Guided Reading
WIKI Developed by:
Crystal Lawrence
Marilyn Gallatin
Hollie Nawrocki
What is guided
reading?
Guided reading is made
up of small flexible groups. The base of instruction comes from a variety
of texts on students' instructional level. The teacher “guides” students
through leveled text during shared reading time. The teacher will
introduce text focusing on a specific strategy. Some strategies include
print concepts, letter and sound knowledge, word structure, and context clues.
Guided Reading is planned instruction focused on coaching students how to use
reading strategies effectively to become fluent, skilled, and independent
readers.
Teacher's Purpose
During lessons with
Emergent Readers, Pre-A to C level, the teacher’s purpose is to prompt or coach
children with strategies such as, “Does that make sense? Try that again with a
different vowel sound. Look at how that word begins.” to help students self
correct reading errors. The teacher will need to take notes of any
problems or successful behaviors observed during reading. This will help
you decide what needs to be reviewed, and help plan future teaching points. It
is important to only pick 1-2 teaching points, otherwise students
may fail to make the instructional connections. It is imperative to tell students what they are doing well.
Noticing a student's effort or success during shared reading is a crucial
step to creating ownership of a student's learning.
Student’s Purpose
Students will whisper
read (aloud) while in a group using their books properly. Students will
continue reading and rereading text until the teacher calls time. Students need
to participate in a group discussion about the text. Students should be working
toward making proper connections and applying known taught strategies while
reading.
Features
Found in Guided Reading Lessons
Pre-A
Lesson (Approximately 20 minutes)
·
Letter
Practice
·
Working
with Names (Name Puzzles, Magnetic Letters)
·
Working
with Sounds (Syllables, Rhyming, Picture Sorts)
·
Working
with Books (Finding letters, words, punctuation)
·
Interactive
Writing & Cut-Up Sentence
Examples of
Name Puzzles and Interactive Writing with Cut Up Sentences
Emergent
Guided Reading Lesson (Leveled Text A-C)
2 Days
(Approximately 20 minutes) each day
·
Sight Word
Review (Students write 3 sight words)
·
Introduce
New Book
·
Students
read text (whisper read) with teacher prompting
·
Teaching
Points After Reading
·
Teach 1 New
Sight Word
·
Word Study
Examples of writing and practicing sight words:
Day 2
·
Sight Word
Review (Students write 3 sight words)
·
Reread same
book
·
Teaching
Points after Reading
·
Teach Same
Sight Word
·
Guided
Writing (dictated or open-ended sentences)
Examples of Dictated sentences
______________________________________________________________
Guided Reading
Strategies & Activities For Any Text
These are the different reading strategies you can use for a leveled guided reading text and a brief explanation of each strategy.
*Summarizing - Write a summary of your reading.
*Predicting - Make predictions as to what you think
will happen next in the story.
*Decoding - Write down 3
difficult/unfamiliar/unusual words that you encounter while reading. Find the
meaning of these words in a dictionary.
*Clarifying - Read an assigned section and think
about a part that was confusing or interesting. Then explain why in more
detail.
*Connecting - Make a connection from what you read
either as a text-text, text-self, or text-world.
*Visualizing - Draw a picture of an event from the
story. Be prepared to explain it in detail to your classmates.
*Questioning - Come up with two discussion questions
to ask a classmate based on the reading.
"Yes" or "no" responses are
unacceptable.
TEACHING POINTS
Pre-Reading
Teacher sets up the purpose for reading:
Picture Walk
Prediction
Introduce Vocabulary
Discuss Ideas
Required Background Knowledge
DURING READING
*Get your mouth ready.
*Does that make sense? Check the picture.
*Does that sound right and look right?
*Show me the word __________. (for sight words)
(additional) DURING READING STRATEGIES
Attached is a paper written for Hollie's trip to Korea to
teach EFL teachers of English new teaching strategies. The paper lists,
defines, and discusses during reading strategies usable in any
classroom.
AFTER READING
*One-to-one matching (Discourage pointing @ Level C.)
*Use picture clues (Meaning)
*Monitor with known words
*Use 1st letter
cues
*Crosschecking picture & 1st letter (always do with levels A &
B)
Video of Students Whisper Reading (Level H)
Video of Students Using Sound Sort
Examples of Resources that
can be used in Word Study Section of a Guided Reading Lesson
Visual Aids
R-Controlled
Word Sort
Long Short Vowel Sort
Sample Emergent Guided Reading Lesson Plan (Jan Richardson)
Front of Lesson
Useful Strategies and
Inefficient Behaviors
(normally copied
on the back of a lesson plan for the teacher to make notes)
Back
(spaces for 6 students)
Early Emergent: Guided Reading Level
Books A-C Features:
·
Very
Familiar Topics and Concepts
·
Large,
Well-Spaced Print and Consistent Placement of Text
·
High-Frequency
Words
·
Natural
Oral Language Structures and Simple Sentence Patterns
·
Direct
Match between Illustrations and Text; Clear Sequence of Events
·
Stories
with Beginnings, Middles, and Endings
Examples
of Level A
Nonfiction
and Fiction
Examples
of Level B
Nonfiction
and Fiction
Examples
of Level C
Non-Fiction
and Fiction
Attached is an example of using prediction and picture walk for the children's book, Corduroy, by Don Freeman.
