GUIDED READINGSabrina LasherMorehead STEM AcademyJanuary 2011

WHAT IS GUIDED READING? Teacher and about 5 students with similar

reading behaviors 20-30 minutes

BEFORE READINGFamiliar 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 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

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 Examplehttp://www.youtube.com/watch?v=pJq6Lz9usyA

Return to desks to complete extension activities.

LOGISTICS 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 BOOKEmergent 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?

During Familiar Read portion of Guided Reading Lesson

(Word read-miscues)/words read = percentageLevels A-K

Levels L–Z

Below 90% Frustration90-94% Instructional95-100% Independent

Below 95% Frustration95-97% Instructional98-100% Independent

RUNNING RECORDS

ANALYZING A RUNNING RECORDMiscue Analysis

Meaning – Did the student use meaning when committing the error? pony/horse

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?they/them

FLEXIBLE GROUPINGWhen 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 READINGFive 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 Same as with Fiction texts Your questioning and predictions will be

geared towards gaining information and arousing curiosity.

BEFORE READING: NON-FICTION KWL or KWHL Video clip to build background knowledge Additional articles or photos Word webs

Book Introductiono Predictions become more “What might we

learn?” o Picture Walk becomes a preview of text

featurestable of contents, charts, captions, etc.

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 Make Connections Ask Questions Summarize Determine Importance Author’s Purpose Graphic Organizers- Sequence, time lines,

venn diagrams, tree maps, cause effect, etc.

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 PROCEDURES1. Pick a book that fits your students’ level

and/or the content you are covering.

2. 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.

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