teachers, can take at least six to seven weeks or

more depending on several factors. However, the steps involved are imperative to the

success of guided reading throughout the year. Reading instruction can now be a

routine part of the day where students receive explicit instruction.

Fountas and Pinnell (2001) clearly state that the teacher “selects a book that will suit the

children in the group” (p. 135). The book selected is at the student’s instructional level.

If the book is too difficult, it is harder for children to monitor their reading for meaning

and accuracy. It is better to choose a book that is too easy rather than too hard.

Criteria for Determining Text Difficulty

Emergent and Early Readers Transitional and Fluent Readers

font size, spacing and background

number of words and lines per page

consistency of text placement

how closely illustrations support the meaning of the text

repetition of language patterns and predictable text structures

how closely the writing reflects children’s oral language

how closely the content relates to children’s’ interests and prior experiences

word difficulty

book length

character and plot complexity

the degree of support offered at the beginning of the book

age appropriateness of concepts

book features that help children access information

familiarity of topics and experiences

balance of narration and dialogue

change of setting

(Taberski, 2000)

Page 23: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 22

Books for Emergent, Early, Transitional and Fluent Readers

Since emergent and early readers are just learning about print and letter sounds, their

books must help them focus on words, integrate semantic, syntactic, and graphophonic

cues. They must use what they know about words to learn new ones (Richardson,

2009).

Transitional readers have acquired basic reading skills, but are challenged by the

longer, more complex texts they are beginning to read. Fluent readers will be asked to

interpret the author’s purpose or message, compare books on similar themes, and

research topics of interest (Richardson, 2009).

The Guided Reading Process: Before, During and

After Reading

If your school has the guided reading program titled Literacy Place, then inside each

package is a teacher lesson plan. Each lesson plan is organized into: before reading,

during reading and after reading. Extensions to each book are also suggested. For

example, writing, text analysis, or working with words are some recommendations. A

lesson plan for guided reading is going to vary depending on the reading level.

Emergent, early, transitional and fluent readers all need different prompts for monitoring

and decoding, as well as prompts for fluency and retelling.

Page 24: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 23

Below are some examples of before, during and after reading instructional strategies.

Before Reading

A teacher will access background knowledge, build schema, set a purpose for reading, and preview the text with students. The students will engage in a conversation about the story, raise questions, build expectations, and notice information in the text. Before Reading Instructional Approach can include:

predicting: activate and build prior knowledge

learning new vocabulary

discussing various text features

picture walk or visual literacy feature ( to explain any important information and unfamiliar concepts in the pictures)

set a purpose for reading

During Reading

The students will read independently within the group. As students read, the teacher will monitor student decoding and comprehension. During Reading Instructional Approach can include:

monitor reading (listening to individual students)

support individual students with vocabulary and reading strategies

listen to students read and observe, prompt, coach and teach

support with monitoring, decoding words, reading fluently and retelling

introduce and practice reading comprehension strategies

stop students periodically to “stop and check for understanding”

observe: at this time the teacher can make notes in the Paper Pensieve or online Café Conferring Pensieve (CCPensieve.com) (Boushey & Moser, 2014)

After Reading

Following the reading, the teacher will again check students' comprehension by talking about the story with the students. After Reading Instructional Approach can include:

assess the students’ understanding of what they have read

discuss successful reading strategies observed

review and discuss any challenges students experienced

retell, relate and reflect on the book

make connections to the fiction or non-fiction text (text-to-text, text-to-self, text-to-the-world)

students could write about the text in a note book

extend the story through activities such as art, drama or further reading

add vocabulary words to their personal dictionary and provide opportunities to practice the words

Page 25: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 24

“With routines and procedures clearly established, students will be able to begin working independently, allowing you to introduce the guided reading aspect of the

reading workshop.” (Richardson, 2009, p. 6)

Guided reading stands alongside read aloud, shared reading, independent reading, word study groups, and writing. It is one means of helping children acquire the strategies and skills they need to become fluent readers. It provides the teacher with an important opportunity to demonstrate, to a small group of students, what reading is all about. It provides the opportunity for students to practice and become successful readers.

