GUIDED READING

Guided reading is just one part of a balanced

literacy program.

BIG IDEAS

GROUPING AND MOVEMENT

The DRA assessment will help determine guided reading groups. Based on level Based on need

Keep in mind the “goal” for each grade level. Kindergarten: A-3 Grade 1: 4-16 Grade 2: 18-28 Grade 3: 30-38 Grade 4: 40 (Low/Mid/High, Fiction/Non-Fiction) Grade 5: 50 (Low/Mid/High, Fiction/Non-Fiction)

INDEPENDENT VS. INSTRUCTIONAL

Independent Reading Level Can read with no support. Accuracy rate: 100%-95% DRA determines the student’s independent

reading level. Instructional Reading Level

Can read with some support and guidance. Used for guided reading groups. One level about the independent reading level. Accuracy rate: 94%-90%.

TIER I, II AND III

Balanced Literacy BlockTier I – Whole Class InstructionTier II – Guided Reading GroupsTier III – Intervention – Skills

Based

TIER I – WHOLE CLASS INSTRUCTION30-40 MINUTES

Read Alouds Trophies Anthology Mentor Texts Content Area Literature

Think Alouds Vocabulary Comprehension Skills/Strategies Word Work

Spelling Phonics Phonemic Awareness

TIER I

Shared Writing Craft Grammar

Shared Reading Big Books Poetry

During this time, the teacher models grade level skills and strategies.

TIER II - GUIDED READING50-60 MINUTES (2 GROUPS)

Guided ReadingStudents read at their instructional level.They apply skills and strategies taught in

whole class lessons.Groups are flexible.Students read harder texts when they

are ready.Meets the needs of all learners.Students read the text at their own pace

– this is not round robin reading.

When students are in guided

reading groups, they shouldread text every single time

they meet in a group.

GUIDED READING OPTIONS

Books for All Learners Good Habits, Great Readers Novels Picture Books Short Text – Newspaper Articles, Weekly

Readers, Internet Sources, etc.

All materials must be at the instructional level.

BOOKS FOR ALL LEARNERS

Take a look at the DRA levels of the Books for All Learners. Are these materials appropriate for the students that you are working with?

GOOD HABITS, GREAT READERS

A mix of fiction and non-fiction. Leveled Includes a 2-3 day lesson plan for each book. Should be stored in a central location. Focus skills are identified for each book,

however, other skills can be taught with these books as well.

Online Database

http://www.pearsonlearning.com/microsites/goodhabits/index.cfm

ACCESS CODES

Kindergarten: GHGR37500KFirst Grade: GHGR974001Second Grade: GHGR583002Third Grade: GHGR983003Fourth Grade: GHGR486004Fifth Grade:

School Zip Code

SELECT YOUR SCHOOL

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FRAMEWORK FOR GUIDED READING

Before ReadingDuring ReadingAfter Reading

BEFORE READING – INTRODUCING THE TEXT

Summary/Motivation Background Knowledge/Connect Picture Walk Vocabulary Predict Text Structure Questions Purpose

You are participating in a conversation about the book.

DURING READING

Listens Prompts Assesses Notices

Reads the Text Independently Whisper Reading Silent Reading

Uses Strategies to Make Meaning

Monitors Comprehension

Teacher Student

AFTER READING

Discussion Graphic Organizer Comprehension Cube Give Opinion Retell/Summarize Use the Text to Support Ideas Reading Response Word Work Vocabulary Check Predictions Assess Understanding of Text

READY OR NOT? – MOVING STUDENTS

Students might be ready for a higher reading level when they: Read the text fluently (accuracy and rate of reading). Understand the text and can complete assignments

and retell the story. Stop having “teachable” moments. Are finishing faster or doing much better than the

other students.When in doubt, try students in the next level.

You can always go back if you need to.

QUESTIONS?