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Balanced Literacy Guided Reading Scholastic Blue How do you relate? “ T he flood of print has turned reading into a process of gulping rather than savoring” Warren Chappell – graphic designer

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Balanced Literacy

Guided Reading

Scholastic Blue


How do you relate?

“The flood of print has turned reading into a process of gulping rather than savoring”Warren Chappell – graphic designer

“When you have mastered numbers, you will in fact no longer be reading numbers, any more than you read words when reading books you will be reading meanings.”Harold S. Geneen – past president and CEO of ITT

“There should be a little voice in your head like the storyteller is saying it.  And if there's not, then you're just lookin' at the words.”Lakeshia ~9th Grader in San Francisco

‘How can you dare teach a man to read until you've taught him everything else first?”

George Bernard Shaw - Nobel Prize Laureate in Literature


Road Map for Today

  • Outcomes
  • Agenda

Balanced Literacy



Modeled Writing

Read Aloud

Shared Writing

Teacher Does

Shared Reading

Interactive Writing

Child Does

Child Does

Guided Reading

Guided Writing

Independent Writing

Independent Reading

The teacher gradually gives control of the text to the child, depending upon the demands of the text and the child’s ability


Guided Reading

Scholastic Blue

  • Consists of 260 books organized into 26 levels of difficulty – Levels A – Z.
  • Six copies of each book are provided for small group use in the classroom.
  • Teaching cards are provided for each of the selected books in the Guided Reading kits.

Scholastic has two forms of guided reading!

  • Blue/white conceptual streams throughout Literacy Place anthologies now better known as Shared Reading
  • Scholastic Reading Blue

Guided Reading

What is it?

What it is not?



What is Guided Reading?

1. Read pages 8 and 9 in the Scholastic Guided Reading Program – Blue Edition Teachers Guide!

2. With your table group define Guided Reading. Write the definition on the top section of your sheet.

3.List what Guided Reading is in the first column.

What is guided reading?

“Guided reading is an instructional approach that involves a teacher with a small group of children who demonstrate similar reading behaviors and can all read similar texts.”

“The teacher selects a text that is easy enough for children to read with skillful teacher support, but also offers challenges and opportunities for problem-solving.”

Scholastic Guided Reading Program

Teacher’s Guide Pg. 8


Understandings about Guided Reading...

  • All children have the ability to become literate.
  • To maximize their full reading potential, all children need to be taught by skilled teachers.
  • The goal of guided reading is to help children become independent readers.

Guided reading is but one component of an effective reading program.

  • Reading for meaning is the primary goal of guided reading.
  • Children learn to read by reading.
  • Children need to be metacognitive: knowing what they know --- the why and how of reading.


Guided Reading is NOT:

4. With your table group – discuss what GUIDED READING is NOT. List those items in the second column on your sheet.


Guided Reading is NOT:

  • A complete reading program
  • Whole group instruction
  • Round robin reading
  • Sustained Silent Reading
  • JUST for young children
considerations when planning for guided reading
Considerations When Planning For Guided Reading

2. Assessment: What you know about the child as a reader

1. Reading Process: Understanding of how children progress as readers

3. Leveled Texts: What you know about leveled books and matching books to readers

4. Guided Reading Lesson:Before, During and After the Lesson

5. Organizing Your Classroom for Guided Reading and Flexible Grouping: Environments, routines, schedules, groupings


1. Reading Process

How children develop as readers

task can you read this
Task: Can you read this?

The pony trotted across the plains.

The pony trotted across the plains.

The p ony trotted across the plains.

The pony trotted across the plains.

The pony trotted across the p lains.

The pony trotted across the plains.


Sources of Information-Cueing Systems

Prior Knowledge

Link Symbol to Sound - Check Against Meaning - Confirm

Sense of story



Grammar patterns and language structure

Does it make sense?

Oral language

Knowledge of English Language



Does it sound right? Can you say it that way?

Does it look right?

Sounds and symbols (Phonics)

Concepts of print


Task: Reading Development Over Time

  • Individuallyreview the continuum which shows reading development/characteristics
  • Individually write five different words or phrases that come to mind as you read how readers change over time.
  • Next join a small group and discuss your words or phrases. Choose 3 different words or short phrases to share and report out.

