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Guided Reading. November, 2011 In-Service. What is Guided Reading?. Guided Reading offers small-group support and explicit teaching to help students take on more challenging texts.

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Guided Reading

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Guided Reading

November, 2011 In-Service


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What is Guided Reading?

  • Guided Reading offers small-group support and explicit teaching to help students take on more challenging texts.

  • As students read texts that are organized along a gradient of difficulty, they expand their systems of strategic actions by meeting the demands of increasingly complex texts.

  • Students provide evidence of their thinking through oral reading, talk, and extension through writing.

    Fountas & Pinnell, The Continuum of Literacy Learning,2007


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System of Strategic Actions Wheel


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Guided Reading is Part of a Balanced Literacy Program

  • Reading Aloud

  • Shared Reading (Making Meaning/Making Meaning Vocabulary)

  • Guided Reading

  • Word Study (Fundations, Fountas & Pinnell, or Spelling Connections)

  • Independent Reading (IDR)

  • Model Writing (BAW)

  • Independent Writing (BAW)


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Balanced Literacy Follows the Gradual Release of Responsibility Model

  • “I DO” (Direct Instruction)

    • Read Aloud

    • Shared Reading (MM & BAW)

    • Model Writing (BAW)

    • Word Study

  • “WE DO” (Guided Practice)

    • Shared Reading (MM & BAW)

    • Guided Reading

    • Model Writing (BAW)

    • Word Study

  • “YOU DO” (Independent Practice)

    • Independent Reading (IDR)

    • Independent Writing (BAW)

    • Word Study


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Characteristics of Guided Reading

  • Teacher works with small groups of children (4-6).

  • Book selections are based on student needs rather than content area themes.

  • Each child reads the entire text, not just parts like “round-robin” or “popcorn” reading.


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Characteristics of Guided Reading Continued

  • The emphasis is on reading many books with increasing levels of difficulty while focusing on strategies.

  • Ongoing assessment drives instruction.

  • Assessments may include: running records, teacher observations, anecdotal records.


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More Characteristics of Guided Reading

  • Students are grouped and regrouped based on their demonstrated needs. Groups should be fluid.

  • The goal is for students to read independently and silently so they can interact with texts.

  • Students are taught to problem solve using strategies they have learned.

  • When appropriate, teachers should incorporate the strategies currently being taught in whole group lessons.


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Guided Reading in Grades K-2

  • Leveled texts that can be read in one session are typically used.

  • Emphasis is more often on strategic actions within the text.

    • Solving words

    • Monitoring and correcting

    • Searching for and using information

    • Summarizing

    • Developing fluency

  • Strategic actions beyond the text and about the text are also taught as appropriate.


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Guided Reading in Grades 3 - 5

  • Leveled texts can be read independently as well as during group time.

  • Emphasis is more often on strategic actions beyond the text and about the text.

    • Predicting

    • Making connections

    • Synthesizing

    • Inferring

    • Analyzing

    • Critiquing

  • Strategies within the text are also taught as appropriate.

  • Literature circles and strategy groups can function as guided reading groups when students are independently applying the appropriate strategic actions.


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When should guided reading begin?

  • For beginning readers, guided reading should start as soon as students begin to understand some early literacy concepts such as:

    • Sense of how a story works

    • Understanding that print carries meaning

    • A limited sight vocabulary

    • Some basic print concepts

  • For independent readers, small group instruction should begin as soon as reading needs and levels are determined. Individual conferences should begin as soon as IDR routines are established.


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RTSD Expectations for Guided Reading

  • Students should be reading materials at their independent or instructional level at some point every day

  • Teachers will meet with small groups and/or confer individually with students every day


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    Meeting with Students at Different Levels

    • Students who are reading below grade level should be met with daily, either in teacher-led small groups, reading support small groups or individual conferences with the teacher

    • Students who are reading on grade level should be met with 2 to 3 times per week in small groups or individual conferences

    • Students who are reading above grade level should be met with 1 to 2 times per week in small groups or individual conferences


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    Plan for the remainder of our session

    • Watch and discuss video examples of guided reading

    • Explore The Continuum of Literacy Learning

    • Opportunities for lesson planning, time permitting


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