Guided ReadingNovember, 2011 In-Service

What is Guided Reading?Guided Reading offers small-group support

and explicit teaching to help students take on more challenging texts.

As students read texts that are organized along a gradient of difficulty, they expand their systems of strategic actions by meeting the demands of increasingly complex texts.

Students provide evidence of their thinking through oral reading, talk, and extension through writing.

Fountas & Pinnell, The Continuum of Literacy Learning,2007

System of Strategic Actions Wheel

Guided Reading is Part of a Balanced Literacy ProgramReading AloudShared Reading (Making Meaning/Making

Meaning Vocabulary)Guided ReadingWord Study (Fundations, Fountas & Pinnell,

or Spelling Connections)Independent Reading (IDR)Model Writing (BAW)Independent Writing (BAW)

Balanced Literacy Follows the Gradual Release of Responsibility Model“I DO” (Direct Instruction)

Read AloudShared Reading (MM & BAW)Model Writing (BAW)Word Study

“WE DO” (Guided Practice)Shared Reading (MM & BAW)Guided ReadingModel Writing (BAW)Word Study

“YOU DO” (Independent Practice)Independent Reading (IDR)Independent Writing (BAW)Word Study

Characteristics of Guided Reading

Teacher works with small groups of children (4-6).

Book selections are based on student needs rather than content area themes.

Each child reads the entire text, not just parts like “round-robin” or “popcorn” reading.

Characteristics of Guided Reading Continued

The emphasis is on reading many books with increasing levels of difficulty while focusing on strategies.

Ongoing assessment drives instruction.

Assessments may include: running records, teacher observations, anecdotal records.

More Characteristics of Guided Reading

Students are grouped and regrouped based on their demonstrated needs. Groups should be fluid.

The goal is for students to read independently and silently so they can interact with texts.

Students are taught to problem solve using strategies they have learned.

When appropriate, teachers should incorporate the strategies currently being taught in whole group lessons.

Guided Reading in Grades K-2Leveled texts that can be read in one session

are typically used.Emphasis is more often on strategic actions

within the text.Solving wordsMonitoring and correctingSearching for and using informationSummarizing Developing fluency

Strategic actions beyond the text and about the text are also taught as appropriate.

Guided Reading in Grades 3 - 5Leveled texts can be read independently as well as during

group time.Emphasis is more often on strategic actions beyond the text

and about the text.PredictingMaking connectionsSynthesizingInferringAnalyzing Critiquing

Strategies within the text are also taught as appropriate.Literature circles and strategy groups can function as guided

reading groups when students are independently applying the appropriate strategic actions.

When should guided reading begin?For beginning readers, guided reading should

start as soon as students begin to understand some early literacy concepts such as: Sense of how a story works Understanding that print carries meaning A limited sight vocabulary Some basic print concepts

For independent readers, small group instruction should begin as soon as reading needs and levels are determined. Individual conferences should begin as soon as IDR routines are established.

RTSD Expectations for Guided Reading

Students should be reading materials at their independent or instructional level at some point every day

Teachers will meet with small groups and/or confer individually with students every day

Meeting with Students at Different Levels

Students who are reading below grade level should be met with daily, either in teacher-led small groups, reading support small groups or individual conferences with the teacher

Students who are reading on grade level should be met with 2 to 3 times per week in small groups or individual conferences

Students who are reading above grade level should be met with 1 to 2 times per week in small groups or individual conferences

Plan for the remainder of our sessionWatch and discuss video examples of guided

reading

Explore The Continuum of Literacy Learning

Opportunities for lesson planning, time permitting