Stages of Reading


Communication & Reconstruction


Multiple Viewpoints


Reading for Learning

“The New”



Confirmation & Fluency


Initial Reading




Elementary School

High School


Middle School

task knowing a child s reading
Task: Knowing a Child’s Reading

What do you want to know about a child’s reading before planning a guided reading lesson? Take a moment to discuss with your tablemates.

we want to know about their
We want to know about their…
  • Decoding skills: How do students read words or solve unknown words
  • Fluency: the degree to which students read with accuracy ease, and fluency
  • Comprehension: the degree to which students understand the text they read
Exposure to Books: Amounts, type, and quantity of reading
  • Attitudes and interests: about themselves and reading -- do they enjoy reading
  • Oral Language: background knowledge, vocabulary etc.
task observe a reader
Task:Observe a Reader

1. Observe a child read. What did you learn about their reading?

2. What are some other ways we can assess our children’s reading?

ways to assess
Ways to assess
  • Observation and anecdotal records
  • Running Records* (Page 22 Scholastic Blue)
  • Record of Oral Reading
  • Informal checklists
  • Scholastic Reading Inventory (SRI)
  • Developmental Reading Assessment (DRA)
  • Story Retells/Oral Retelling
  • Fluency Measure* (Page 26 Scholastic Blue)
Tools from Literacy Place
  • Benchmark Books from the Assessment Kit
    • Reading Analysis Interview
    • Reading Comprehension Assessment
    • Miscue Analysis
    • Student Profile
  • Assessment Handbook
    • Reading and Writing Survey
    • Student Questionnaires
    • Book logs
    • Misc. anecdotal forms
    • Self assessments
    • Rubrics
task a child from your class part 1
Task:A child from your class (Part 1)
  • Think of a child in your class.
  • What do you know about this child in terms of their reading strengths and needs?
  • Where are they on the reading development characteristics continuum?

3. Leveled Books

What’s the big deal about leveled texts?


Leveled books provide us with a way to ensure that students have the opportunity to read books within in their independent and instructional level

  • “Of everything that children read:
  • 85% should be easy for them
  • 15% should be a bit of a challenge
  • 0% should be difficult because it provides no opportunity for learning.”
          • -Richard Allington, 1996
commonly used leveling systems
Commonly Used Leveling Systems
  • Guided Reading Levels (Fountas and Pinnell)
  • DRA Levels
  • Reading Recovery Levels
  • Lexile Levels

What are Guided Reading Levels?

A way to level books based on a text gradient

  • A text gradient is a defined continuum of characteristics related to the level of support and challenge that a reader meets in a text.
  • Texts are grouped into categories along a continuum because they offer readers a similar level of support and challenge.
  • The level is an approximation of its difficulty and within a level there is some variation.

What Are Guided Reading Levels? (continued)

  • The challenges are not the same in every text in a level.
  • A given level is always seen in relation to the levels below and above it.
  • A gradient is not a precise sequence through which all students must move. Gradient is not a way to categorize students. It is meant solely to support the effectiveness of the reading and is a teacher tool.
task understanding guided reading levels
Task: Understanding Guided Reading Levels

Read pages 5-6 from your Scholastic Blue Teacher’s Guide

Be ready to discuss some of the factors considered when leveling books using a text gradient

task practice with guided reading levels
Task:Practice with Guided Reading Levels
  • You will need: a leveled text, handout, and the Scholastic Blue Teacher Guide.
  • Find a partner who teaches the same grade as you.
  • Using the leveled book you have, read over the descriptions of levels on page 32-57. Find ways to justify why that book is leveled the way it is. What might be some teaching points or behaviors to notice if you were using this book in a guided reading lesson?

Value of Leveled Books

  • Makes it easier to select appropriate books to use with groups of students in guided reading
  • Helps assess and record students’ progress over time
  • Helps guide students/teachers when selecting books for independent reading

Value of Leveled Texts (continued)

  • Provides a “ladder” that students can use to gradually increase their reading abilities
  • Provides a basis/common language for teachers to talk with one another about text difficulty and text selection
  • Helps in planning and evaluating the classroom collection and school book collection
cautions when using leveled books
Cautions: When Using Leveled Books
  • Using leveled books is not a way to return to the old way of doing reading groups-Blue Birds etc.
  • Students do not need to move lock step through the sequence nor do they need to read each book at a level before going to another level
  • Leveling is not an exact science; still need to factor in children’s interest, the amount of support you can provide
  • Children still need to have experience with books at levels beyond their instructional/independent level (i.e. read alouds, shared reading)

Cautions: When Using Leveled Books (continued)

  • Be careful about categorizing students. The text gradient is a collection of titles categorized by level of difficulty. It is a teacher’s tool.
  • Still need to teach students how to choose “just right books.”
  • Leveled books are only a small part of the classroom collection, and leveling books is not intended to limit student reading.