Before Reading: A grade one teacher is reviewing the “ch” blend sound in vocabulary

words throughout the book.

Page 26: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 25

Time-Line: Literacy Assessment and Guided Reading

Example of an Approximate Time-Line for Planning, Assessments and Guided Reading

Weeks 1-3

Launch Daily 5 using Boushey and Moser’s book The Daily 5. While your students are building stamina in Daily 5 confer with children to assess their needs and match them with books for independent reading. Look through their book bins for “Good Fit” books. Record notes about their reading in the Paper Pensieve or CCPenseive.com (Boushey & Moser, 2014).

Weeks 4-5

Continue to launch Daily 5 and build stamina. Start the Fountas and Pinnell Benchmark Assessment System with each student. This can take approximately 1 to 3 weeks depending on the number of students in the classroom and the stamina of the students during Daily 5. The number of students a teacher can benchmark in a day varies from 1 – 3 students. Use Boushey and Moser’s The Café Menu to model and discuss a specific reading strategy goal. Continue to record notes about their reading in the Paper Pensieve or CCPenseive.com (Boushey & Moser, 2014).

End of October

Based on conferences with students and the F&P Benchmark, organize students into guided reading groups based on: similar needs, reading levels, or reading strategies. Each group will have between 3-5 students. It is common that a student may not fall into one of the guided reading groups, either because the groups are too large or because their needs are different from the other children in the group. Plan to work with this student individually and often they will fit into a reading group quickly.

Beginning of

November

Guided reading can now be put into place. Select a book that the children in each guided reading group can read at their instructional level with support. Select a strategy the children need to acquire. Continue to record notes about their reading in the Paper Pensieve or CCPenseive.com (Boushey & Moser, 2014).

November to the February

Continue with guided reading within the Daily 5 structure. Adjustments to each group can be made based on individual needs.

Mid-February

As required, confer with some students using the F&P Benchmark Assessment System. Continue to adjust reading strategy goals as required. As well, this is a good time to review the selected books in the students’ book bins to see if they have “Good Fit” books.

End of February

Based on conferences with students and the F&P Benchmark, reorganize students into guided reading groups based on: similar needs, reading levels, or reading strategies.

March to mid-May

Continue to run The Daily 5 structure and review and model desirable reading and writing behaviours. Select a book that the children in each guided reading group can read at their instructional level with support. Select a strategy the children need to acquire. Continue to record notes about their reading in the Paper Pensieve or CCPenseive.com (Boushey & Moser, 2014).

May – June Confer with each student using the F&P Benchmark Assessment System. It is important to pass the F & P Benchmark Student Recording Sheet or F & P Longitudinal Folder to the next year’s teacher.

Page 27: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 26

The Café Book

The Café Book provides the technical expertise

necessary for individual students to receive exactly what

they need to improve as readers. CAFÉ stands for

comprehension, accuracy, fluency and expand

vocabulary. Throughout the book they explain about their

Café Menu and lessons to support the reading strategies

on the Café Menu. As well, Boushey and Moser (2009)

provide a structure for conferring, a language for talking

about reading development, and a system for tracking

growth and fostering student independence. CAFÉ

addresses the need for literacy assessment and keeping

track of each child’s strengths and goals as a reader.

In the Pensieve section of The Daily Café website it has a conferring

notebook video tour and the Pensieve paper forms to get started conferring

with students. All of the forms are also on the CD that is provided with The

Daily Café book. (www.thedailycafe.com)

Page 28: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 27

Paper Pensieve

Boushey and Moser (2009) developed the CAFÉ system to support teachers as they:

organize assessment data so it informs instruction

track each child’s strengths and goals

create flexible groups of students, all focused on a specific reading strategy

Boushey and Moser (2009) state, “In this age of accountability and increasing diversity, we need

records that document how we are assisting each child with exactly the skills and instruction he

or she needs.” Children meet with the teacher during literacy workshop conferences, during

reading assessments and during guided reading or small-group instruction.

