Guided Reading

By Katie Alexander

Summer 2009

What is Guided Reading?

A reading strategy that helps students A reading strategy that helps students become strong independent readersbecome strong independent readers

Requires small group instruction Requires small group instruction

Students learn to use various reading Students learn to use various reading strategies with teacher supportstrategies with teacher support

Can be adapted for upper gradesCan be adapted for upper grades

Why Guided Reading?

Students have a high accuracy rate in reading when Students have a high accuracy rate in reading when the proper text is selected for them.the proper text is selected for them.

Students are provided with the necessary strategies Students are provided with the necessary strategies to overcome “reading road blocks.”to overcome “reading road blocks.”

The focus of reading shifts to meaning rather than The focus of reading shifts to meaning rather than decoding; the construction of meaning is decoding; the construction of meaning is imperative.imperative.

Independent reading and the application of Independent reading and the application of independent reading strategies is the goal of independent reading strategies is the goal of Guided Reading.Guided Reading.

Children have an early foundation for reading text. Marie Clay explains these three sources of information: meaning, structure, and visual

information.

How Do I Start ?: The Initial

Framework for Every Classroom

Students are divided into small groups Students are divided into small groups (ideally, 4-6 students per group)(ideally, 4-6 students per group)

Lessons will run 15-20 minutesLessons will run 15-20 minutes

Determine appropriate level of groupsDetermine appropriate level of groups

Provide a text for each childProvide a text for each child

What Does Small Group Instruction Look Like ?

The teacher introduces the text to the small groupThe teacher introduces the text to the small group

As the text is read aloud or silently, the teacher As the text is read aloud or silently, the teacher briefly works with students; each child reads the briefly works with students; each child reads the whole text.whole text.

The teacher may select one or two teaching points The teacher may select one or two teaching points to address after readingto address after reading

The students resume reading and apply the The students resume reading and apply the teaching points presented by the teacherteaching points presented by the teacher

Pre-Reading Activities: The Teacher

From Fountas and Pinnell

Selects an appropriate text, one that will be Selects an appropriate text, one that will be supportive but with a few problems to solvesupportive but with a few problems to solve

Prepares an introduction to the storyPrepares an introduction to the story

Briefly introduces the story, keeping in mind the Briefly introduces the story, keeping in mind the meaning, language, and visual information in the meaning, language, and visual information in the text, and the knowledge, experience, and skills of text, and the knowledge, experience, and skills of the readerthe reader

Leaves some questions to be answered through Leaves some questions to be answered through readingreading

During Reading Activities: The Teacher

From Fountas and Pinnell

““Listens In”Listens In”

Observes the reader’s behaviors for evidence of strategy Observes the reader’s behaviors for evidence of strategy useuse

Confirms children’s problem-solving attempts and Confirms children’s problem-solving attempts and successessuccesses

Interacts with individuals to assist with problem-solving at Interacts with individuals to assist with problem-solving at difficulty (when appropriate)difficulty (when appropriate)

Makes notes about the strategy use of individual readersMakes notes about the strategy use of individual readers

Post Reading Activities: The Teacher

From Fountas and PinnellTalks about the story with the children Talks about the story with the children

Invites personal responseInvites personal response

Returns to the text for one or two teaching opportunities Returns to the text for one or two teaching opportunities such as finding evidence or discussing problem-solvingsuch as finding evidence or discussing problem-solving

Assesses children’s understanding of what they readAssesses children’s understanding of what they read

Sometimes engages the children in extending the story Sometimes engages the children in extending the story through such activities as drama, writing, art, or more through such activities as drama, writing, art, or more readingreading

Sometimes engages the children for a minute or two of Sometimes engages the children for a minute or two of word workword work

Pre-Reading Activities: The Student

From Fountas and Pinnell

Engage in a conversation about the storyEngage in a conversation about the story

Raise questionsRaise questions

Build expectationsBuild expectations

Notice information in the textNotice information in the text

During Reading Activities: The Student

From Fountas and Pinnell

Read the whole text or a unified part to Read the whole text or a unified part to themselves (softly or silently)themselves (softly or silently)