Matching Books to Readers: Guided Reading Levels

  • What are we aiming for?
  • Independent Level: 96-100% word accuracy, 75-100% comprehension
  • Instructional level: 92-95% word accuracy, 60-75% comprehension
  • Frustration Level: 90% word accuracy, 60% or less comprehension
matching books to readers other important considerations
Matching Books to Readers:Other important considerations
  • The text must engage a reader and at the same time provide opportunities to extend their reading ability
  • Simultaneously be thinking about the:
    • Reader’s present strategies
    • Reader’s interests and background knowledge

Matching Books to Readers:Other important considerations


  • Text complexity in relation to the reader’s current skills
  • The language of the text in relation to the reader’s background knowledge
  • The appropriateness of the content to the age of the reader

Task:Matching Books to Readers: Putting it All Together (Part2)

  • Refer back to the student in your class that you described as a reader in terms of assessment and the reading process.
  • Think about the various guided reading levels. What level do you think would be a good match for this child.
  • What might be some “behaviors to observe and teach” that you would to include in a guided reading lesson? (Page 32-57 Teacher’s Edition Scholastic Blue)

Lexile Vocabulary Lesson: (Mathematical Approach)

* Lexile Level

* Lexile Measure

* Lexile Range

A determined difficulty represented by a number in 50 increments

The number attached to the child based on testing data

A set of points from 50L above to 100L below a child’s Lexile measure said to be acceptable

what are lexile levels
What are Lexile Levels?
  • A Lexile Level is a unit for measuring text difficulty.
  • It’s based on a formula that considers two basic variables: sentence length and frequency of wordusage.
  • It is not an instructional system; it is a system of measurement, a computerized system that calibrates the difficulty of text and determines which students will be able to negotiate that material, quickly and with a high degree of accuracy.

What are Lexile Levels?

  • A Lexile Level can also determine the level of text difficulty a student can comprehend. This is called the student’s “Lexile measure.”
  • The student’s “Lexile measure” indicates the level of text a student can read with 75% comprehension.
  • The student’s “Lexile measure” establishes a range of readability levels, which are about 50L above and 100L below the student’s “Lexile measure”.

Words of Wisdom

Try not to get too hung up on levels

“…think of the Goldilocks Standard books should neither be too easy nor too hard-but just right.”

-Sharon Taberski P. 150

“…this expertise – being able to match readers with books-takes time to develop.” -Schulman & Payne


In summary…

Leveled books are an excellent teaching tool, but must be used with caution. Other things in addition to the level need to be considered when matching books to readers.


Getting Ready for the Lesson

1. Identify instructional needs of students. (DoDEA ELA Standards needing support).

2. Determine the group you will work with for the guided reading lesson. (Refer to handout “Guided Reading Organization”)

3. Think through the grouping options you will use for the whole class while you are conducting the guided reading lesson (whole group, small group, partners, independent.)


Task: Video Clip

Forming & Scheduling Guided Reading Groups

Listen to Sharon Taberski, teacher and author, talk about how she forms and schedules guided reading groups


4. Choose the text(s) you want students to read.

5. Gather all necessary materials, provision for the lesson.

6. Select teaching strategies for each phase of the lesson (Before—During—After.)

Six Steps in a

Guided Reading Lesson

  • Introducing the Text
  • Supporting Effective Reading
  • Discussing and Revisiting the Text
  • Teaching for Processing Strategies
  • Extending the Meaning of the Text (optional)
  • Word Work (optional)

1. Introducing the Text

The most important decisions in Guided Reading center on selecting and introducing the texts to readers.

For the reader to use processing strategies to construct meaning, the text must be accessible, comprehensible, and offer the student opportunities to problem-solve and learn.

In Guided Reading, students read the text for themselves with the support of your strong introduction, which is the key to students understanding and successful problem solving on a challenging new text.


When you introduce a text, you make problem solving easier for the reader:

  • engage students-draw them into the activity
  • help them explore and access their knowledge
  • help them attend to critical features of text
  • anticipate features that may be difficult


  • Jot down the important ideas that you want to be sure to mention. Notes might include:
      • 1-2 sentences - main idea of the book
      • vocabulary to introduce and define
      • info about author, illustrator or genre
      • processing strategies to reinforce
      • text features or layout
      • unusual language structures
      • length of reading assignment
      • after-reading assignment
Plan for the Appropriate Level of Support

The length of the introduction will depend on:

  • complexity of text
  • readers’ background knowledge
  • readers’ experience with text features
  • readers’ understanding of genre
  • reading skills

The introduction is always planned in relation to the challenges and learning opportunities this particular text offers to the readers.