The Paper Pensieve is a teacher notebook with a few key record-keeping forms, including a

calendar, individual student conference forms, strategy group planners and the CAFÉ menu.

The CAFÉ book includes all the paper forms in the appendix, as well, all Paper Pensieve forms

can be found on The Daily Café website. (www.thedailycafe.com)

Below is an example of a Reading Conferring Sheet for tracking a student’s reading progress.

The teacher keeps track of progress on the goal sheet in the notebook and schedules the next

conference on the calendar. The same forms can be used during guided reading instruction.

Page 29: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 28

Online CAFÉ Conferring Pensieve: www.ccpensieve.com

Boushey and Moser now offer a digital conferring notebook if a teacher prefers to keep

track online instead of on paper. The digital conferring notebook makes it easy to

organize data, monitor student growth, and differentiate instruction. It is a reliable tool

to keep track of student interactions, conferences, commitments, and next steps.

CCPensieve makes it easy to:

get started with The CAFÉ Menu’s interactive reading goals and strategies

manage and assess each student’s reading progress

maintain a history and time line of interventions and conference for each student

organize student conferring dates on a calendar and organize guided reading groups

generate pdf reports that summarize goals, interventions and strategies used

Page 30: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 29

Online CAFÉ Conferring Pensieve (CCPensieve.com)

Goals and strategies are chosen on the conferring form to improve reading skills.

Observations and next steps can also be recorded.

Interactive CAFÉ Menu (CCPensieve.com)

The Interactive CAFÉ Menu can be accessed on your CCPensieve account. This allows

for convenient access to videos, downloads, articles, and books that support each

strategy.

Page 31: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 30

References

Boushey, G. & Moser, J. (2009). The Café Book: Engaging all Students in Daily Literacy

Assessment and Instruction. Portland, ME: Stenhouse Publishers.

Boushey, G. & Moser, J. (2014). The Daily 5 Second Edition: Fostering Literacy

Independent in the Elementary Grades. Portland, ME: Stenhouse Publishers.

Boushey, G. & Moser, J. (2015). CC Pensieve. Retrieved from www.ccpensieve.com.

Boushey, G. & Moser, J. (2015). The Daily Cafe. Retrieved from www.thedailycafe.com.

Fountas I.C., & Pinnell, G.S. (2007). Fountas and Pinnell Benchmark System Kit 1.

Portsmouth, NH: Heinemann Publishing.

Fountas I.C., & Pinnell, G.S. (1996). Guided Reading: Good First Teaching for all Children.

Portsmouth, NH: Heinemann Publishing.

Fountas I.C., & Pinnell, G.S. (2001). Guided Readers and Writers Grades 3-6: Teaching

Comprehension, Genre, and Content Literacy. Portsmouth, NH: Heinemann

Publishing.

Fountas I.C., & Pinnell, G.S. (2012). Text Level Gradient. Retrieved from

http://www.heinemann.com/fountasandpinnell/textlevelgradient.aspx

Literacy Place for the Early Years: A Comprehensive Canadian Literacy Resource for K-3.

Scholastic Inc.; www.education.scholastic.ca

Moving Up With Literacy Place: A Complete Balanced Literacy Resource for 4-6.

Scholastic Inc.; www.education.scholastic.ca

Page 32: A Guide to Guided Reading

Northern Lights School Division No. 69 Guided Reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 31

Nelson Literacy: Guided and Independent Reading Kit. Toronto, ON: Nelson Education

Ltd.; www.nelsonliteracy.com

Reading a-z; www.readinga-z.com

Richardson, J. (2009). The Next Step in Guided Reading: Focused Assessments and

Targeted Lessons for Helping Every Student Become a Better Reader. New

York, NY: Scholastic Inc.

Strong Readers: Aboriginal Guided Reading and Series; Strong Nations Publishing Inc.;

www.strongnations.com

Taberski, S. (2000). On Solid Ground: Strategies for Teaching and Reading K-3.

Portsmouth, NH: Heinemann Publishing.