Microsoft Word - guided reading essentials

2015 Children’s Literac

Initiative

Essentials of Guided Reading

2314 Market St.

Philadelphia, PA 19103

T: 215-561-4676

F: 215-561-4677

[email protected]

www.cli.org

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ClassroomCulture/LiteracyEnvironment

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WHY:Whenstudentsfeelsafeandsupportedandareawareoftheirexpectationsandresponsibilities,instructional

timeismaximizedandstudentsaremorelikelytogivetheirbesteffort.Whenteachershavethematerialstheyneed

onhand,theycanbepreparedtoutilizeresourcesastheyareneeded,therefore

maximizinginstructionaltimeand

meetingstudents’needs“onthefly.”

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HOW:

 Teachprocedurallessonsabouthowtoberesponsibleinasmallgroupandmanageindependentwork

 Createanorganizedspaceforguidedreadingwithanchorchartstosupportlearning,assessmentmaterialsyou

needatyourfingertipsand

resourcesforstudentstousetoenhancethesmallgrouplesson(strategysheets,

materialsforoptionalwordworklikedryeraseboards,magnetletters,etc.)

 Createaclimatethatisriskfree,promotesreflection,andfocusesonlearningtoreadasaprocess

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

2015 Children’s Literac

Initiative

Essentials of Guided Reading

2314 Market St.

Philadelphia, PA 19103

T: 215-561-4676

F: 215-561-4677

[email protected]

www.cli.org

PLANNINGFORGUIDEDREADING

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Creategroupsthatareflexibleandshiftasaresultofassessmentdata

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WHY:Whenstudentsaregroupedbasedonmultiplesourcesofthedata(theprioritybeingtheirinstructionalreadinglevel)

theyareensuredaccesstoinstructionthatmeetstheirneedsinthemostefficientandeffectiveways.Group

discussionand

collaborationwillbeeffectivewhenthatinstructionoccursinthecompanyofpeerswhosharestrengthsandneeds.Re‐

groupingoftenensuresthatstudentsarecontinuallymatchedwiththerightpeers,objectives,andtexts.

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HOW:

 Analyzeassessmentdata(e.g.DRAs,runningrecords,anecdotalnotes,etc.)todetermine

grouping

 Re‐assessandre‐groupasnecessary

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2015 Children’s Literac

Initiative

Essentials of Guided Reading

2314 Market St.

Philadelphia, PA 19103

T: 215-561-4676

F: 215-561-4677

[email protected]

www.cli.org

Selectanappropriateobjectiveforthelessonandatextthatsupportsit

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WHY:Determininganappropriateobjectivebasedonassessmentdata/groupsneedsensuresthebest

useofinstructionaltime.Smallgroupinstructiongivesreadersthechancetobeguidedintheir

readingincontext.Therefore,thetimetheteachertakestoensuretheobjectivematchesagroupneed

willbeworthwhile.Additionally,thechoiceoftextcanmakeorbreakthelesson.Ifthetextsupports

thestrategytaught,atthestudents’instructionallevel,andofinteresttothestudentsitensuresthe

lessonwillbeengagingandeffective.

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HOW:

 Pre‐plananobjective(readingskill,strategyorbehavior)basedonpreviousobservations,

assessments,andscopeandsequences.

 Chooseatextatthegroup’sinstructionallevelthatsupportstheobjectivetobetaught.

 Takethegroups’interestsintoaccount.

2015 Children’s Literac

Initiative

Essentials of Guided Reading

2314 Market St.

Philadelphia, PA 19103

T: 215-561-4676

F: 215-561-4677

[email protected]

www.cli.org

GUIDED READING INSTRUCTION:

BEFOREREADING:

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WHY:Studentsbenefitfromknowingwhatitisthey’relearningandwhyit’simportant.Teachers

scaffoldlearningbyvaryingtheamountandtypeofsupporttheygivebeforereading.Theyneedto

providetherightamountofsupportsostudentscansuccessfullytacklethetext,whileallowing

students

roomtoproblemsolveaswell.