What the student brings to the text has an inverse relationship to the level and kind of support you provide in the introduction.

A strong introduction is a lively discussion that moves right into enjoyable reading.


Task: Book Introduction

1. Choose one of the books you brought to today’s session.

2. Applying the information you have just learned, plan a book introduction for your book.

3. Write down some possible ideas and main points for your introduction on the handout.

(You may also want to refer to the Guiding Reading Teaching Card that accompanies your book.)


2. Supporting Effective Reading

  • Following the introduction, each student reads the entire text or a specified portion of it.


There are many alternatives. The one you choose will depend on your readers’ experiences, their ability to read longer texts, and their need for support in reading the particular text.


Some Ways You Might Proceed

  • Introduce the complete text (read whole text to the end.) This works best with short text.
  • Introduce sections of text. Introduce the first section and then have students read it. Introduce the second section and then have students read the remaining sections.
  • Introduce theme, genre, and author. Each student could have a different book in one of the categories. They read the text independently and then come back together to share/discuss.


On occasion you may want to focus the reading by giving students aspects to notice as they read.

Having a focus will sometimes help them be more active readers because they are thinking of something specific as they read.


Overall, a focus will prompt them to raise questions in their mind that:

    • open up the text and get them thinking
    • call up background knowledge and help them understand how the text is organized
    • help them to search for evidence to support their thinking

A focus can artificially narrow the reader’s processing the whole meaning of a text.


Students Read the Text

independently - individually - silently

While they are reading, you might:

  • Sample oral reading and reinforce effective reading strategies
  • Note/record specific needs for review at the end of the reading or for use in planning the next lesson

Avoid constant interruption of the flow of reading.



  • Complete the reading and any related work at the table
  • Engage in after reading discussion
  • Return to their seats to complete assigned reading, writing, or extension activity

Task: Supporting Effective Reading

1. Use the same book that you used for your book introduction.

2. Think about a possible “focus for reading” that you might suggest to the students reading this book.

3. Write down your focus on the handout.

(You may also want to refer to the Guiding Reading Teaching Card that accompanies your book.)

invite students to make connections

talk with students about the meaning

find evidence to support their thinking

draw attention back to the text and build in the learning that took place earlier in the lesson

3. Discussing and Revisiting the Text


develop students’ knowledge of vocabulary

  • clarify meaning
  • search for themes
  • notice the author’s use of language


Discussing and Revisiting the Text

1. Using the book you have chosen, determine if there is any vocabulary that you would want to discuss with students.

2. Does the author use any particular language, voice or style that you would want to discuss with students?

3. Write down your ideas on the handout.


4. Teaching for Processing Strategies

  • teaching arises from your observation of students’ reading behavior as well as ongoing assessment of their needs
  • highlights 1 or 2 important processing strategies
  • instruction should be brief and explicit

demonstrate and apply strategies to text just read

  • provide mini-lesson related to the text and to the strategies that you want students to learn

The purpose of this teaching is not to enable students to read the particular text but to develop strategies they can apply to all reading.



Teaching for Processing Strategies

1. For your chosen book, highlight one or two important processing strategies that you think this book might help teach.

(You may also want to refer to the Guiding Reading Teaching Card that accompanies your book or the Characteristics of Text in your Teacher’s Guide.)

2. Write down the strategies you would teach on the handout.

Sometimes you may want to ask students to write about the text or do some other activity designed to extend the understanding.

5. Extending the Meaning of Text


Remember that you don’t need to plan for an extension activity after every book.


Some ways to extend the meaning of text:

  • compare and contrast
  • analyze characters
  • explore concepts from different perspectives
  • role play

use graphic organizers

  • further reading
  • data gathering
  • incorporate art


Extending the Meaning of Text

1. For your chosen book think of one or two extending activities that might be appropriate for that book.

2. Write your ideas on the handout.

1-2 minute optional component of Guided Reading

students play with words to discover how words work

6. Word Work



analyze individual words in isolation, using only visual information

  • relate/focus word study on something you are doing with the entire class

One important aspect of being an effective reader is the ability to solve words rapidly and easily while reading continuous text.


