The Secrets

of

Guided

Reading(In Lower Elementary)

Miss Allison Dalton

1st Grade Teacher

Cedar Lane Elementary School

BALANCED

LITERACY

INSTRUCTION

BALANCED

LITERACY

INSTRUCTION

GUIDED

READING

READ

ALOUD

BALANCED

LITERACY

INSTRUCTION

INDE-PENDENT

READING

SHARED

READING

Guided ReadingSmall, homogeneous,

flexible groups (20 mins.)

Students grouped by reading level

Teacher selected common text at instructional level or

a book that lends its way to a strategy needed by a group of children.

- Instructional Delivery

- Reader

- Text

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 comprehensionIndependent LOTS of reading

practice

Leveled Text

Independent:

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 comprehensionIndependent Lots of reading

practice

90-95% accuracy

& general comprehension

InstructionalTeaching purposes

Leveled Text

Instructional:

5-9 errors

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

96-100% accuracy &

thorough comprehensionIndependent 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 comprehensionIndependent Lots of reading

practice

90-95% accuracy

& general comprehension

InstructionalTeaching purposes

Below 90% accuracy &/or inadequate comprehension

FrustrationRead-alouds or shared reading

Instructional Leveled Text

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

96-100% accuracy &

thorough comprehensionIndependent Lots of reading

practice

90-95% accuracy

& general comprehension

InstructionalTeaching purposes

Below 90% accuracy &/or inadequate comprehension

FrustrationRead-alouds or shared reading

Instructional Leveled Text

Guided ReadingSmall, homogeneous,

flexible groups (15 mins.)

Students grouped by reading level

Teacher selected common text at Instructional level

- Instructional Delivery

- Reader

- Text

Decoding, comprehension, fluency, author’s purpose, vocabulary, how to participate productively in group discussions.

- Learn

Guided Reading Small, homogeneous, flexible groups (15 mins.)

Students grouped by reading levelTeacher selected common text at

Instructional level

- Instructional Delivery

- Reader

- Text

Deliver systematic & explicit strategy instruction to develop stronger independent readers (eventually without teacher support)

- Learn

- Purpose

Decoding, comprehension, fluency, author’s purpose, vocabulary, how to participate productively in group discussions.

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 well.

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

Individuals

Student

Independent level (Mostly student selected but sometimes teacher selected)

Practice session for their learning

How to use what was taught independently

- Instructional Delivery

- Learn

- Reader

- Text

- Purpose

Independent Reading = Practice

It’s like riding a bike

Assessment Informs Teaching

Children are grouped and

regrouped in a dynamic process

that involves ongoing

observation and assessment.

Assessment Informs Teaching

Anecdotal Records

keeps track of behaviors & interests

Initial Summative Assessments:

Running Records

keeps track of errors & strategy use patterns

DRA, PALS & PATHWAYS

detailed, in-depth analysis

to initially make small Guided Rdg groups

Ongoing Formative Assessments:

Conferring Records

Anecdotal & running records

Monitor ongoing individual progress

Discover specific skills & strategies being used

Focus on specific needs of individuals

Group children with similar needs

Choose books at appropriate level

Be their cheerleader!

Have fun- Homework should NOT be a battleground (contact the teacher)

Just give (tell) them the hard words!- “Reading should be a treat, not a treatment.”

Read TO your child- Improves comprehension & models good fluency

Reread texts-Improves their fluency

When they come to a tricky word, ask:

- “What strategies do you know that will help you?”

- “Does it

make sense, sound right &

look right?”

- “What do you think & why?”

- “What’s your favorite (part, character, author, etc.) & why?”

- “What did you notice? Like? Feel?”

- “What does this remind you of or make you think of?”

- Questions as if in an adult book group (give your

opinion, too!)

Questions After Reading:

Have fun!

- In a Nutshell -

Read TO & with

Talk & ask questions!

“Have a life!”