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HOW:

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1) Setthepurpose:explainpreciselywhatthegroupwillbelearning.Thegroupisexplicitlytold:

 whattheobjectiveis

 whyitwaschosen

 howitwillhelpthemasreaders

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2) Introducethetext.Theintroductionisdependentonthereadingstageofthegroup:

 EmergentReaders‐Athoroughintroductionisrecommended,includingabookwalkusing

explicitlanguagereaderswillfindinthetext

 EarlyReaders‐Adetailedintroduction,butnotacompletewalkthrough,isnecessary.The

groupcanlookoverafewpagesbutdiscussionwillnotincludeapreviewofwhattheactual

textsays

 TransitionalReaders‐Offerabriefintroduction.Thiscanincludelookingattextfeatures

(backcover,tableofcontents,title,etc.)forcluesastowhatthebookwillbeabout,making

connectionstobooksbythesameauthororinthesamegenre,and/ormakingpersonal

connections.

 FluentReaders‐Onlyaminimalintroductionisnecessarytorefineandinternalizestudents’

readingstrategies.

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3) Explainthepre‐plannedteachingpointindetailanddemonstrateit.Studentsareexplicitlytoldto

trythestrategy/skilloutwhiletheyare

reading.



2015 Children’s Literac

Initiative

Essentials of Guided Reading

2314 Market St.

Philadelphia, PA 19103

T: 215-561-4676

F: 215-561-4677

[email protected]

www.cli.org

DURING READING:

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WHY:Givingreadersthechancetoreadthetextontheirowngivesthemtheopportunitytousethe

toolsandskillstheyhavebeentaught.Conferringwithstudentswhiletheyarereading,allowsfor

precise,“onthefly”,responsiveteachingthatmeetsreaderswheretheyare.Thiskindof

brief

conferenceprovidestheperfectopportunitytotakenotestoinformfutureplanning.

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HOW:

 Directstudentstoreadtheguidedreadingbookindependently

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 Brieflyconferwithstudents.Noticeandsupportreadingbehaviorsthatmatchtheexpectations

forthestudents’level.Teacherscan:

 encouragestudentstousethedemonstratedstrategywhenneeded,

 encouragethestrategicuseofreadingstrategiesingeneral

 guidestudents’decodingthroughprompting

 guidecomprehensionand/orfluency

 checkforunderstanding

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 Takenotesonwhattheyobservedanddiscussed.

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2015 Children’s Literac

Initiative

Essentials of Guided Reading

2314 Market St.

Philadelphia, PA 19103

T: 215-561-4676

F: 215-561-4677

[email protected]

www.cli.org

AFTERREADING:

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WHY:Takingtimetodiscussthetextafterthelessonbringsclosuretothelessonbyensuringthat

students’comprehensionisonpoint.Reiteratingthestrategytaughtinthelessonincreasesthelikelihood

thatthestrategywilltransfertotheirindependentreadinginthefuture.Theteachercanchoosewhether

additionalextensionstothelesson,includingwordwork,wouldbevaluableforthegroup.Engagingin

wordworkinthecontextofrealreadingincreasesstudentunderstandingofthewaywordsworkin

context.Additionalextensionsthatallowforfurtherworkonthestrategylearnedcanensuredeeper

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comprehensionandtransferofthestrategylearned.

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HOW:

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 Discussesthetextandthestudents’responsetoit.

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 Reviewthestrategy,skill,orbehaviorthatwastaught.

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 Shareandshowanexampleofachild’ssuccessfuluseofthestrategy

 Remindstudentsthatthestrategycanandshouldbeusedduringindependentreadingtime.

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 Additionalteachingoptionscaninclude:

 (Can)Discussotherobservationsfromtheconferencesthatwouldbenefitthewholegroup

 (Can)Provideexplicitteachingtohelpstudentsbecomeflexibleandefficientwordsolvers

 (Can)extendtheteachingofthestrategythroughtheuseofgraphicorganizers,independent

reading,etc.

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