Request help in problem-solving when neededRequest help in problem-solving when needed

Post Reading Activities: The Student

From Fountas and PinnellTalks about the whole storyTalks about the whole story

Check predictions and react personally to the story or Check predictions and react personally to the story or informationinformation

Revisit the text at points of problem-solving as guided by Revisit the text at points of problem-solving as guided by the teacherthe teacher

May reread the story to a partner or independentlyMay reread the story to a partner or independently

Sometimes engage in activities that involve extending Sometimes engage in activities that involve extending and responding to the text (such as drama or journal and responding to the text (such as drama or journal writing)writing)

Sometimes engage in a minute or two of word workSometimes engage in a minute or two of word work

How Do I Create Groups ?

Groups should be based on assessment results and, Groups should be based on assessment results and, therefore, based on reading ability.therefore, based on reading ability.

The assessment of students should continue on a The assessment of students should continue on a regular basis to support the re-grouping of students regular basis to support the re-grouping of students based on needs. based on needs.

Groups can be altered and based on interest and social Groups can be altered and based on interest and social interaction. interaction.

The teachers should group students who use similar The teachers should group students who use similar reading processes and are able to read similar level textreading processes and are able to read similar level text

Forming and Reforming Groups

for Guided Reading

This is a continual and repeated process.

Assessment

Ongoing observations will probably be the Ongoing observations will probably be the most beneficial for tracking students. most beneficial for tracking students.

A notebook with Post-It notes can serve as A notebook with Post-It notes can serve as your documentation.your documentation.

Running records provide a quick assessment Running records provide a quick assessment of fluency.of fluency.

These are “in-the-head”

strategies that good readers use. The use of these strategies

may be an unconscious

process.

What Are the Others Doing?

Establishing routines and procedures within your Establishing routines and procedures within your class is imperative.class is imperative.

Take the time at the beginning of the year to do this. Take the time at the beginning of the year to do this. In the end, it will prove to be extremely beneficial!In the end, it will prove to be extremely beneficial!

Utilize any aide or parent volunteer in an Utilize any aide or parent volunteer in an instructional manner. They should always reinforce instructional manner. They should always reinforce previously taught material and should NEVER previously taught material and should NEVER introduce new topics. introduce new topics.

Suggestions for Establishing Procedures

Require students to complete the more academic centers at the Require students to complete the more academic centers at the beginning of center time. This will encourage them to complete their beginning of center time. This will encourage them to complete their tasks and move on to the fun centers.tasks and move on to the fun centers.

Keep some basic centers that are always required, but allow for some Keep some basic centers that are always required, but allow for some variety of changing centers on a weekly basis. variety of changing centers on a weekly basis.

Keep a chart or schedule where students can easily identify their Keep a chart or schedule where students can easily identify their progress and position during center time. progress and position during center time.

Clearly explain directions for new centers. It is a great idea to model Clearly explain directions for new centers. It is a great idea to model expectations. Any time spent on implementing procedures and expectations. Any time spent on implementing procedures and routines is time well spent!routines is time well spent!

Students should be aware that they must follow the assigned Students should be aware that they must follow the assigned schedule. They cannot skip centers.schedule. They cannot skip centers.

Center Ideas for the Classroom: Remember centers will not change everyday!

Center Ideas

• Visit Visit http://www.readinglady.com for great ideas!

• http://www.hubbardscupboard.org

• http://www.msrossbec.com/literacy_index.html

Please Visit My Site!

The web address is case sensitive.The web address is case sensitive.

MISS A’S READING RESOURCESMISS A’S READING RESOURCES

http://web.me.com/katiealexander515/Site/Welcome.html

Resources

Fountas, I.C. & Pinnell, G.S. (1996). Fountas, I.C. & Pinnell, G.S. (1996). Guided Guided Reading. Reading. Heinemann: Portsmouth, NH.Heinemann: Portsmouth, NH.

http://olc.spsd.sk.ca/DE/PD/instr/strats/guided/http://olc.spsd.sk.ca/DE/PD/instr/strats/guided/guided.htmlguided.html