Task: Word Work

1. Determine if there are any words in your book that you could use for a word study. How would you study these words?

2. Write down your ideas on your handout.


Task: View the video clip of a Complete Guided Reading Lesson

  • Identify the content for each of the steps of the guided reading lesson.
  • What processing strategies does the teacher focus on?
  • What optional components does the teacher include?

In kindergarten there is a smooth transition from shared to guided reading as children demonstrate that they are on the verge of reading.

Early Readers

If children do not know letters, there is no need to delay their reading of text. They can continue to learn more about letters and words as they encounter them in text.


Building on Early Learning

  • Developing Oral Language:
  • Conversations
  • Making statements and asking questions
  • Elaborating and explaining
  • Listening and responding
  • Expanding other’s ideas

Taking turns, repeating and restating ideas

  • Thinking about and respecting alternative meanings
  • Using language to investigate and wonder
  • Enjoying and sharing the play of language through poetry, rhyme and humor

Shared Reading

  • Builds on previous experiences with books
  • Provides language models
  • Expands vocabulary
  • Lays the foundation for guided and independent reading

Supports children who are on the verge of reading so that they can enjoy participating in reading whole stories

  • Provides an opportunity for the teacher to demonstrate phrased, fluent reading
  • Provides the opportunity to draw attention to critical concepts about print
  • Provides a context for learning specific words and features of words

There are many other important structures or contexts that extend readers. Children need many opportunities to discuss and work with books and texts they have read or may not yet be able to read.

Extending Readers

Usually small heterogeneous groups of students who are interested in certain topics, authors, genres, or specific books work together.


Literature Circles

Literature Circles are a means for more intensive talking or thinking about books. When students share their personal responses and interpretations of a book with one another, they are able to gain a deeper understanding of themselves and their world.


Literature circles can follow a read-aloud as children respond to story elements such as character, setting, plot or illustrations.

  • As partners, as a small group, or as a class, students can make connections between books, compare works by an author or illustrator, contrast versions of a story, or relate a story to their own lives.

The teacher sets up a system for choosing books and schedules time for students to meet.

  • Intensive, open-ended literature discussions provide the richness of literature experiences to all students regardless of current instructional reading level.

Reading Workshop

The goal of any reading program is a child’s ability to select, read independently, and think deeply about books.


The teacher presents a short, focused lesson to support the effective use of reading strategies or to promote and broaden students’ knowledge about books.

  • Children generally choose their own books, confer with peers or the teacher, and share their reading with the group.
  • This structure is very powerful in developing readers who love books and who can choose, read and discuss books in authentic ways.

Extended Projects

Frequently, students share their understanding of a text through an extended project that may involve several modes of expression such as poetry, art, drama, movement, music, and writing.


Extension projects have two primary goals:

  • To give students an opportunity to show an audience what they have learned.
  • To include information from the text for the benefit of others’ learning.

As students create these projects, they must revisit the text and analyze and transform ideas into new media.


Projects work best when students:

  • Are highly engaged in text over time.
  • Have learned a great deal through discussion and analysis.
  • Know how to use the different modes of expression that are available.
  • Select their own format in which to present their knowledge.

Possible projects may include:

  • Role play or drama
  • Readers theatre
  • A “jackdaw” (a collection of documents and artifacts related to text)
  • PowerPoint presentations
  • Pamphlets

“If you want to make a reader, you have to find a book he can enjoy, one that makes him believe you think he can be a reader, and then you must help him find his way through it.”

--New Zealand Department of Education--


Organizing Your Classroom

for Guided Reading

,,,it takes purposeful planning based on the premise:

  • All children can learn to read and write
  • Children learn about written language in an
  • environment that is print-rich
  • Powerful demonstrations are an important part
  • of the learning process
  • Learning is social
  • An organized environment supports the
  • learning process
  • Children learn best when they are held
  • responsible

Getting students absorbed in meaningful, purposeful literacy activities requires a number of significant changes in the classroom—in the physical environment, in events and activities, and in the nature and quality of the interactions.

Noel Jones

(Getting Started: Creating a Literate Classroom Environment)


Making the Most of

Your Day With Children

  • Make it manageable
  • Make it routine
  • Make it work physically
  • Make it both heterogeneous and
  • homogeneous
  • Make it clear
  • Make it work when it breaks down
  • (Don’t abandon it, teach it, practice,
  • monitor, revise where needed)
  • Make the transitions work

Setting up Literacy Stations

…places for practice: Static or On-Going

Reference pages K-2 Scholastic Blue Teacher’s Guide pp.12-13, “Beige” book grades 3-6 , pp. 88-110

  • Things to Consider:
  • Noisy / Quiet
  • Accessibility /Accountability
  • Modeling / Monitoring
  • Expectation / Groupings
  • Integration / Practice

Using a Workboard Structure

…Icons denote areas and tasks

Guided Reading K-2 “White” pp. 202-211

Spend an ample amount of time with each center modeling, working as a whole group, ensuring understanding of expectations, slowly adding areas to assure undisturbed GUIDED READING times.