Corduroy, Don Freeman (1968)
This
children’s book is about a department store bear, Corduroy, who wants to find a
home. A little girl finds him and
asks her mother to buy him, but her mother says that he is damaged because he
is missing a button. Corduroy
tries to find his missing button, and ends up getting just what he’s always
wanted.
Strategies:
Predicting
The
teacher can read the book aloud to the class and stop on certain pages to ask
what will happen next.
Using Illustrations to gather meaning
Students will use the pictures to further understand
the text.
Example:
“The
store was always filled with shoppers buying all sorts of things, but no one
ever seemed to want a small bear in green overalls.
Then
one morning, a little girl stopped and looked straight into Corduroy’s bright
eyes.
‘Oh,
Mommy!’ she said. ‘Look! There’s
the very bear I’ve always wanted.’
‘Not
today, dear.’ Her mother sighed.
‘I’ve spent too much already.
Besides, he doesn’t look new.
He’s lost the button to one of his shoulder straps.’
Corduroy
watched them sadly as they walked away” (Freeman, 1968, pp. 6-8). 
This is the point where the teacher would stop and
say, “What do you think will happen next?”
Students will respond by saying, “He wants to find
his button!” or “The girl will cry and her mommy will go back to the store.”
The
teacher can also ask about the picture, “What do you see?” Students can respond with, “She looks
sad.” Or, “The girl wants the bear.” Illustrations in the book help students gather meaning
or figure out words using context clues.
Different
Types of Assessments
All of these assessments involve
students and teachers meeting in a one-on-one conference. These types of
assessments give teachers invaluable insight of each student’s strengths and
weaknesses. Teachers may also use grade level high frequency word lists
to determine a beginning reading level.
USEFUL
WEBSITES
http://www.leeandlow.com
http://www.pioneervalleybooks.com/
REFERENCES
McGill-Franzen, Anne. (2006). Kindergarten Literacy:
Matching Assessment and Instruction in Kindergarten. Scholastic, Inc.
Richardson, Jan. (2009). The Next Step in Guided
Reading: Focused Assessments and Targeted Lessons for Helping Every Student
Become a Better Reader. Scholastic, Inc.
Fountas, Irene C., Pinnell Gay Su. (2011) The
Continuum of Literacy Learning: Grades PreK-2: A Guide to Teaching. Second
Edition, Heinemann
Retrieved from http://www.janrichardsonguidedreading.com/
Retrieved from http://www.busyteacherscafe.com/printables.html
Allington, R. L. (2006). What
really matters for struggling readers: Designing research-based programs.
Boston, Massachusetts: Pearson/Allyn and Bacon
Barchers, S. I. (1999). Bridges
to reading: teaching reading skills with children’s literature. Grades 3-6.Englewood,
Colorado: Teacher Ideas Press.
Burke, J. (1998). 103
things to do before/during/after reading. Retrieved from: http://www.readingrockets.org/article/82/
Editor, Cohen, A.D. &
Editor, Macaro, E. (2007). Language learner strategies: thirty years
of research and practice. Oxford, England: Oxford Press.
Editor, O’Connor, R. E &
Editor, Vadasay, P. (2011). Handbook of reading interventions. New
York, New York: The Guilford Press.
Farrell, T. S. C. (2009). Teaching
reading to English language learners; a reflective guide. Thousand
Oaks, California: Corwin Press.
Horwitz, E. (2008). Becoming
a language teacher. A practical guide to second language learning and
teaching. Boston, Massachusetts: Pearson.
Kucer, S. B. (2009). Dimensions
of literacy. A conceptual base for teaching reading and writing in social
settings. Third edition. New York, New York: Routledge.
Reutzel, D. R.
& Cooter, R. B., Jr. (1999). Balanced reading strategies
and practices: Assessing and assisting readers with special needs.UpperSaddleRiver:
Merrill.
Robb, L. (2009).
Assessments for differentiating instruction. Form 24. New York, New York:
Scholastic Professional.
Silberstein, S. (1994). Techniques
and resources in teaching reading.Oxford, England: Oxford University
Press.
Westerfeld, S. (2005). Uglies.
p. 57. New York: Simon Pulse.
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