Guided Reading in Grades 3 - 6

by

Tracy Conn

The only way to make learning to read easy , is to make the reading easy. Frank Smith

Guided Reading is… the bridge between shared reading and independent reading a small group instructional model in which teachers work with students of

similar reading abilities a process that teachers can use to guide students to talk, think, and

question their way through text an opportunity for the teacher to evaluate the child’s reading in action an opportunity for students to use strategies and skills a part of a balanced reading program that allows the child to discover that

reading is: communication, enjoyment, and information a way to support children’s reading in instructional-level materials an opportunity to teach literacy procedures, concepts, skills, and strategies

during minilessons

Reading MaterialsIn guided reading, every child needs a copy of the reading material. A

variety of reading materials are appropriate for guided reading lessons. The only requirement is that they must be matched to the group’s instructional reading level.

Trade books leveled books Basals PoemsResources:Fountas and Pinnell, 2001. Guided Reading

Guided Reading: What It is and How It Fits Into a Comprehensive Literacy Framework

Before Reading: Tune In to the Text During Reading: Read the Text After Reading: Return to the Focus and

Dig Deeper to Extend Thinking About the Text

Why and How Do We Use Guided Reading in the Intermediate Grades?

An approach that you can use to support and meet the needs of intermediate students as they progress and encounter increasingly challenging tests

An opportunity for teachers to introduce students to texts that are accessible and comprehensible, and that offer occasions to extend their reading ability and learn

A powerful way to reinforce and explicitly teach as necessary multiple reading strategies and skills that you ultimately want students to use on their own during independent reading

Grouping Strategies

Ability – Groups are formed according to similar reading ability. Books are matched to the readers’ instructional level; text provides sufficient support and manageable challenges for students to read successfully, and to move forward. (DIBELS, MAZE, DRA, San Diego Quick)

Specific need/focused task – Groups are formed according to similar needs. Explicit instruction is given to help readers learn what they need to know in order to move forward, such as how to select appropriate books, read punctuation, preview a book, and so on.

Reading strategies – Groups are formed to explore reading strategies the “in the head” processes that readers use to build meaning and understanding when reading, such as monitoring, self-correcting, visualizing, and so on. (START ppt)

Interest – Groups are formed according to similar interests. Focus may include topic, genre, series, or author readers care about and want to pursue further – such as shark, mystery, Roald Dahl, and so on.

Reading Components of a Comprehensive Literacy Framework Read-Aloud – Reading To Shared Reading – Reading To/With Guided Reading – Reading With Buddy Reading - Collaboration Independent Reading – Reading By

Learners’ NeedsInstructional Approach

Text

Possible Comprehension StrategiesPossible Instructional approaches Possible Types of Texts and Formats

Learners Needs

What do students already know? What do they need to know? DRA and Spelling Inventories are useful. Comprehension Strategies.

Instructional Approaches

How much support you need to offer Read-Aloud Shared Reading Guided Reading Literature Discussion Groups Partner Reading Independent Reading

Text

Picture Book (Yes! for older students) Big Books Text on Overhead Transparency, or Smartboard Charts Novels Trade Books Periodicals Poetry Articles Websites

Assessing Students and Forming Guided Reading Groups

Ongoing Assessment Builds a Profile of Each Reader

Gather Assessment Information

Plan for Instruction

Teach and Reflect

Analyze, Reflect, and Evaluate

The Reader

Begin with the End in Mind

Identify desired results. Determine acceptable evidence Plan learning experiences and instruction

On Going Assessment Builds a Profile of Each Reader Individual Reading Conferences Anecdotal Records Reading Interviews and Surveys Record of Oral Reading Retelling Reading Log Reading Response Journal

Organizing, Storing, and Using Assessment Information Show example of student notebooks.

Using Assessment to Inform Instruction: Forming Guided Reading Groups

Spelling Inventory DRA2 Cloze

A Practical Framework for Planning and Teaching Guided Reading Lessons

Set a focus for the lesson. What do the students need to learn based on ongoing observation and assessment?

Choose the text. What text will provide a high degree of support and manageable challenges?

Before reading: Tune in to the text. What is the best way to introduce the text so students can access their background knowledge, engage in some discussion, and prepare for the reading?

During reading: Students read the text. What are the student’s and teacher’s role during reading?

After reading: Return to the focus and dig deeper. How will conversation and discussion support and extend the focus of reading and fuller understanding?

Exploring Key Reading Strategies in Guided Reading http://reading.ecb.org START (Student and Teachers Actively

Reading Text) CAFÉ book (part of the Daily 5)

Strategies

Rivet DR-TA Give Me Five Gist Predict, Apply, Retell Think Tac-Toe Question Cards

Organizing and Managing the Classroom Environment for Literacy Instruction

Debbie Dillar – Literacy Work Stations Daily 5

Putting It Into Practice: Model Guided Reading Lessons Video of lesson

Resources

Pinnell, G.S. Guided Reading Program – Teacher’s Guide. New York: Scholastic. Schulman, M.B. Guided Reading in Grades 3 – 6. New York: Scholastic Fountas, I.C., Pinnell, G.S. Guided Reading Good First Teaching for All Children. Portmouth, NH:

Heinemann.