The Secretsof

Guided Reading

(In Lower Elementary)

Miss Allison Dalton1st Grade Teacher

Discovery Elementary School

BALANCEDLITERACY

INSTRUCTION

BALANCEDLITERACY

INSTRUCTION

READALOUD

INDE-PENDENT

READING

SHAREDREADIN

G

GUIDEDREADIN

G

READALOUD

BALANCEDLITERACY

INSTRUCTION

INDE-PENDEN

TREADIN

G

SHAREDREADIN

G

Leveled Text

The child can manage

decoding comprehension fluency

Just right…Not too easy & not too hard

If your child reads with… …the text is at… …& should be used for…

96-100% accuracy & thorough comprehension

Independent LOTS of reading practice

Leveled Text

Independent: Out of 100

words they only have 0-4 errors.

“The highest achieving students receive a steady diet of ‘easy texts’-texts

they can read accurately, fluently and with strong

comprehension.”~ Dr. Richard Allington ~

(International Reading Association President)

Leveled Text

If your child reads with… …the text is at… …& should be used for…

96-100% accuracy & thorough comprehension Independent Lots of reading

practice

90-95% accuracy& general comprehension

Instructional Teaching purposes

Leveled Text

Instructional:5-9 errors

If your child reads with… …the text is at… …& should be used for…

96-100% accuracy & thorough comprehension Independent Lots of reading

practice

90-95% accuracy& general comprehension

Instructional Teaching purposes

Below 90% accuracy &/or inadequate comprehension

Frustration Read-alouds or shared reading

Leveled Text

If your child reads with… …the text is at… …& should be used for…

96-100% accuracy & thorough comprehension Independent Lots of reading

practice

90-95% accuracy& general comprehension

Instructional Teaching purposes

Below 90% accuracy &/or inadequate comprehension

Frustration Read-alouds or shared reading

Leveled Text

Emergent

Early

Transitional

Fluent

Emergent (Levels A-C)

• The overall focus is on concept of print, letter sounds, and beginning to read and write sight words.

• Texts- strong picture support, familiar concepts and some repetitive phrases

Early (Levels D-I)• The overall focus is on teaching students how to self-monitor, use decoding strategies, read fluently and comprehend what they’ve read.

• Texts- Stories that make sense, pictures and illustrations provide support for unfamiliar concepts, opportunities to problem solve unknown words, supports strategies the students need guidance with.

Transitional (Levels J-P)• The overall focus is on teaching students how to decode multisyllabic words, increase their fluency, expand their vocabulary, improve their comprehension, and learn how to analyze and discuss text.

• Texts- Stories that will allow you to target the certain strategies listed above.

Fluent (Levels N and above)

BEFORE DURING AFTER

Reading

WHAT YOU’LL SEE:PURPOSE:• Introduce book

• Set a purpose for reading

• Activate prior knowledge

Sight word review

Book Introduction:

• Access background knowledge

• Quick gist of the book • Picture walk (into new vocab, new concepts, make

predictions)• Notice text features

• Review strategies

Before Reading – “The Set Up”

PURPOSE: WHAT YOU’LL SEE:

• Children decode & make meaning of text:

- Decoding strategies - Background knowledge - Wondering questions

• Teacher observe use of: - Reading Strategies - Monitoring for MSV - Fluency - Comprehension (higher level thinking)

• Whispering individual reading of whole text

• Teacher “listening in”

• Teacher assisting when needed or asked (prompts, questions, encourages)

• Students using previously learned strategies

During Reading – “The Spying”

PURPOSE: WHAT YOU’LL SEE:

• Make meaning of text

• Assess understanding

• Synthesize material

• Teaching of a new sight word

• Working with words activity or guided writing

• Guided Discussion

• Teaching Point by Teacher- based off of what the teacher saw while listening to reading

• Praise for something that the students in the group did good at.

After Reading - “Debriefing”

• Reflect on success

Independent Reading = PracticeChildren need time to practice the skills that

they’ve been working on during guided reading.

They’re trying them out, on their own, without support.

Goal- Transfer of skills*This can be hard and may take time- be patient

Independent Reading = Practice

It’s like riding a bike