Task: View Video Clip



A Three-Block Framework:

Language and Word Study, Reading and Writing

…tool for designing and managing the instructional program

Guiding Readers and Writers “Beige” 3-6

  • Organized
  • Flexible
  • Creates common languages across grade levels-transitions
  • Promotes independence and self-direction
  • Cross-curricular connections
  • Group planning

Task: View Video Clip


Block 1: Language & Word Study

Explores Literature, Poetry, Informational Text

Start with a Community Meeting Guiding Readers and Writers “Beige” 3-6

  • Vocabulary building paragraph with new vocabulary and discussion
  • Ask for 3-4 sentence writing on topic and sharing
  • Each day could share a news event among students
  • Provide a short editing lesson on overhead projector
  • Different students read/recite poems,
  • Interactive Editing
  • Handwriting
  • Word Study
  • Modeled/Shared reading/writing
  • Interactive Read Aloud
  • etc.

Block 2: Reading Workshop

“When students read everyday, they are continually learning new things that they can share with partners, small groups, or the whole class.” Fountas/Pinnell 2001

  • Independent Reading…
  • In Guided Reading…
  • In Literature Study…
  • And, in all Three Contexts…
  • Constructing meaning is the overall goal. Students are making personal and
  • textual connections while learning from and about reading

Block 3:Writing Workshop

…learn what it’s like to be a writer—how they think, plan, compose, revise, and share their work

  • Independent Writing: Students work silently and individually from a minilesson based on the needs of the writers
  • Guided Writing: Small temporary groups meet to discuss aspects of writing and learn more about writer’s craft (like guided reading)
  • Investigation: Independent or partner work on long-term projects—perfect for content integration

A peek at what some others have done

Guided Reading “White” K-2

  • Designing and Organizing the Environment pp. 43-51
  • Managing the Classroom pp. 53-64
  • Designing and Using a Text Gradient pp. 107-115
  • Teaching for Strategies pp. 154-162
  • Shifts Over Time pp. 177-183

A peek at what some others have done

Guiding Readers and Writers “Beige” 3-6

  • Language and Word Study Design and Edit p. 26-31
  • Managing Time and A Week of Literacy p. 97- 101
  • Planning Effective Minilessons pp. 128-136
  • Responding to Literature pp. 284-5
  • Shared Meaning: pp. 287-289

What about our standards?

…let’s see how we match up

  • In “Scholastic Blue” Guided Reading and
  • NCEE Adopted K-3 English Language Arts Standards
    • ELA 1 Reading
      • ELA 1b Getting the Meaning
      • K= B
      • 1= I
      • 2= L
      • 3= O (34)

With accuracy, fluency, self-correction, self-monitoring, and comprehension

  • ELA 1c Reading Habits

What about our standards?

…let’s see how we match up

In “Scholastic Blue” Guided Reading and

DoDEA’s adopted English Language Arts Standards 4-12

  • ELA E1 Reading
    • E1a Reading Lexiles
    • (4th= 600L- 900L, 5th= 700-1000L, 6th= 800-1050L)
    • E1c Reading Comprehension
    • E1d Reading Accuracy and Fluency
  • ELA E5 Literature
    • E5a1 Genre
    • E5a9 Inferences/Conclusions


Choose a word, phrase, or an idea that has struck or stuck with you today and tell us why it is meaningful, or how you will apply it in your classroom

adopted materials to support the process
Adopted Materials to Support the Process
  • Literacy Place Sourcebooks/Skill Builders etc.
  • Big Books (K-2)
  • Fluency Libraries/Phonics Readers/My Books/Read Alouds (primary)
  • Big Books of Rhythm and Rhymes (K,1A/B, 2A/B)
  • Shoebox Libraries (Levels 1-12)
  • Trade Book Selections (Grades 1-6)
  • Wiggle Works Plus and Smart Place
  • Assessment Kits/Benchmark Books
  • New Grammar, Usage, Mechanics, and Spelling Supplement
  • New Adoption of Leveled Books for Balanced Literacy (Scholastic Blue)

See your ELA ISS / Liaison