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Guided Reading. Sabrina Lasher Morehead STEM Academy January 2011. What is guided Reading?. Teacher and about 5 students with similar reading behaviors 20-30 minutes. Before Reading.

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Guided Reading

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Guided reading

Guided Reading

Sabrina Lasher

Morehead STEM Academy

January 2011

What is guided reading

What is guided Reading?

  • Teacher and about 5 students with similar reading behaviors

  • 20-30 minutes

Before reading

Before Reading

Familiar Read – Students read previous GR books to improve fluency. Teacher listens to a student read and takes a running record.

Introduction of a new text/Chapter

  • Activate Prior Knowledge/Build Background Knowledge

  • Make predictions based on cover illustration

  • Give a 2 sentence book introduction

  • Take a picture walk. Have students ‘read’ the pictures.

  • ‘Window’ key vocabulary words.

  • Set a purpose for reading. “We are going to read to see if…”

  • Give instructions on how much to read and what to do when finished.

During reading

During Reading

  • Teacher observes student reading. Choose one student to focus in on.

  • Students whisper read the text.

  • Provides strategy prompts to help with unfamiliar words.

  • “Any brief intervention should not interfere with the momentum of independent reading.”

  • Offer praise when a strategy is used successfully.

    Ways to Read

  • Echo, Choral, Whisper, Partner, Silent

  • Pose a question. Students read 2 pages then respond.

After reading

After Reading

  • Students reflect on reading strategies and their understanding of the text.

  • Select one or two teaching points

  • Have students find an example in the text

  • Word work

  • Vocabulary Example

  • Return to desks to complete extension activities.



  • During Reading Workshop (Teacher led group)

  • Groups are flexible

  • Meet with lowest students most frequently.

  • 5 meetings over 2 weeks is typical for advanced groups.

  • Allow a few minutes between groups to check in with other students.

  • Levels A-J might read 2-5 new books a week

  • Grades 3-6 the goal is independence; a chapter book a week or several shorter selections.

Choosing the right book

Choosing the Right Book

Emergent Readers

  • Number of pages

  • Words on a page

  • Repetition of text

  • Pictures that support the text

  • Students prior knowledge

  • Genre

    Fluent Reader

  • Author Schema

  • Prior knowledge

  • Size of text

  • Student interest

  • Genre

What level

What level?

Guided reading


During Familiar Read portion of Guided Reading Lesson

(Word read-miscues)/words read = percentage

Levels A-K

Levels L–Z

Analyzing a running record

Analyzing a Running record

Miscue Analysis

Meaning – Did the student use meaning when committing the error?


Syntax – Does the error fit the rules of speech?

Does it make sense as a sentence in English?

Visual – Does the error use visual cue?


Flexible grouping

Flexible Grouping

When to move up a level

  • If a student reads several books with 94% accuracy or greater.

  • Student reads with such fluency there is no need for problem-solving behaviors

  • Is able to retell and/or summarize the story

    When to move down a level

  • Student isn’t using strategies as they read.

  • Reads with less than 90% accuracy.

Non fiction texts in guided reading

Non-Fiction Texts in Guided Reading

Five Keys to Understanding Nonfiction(Blevins and Boynton 2003)

  • Identify Text Features- Charts, maps, graphs, captions, diagrams

  • Teach Text Structure

  • Activate Background Knowledge

  • Develop Students’ Vocabulary

  • Emphasize Comprehension

Non fiction text gr lesson

Non-Fiction Text GR Lesson

  • Same as with Fiction texts

  • Your questioning and predictions will be geared towards gaining information and arousing curiosity.

Before reading non fiction

Before Reading: Non-Fiction

  • KWL or KWHL

  • Video clip to build background knowledge

  • Additional articles or photos

  • Word webs

    Book Introduction

  • Predictions become more “What might we learn?”

  • Picture Walk becomes a preview of text features

    table of contents, charts, captions, etc.

During reading non fiction

During Reading: Non-Fiction

  • Find facts

  • Read to confirm information

  • Find the Main Idea of a section

  • Vocabulary- context clues, vocabulary boxes, glossary

After reading non fiction

After Reading: non-fiction

  • Make Connections

  • Ask Questions

  • Summarize

  • Determine Importance

  • Author’s Purpose

  • Graphic Organizers- Sequence, time lines, venn diagrams, tree maps, cause effect, etc.

Lesson plans

Lesson Plans

  • Common format for grade level

    1st, 3rd, and 5th grade begin on Monday, January 24th

    K, 2nd, and 4th grade begin on Monday, January 31st

    Teacher Guides that accompany the Guided Reading Sets have most of the information you need to write a complete lesson.

Book room procedures

Book Room Procedures

  • Pick a book that fits your students’ level and/or the content you are covering.

  • Sign the book out in the sign out log. You will need to write the date, title, and level. X or check the box if you also borrowed the teacher guide.

  • Return the books to the Return Bin when you are done. We will reshelf and check them back in for you!

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