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)

Balanced Literacy- 2014-2015 PD Presentation on balanced literacy

Benchmark Universe Resource

What is Guided Reading?

An instructional setting that enables a teacher
to work with a small group of students to help
them learn effective strategies for processing
text with understanding.
Fountas and Pinnell

Guided Reading
Small groups (6 or less) of students are brought together based on similar
reading levels
Students are at a similar stage of reading and language development.
Teacher selects short text that offers opportunities to use strategies.
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 fluid and flexible based on assessment data

What is the Purpose of Guided

Reading?
To allow students to practice reading
strategies with teacher support
To differentiate instruction for all the students
in your class
One last scaffold before
YOU DO

How does GR fit into my literacy

Block?

Jan Richardson
Lesson Templates

Pre-A Readers

Pre-A Readers

Jan Richardson: Pre-A

Pre-A Lesson Plan Format
4 Components of lessons
- Working with letters & names
- Working with sounds
- Working with books
Emergent writingEmergent
- Interactive
Reading Skills
Letter
formation
Know all
letters and
sounds
Read and
write sight

Reading
Strategies
1:1
matching
Using
meaning
(picture
clues) and

Jan Richardson: Pre-A

Workin
g with
Letters
&
Names
- 3-4
min.
T
r
a
c
i
n
g
A
l
p
h

Workin
g with
Sound
s- 2-3
min.

Workin
g with
Books
(1-2
teachi
ng
C points)
l -5
a min.
p
C
p
i
o
n
n
g
c
s
e
y
p
ll
t
a
o
b
f

Workin
g on
Writing
-5
min.
1) D
i
c
t
a
t
e
s
e
n
t
e
n

When to move into Emergent

Reading?
When a student can:
Write their first name without a model
Identify at least 40 upper and lower case letters by name
Demonstrate left-to-right across one line of print
Understand enough English to follow a basic direction
Hear a few consonant sounds (at least 5)

Emergent Stage
Reading
Stage

Text Level

Grade
Level

Emergent

A-C

Kindergar
ten

Early

D-I

1st

Transition
al/Early
Fluent

J-P

2nd-3rd

Fluent

N-X

4th-6th

Emergent Readers

Emergent Readers

Emergent Readers

Jan Richardson: Emergent

Emergent Reading Plan Format
3 Components of lessons
- Before Reading- 2-3 min.
- During Reading- 10 min.
- After Reading- 2-3 min.

Emergent Readers

Early Stage
Reading
Stage

Text Level

Grade
Level

Emergent

A-C

Kindergar
ten

Early

D-I

1st

Transition
al/Early
Fluent

J-P

2nd-3rd

Fluent

N-X

4th-6th

Early Readers

Early Readers

Early Readers

Early Readers

Jan Richardson: Early Reading

Early Reading Lesson Format
- Pg 140 Jan Richardson book has Prompts & Teacher points for with Early
level readers.

Guided Reading
Planning Ideas

Tidbits of information
Progression through levels:
Levels D-I: Progress Through a reading level a month
-

Levels J-P: Move through a reading level about every 8-9 weeks

Knowing your students & their instructional reading level

Through Conferring
ORRs (Oral Running Records)- Reminder all students need an ORR level by the end of the year to be put into
Infinite Campus (more info to come)
-

December/January- Word lists to start placement in instructional reading level (unless come in as a
reader and you should do this earlier.

How often do I meet with students?

Important to have a general schedule that will fit 4-5 groups/day
Struggling readers: 4-5 times a week
On and beyond level readers: 2-3 times a week
Groups will change based on student need, strategy, and as students grow as readers. Guided reading should
have dynamic, flexible grouping

Components of Guided Reading

Before Reading
Introduce Text at students instructional level
(picture walk/preview)/Review from the day before

Set the purpose for reading

Pre-teach any necessary site words/vocabulary (Remove barriers)

During Reading
Reminder of the purpose
Read together or teacher listens to students read (anecdotal notes)
May be all the book or only a portion
How you read depends on the need within the group (chorally, read in whisperphone/aloud
to self, read silently)
After Reading
Discuss reading

Data Driven Planning of Groups

Standards/Comprehension Strategy in mind
Formative Assessments- reiterate or reteach concepts
To reteach a needed skill that a few students need (based on observation
or formative assessments)
Instructional Ladder/Learning Continuum to support areas of deficit
(NWEA)

Focus during Small Group

Decoding & using reading strategies
Reading
Time
Emphasis is on practicing
and extending learning competencies.
Learning academic vocabulary
Making connections
Monitoring comprehension
Using text features
Summarizing
Answering text-dependent questions
Improving fluency
Guided Reading vs. Strategy Group vs. Skill Group
Reteaching an unsuccessful concept from previous standard/unit/lesson as
gathered by formative data

Guided Reading/Strategy
Group/Skill Group

Skill Group- Work focused on a skill that students are unable to do independently, which
supports ability to read (something with grammar, decoding, etc.

Blank Copy

Possible Ways to Differentiate

in Guided Reading

Reciprocal Teaching-Reciprocal teaching refers to an instructional activity in which students become the
teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions
using four strategies: summarizing, question generating, clarifying, and predicting.

http://www.readingrockets.org/content/pdfs/reciprocal_teaching_bookmark.pdf

http://www.readingrockets.org/content/pdfs/reciprocalteaching_worksheet.pdf

http://www.readingrockets.org/content/pdfs/reciprocalteaching_handout.pdf

Literature Circles

http://www.lauracandler.com/strategies/litcirclemodels.php#BasicLitCircle

http://www.readwritethink.org/classroom-resources/lesson-plans/literature-circles-getting-started-19.h
tml?tab=3#tabs

http://www.litcircles.org/Overview/overview.html

Graphic Organizers (can share out Google Doc folder)

Differentiate by Increasing the Rigor:

Use Webbs DOK

LEVEL 1 DOK
FOR READING
Students
can recall or
locate facts
from the text
Students
show a
shallow/liter
al
comprehens
ion, not any
analysis or
interpretatio
n
Students
may be able
to have
verbatim
recall, or
may copy
portions of
the text
Students
show

LEVEL 2 DOK IN
READING
Students
demonstrate
literal
comprehens
ion and may
show some
inferential
comprehens
ion
Student
understands
concept but
without
depth
Students
should be
able to
paraphrase,
summarize,
interpret,
infer,
classify,
organize,

Differentiate by Increasing the Rigor:

Use Webbs DOK