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Guided Reading Session 2
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“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
Today’s Objectives
Develop an understanding of how to utilize data to make decisions about Guided Reading texts
Utilize various resources to select texts that support students’ needs in Guided Reading
Articulate the process and importance of practicing data-based decision making related to Guided Reading text selection
Your Questions/Concer
ns Do running records take the place of Progress Monitoring on mCLASS?
Do we still have to assess on DIBELS?
What do I do with the rest of the class when I am doing Guided Reading groups?
Why are we reinventing the wheel when we already have leveled sets of books in our classrooms?
Guided ReadingHow’s It Going?
Last two weeks – visited 25 classrooms at least once during Guided Reading
22 of 25 classrooms using Harcourt red-blue-green readers for small group instruction to accompany Storytown lessons 20-23
2 of 25 classrooms using Rigby PM readers or Harcourt red-blue-green readers leveled by guided reading level
1 of 25 classrooms not implementing Guided Reading during scheduled Guided Reading time
What Does the Data Say?“AL”
Strengths Behaviors and understandings the student demonstrates
NeedsBehaviors and understandings to teach and support
Handouts: Running Record Recording Form & Behavior Observation Notes
What Does the Data Say?“Connor”
Strengths Behaviors and understandings the student demonstrates
NeedsBehaviors and understandings to teach and support
Handouts: Running Record Recording Form & Behavior Observation Notes
Connor’s STRENGTHS Connor’s NEEDS
Appropriately Leveled Texts for AL & Connor?
Grade KLesson 20
Grade 2Lesson 23
Selecting the Appropriate Text for Al
ANALYZE running record to guide decision-making for the lesson focus
DETERMINE student’s strengths and areas of need
UTILIZE The Continuum of Literacy Learning to obtain information on specific reading behaviors for each Guided Reading level
SELECT a goal(s) for the reader and a text to teach and support the reader’s need(s)
Continuum pages 294-295 – Guided Reading Level K
Data-Based Decisions
What did I do to to illustrate the difference between…
Choosing A book vs. choosing THE RIGHT book?
Guided ReadingYour Turn!
With your table group, please do the following:
Using the following tools, analyze data from one of your guided
reading groups (Connor) and select an appropriate text for
your next Guided Reading lesson:
Student Running Records
Leveled texts
The Continuum of Literacy Learning Guided Reading section
Please be prepared to discuss your rationale for selecting the
book that you chose for your lesson
Guided Reading
I define reading as a message-getting, problem-solving activity which increases in power and flexibility the more it is practiced. - Marie Clay
The ultimate goal in Guided Reading
is to help children learn how to use
independent reading strategies
successfully. - Fountas & Pinnell
Today’s Objectives
Develop an understanding of how to utilize data to make decisions about Guided Reading texts
Utilize various resources to select texts that support students’ needs in Guided Reading
Articulate the process and importance of practicing data-based decision making related to Guided Reading text selection
Resources
The Continuum of Literacy Learning – Fountas and Pinnell, 2011
Guided Reading – Fountas and Pinnell, 1996
