GUIDED READING

 Teacher works with small groups of children who have similar reading needs.  The teacher selects and introduces new books carefully chosen to match the instructional levels of students and that support whole text reading.  Readers are carefully prepared when being introduced to a new text, and various strategies are explicitly taught.  Ongoing observation and assessment help to inform instruction  Grouping of students is flexible and may be changed often. DEFINING GUIDED READING

 Plan for and train students for what they will be doing while you are meeting with guided reading groups.  Stations or independent work folders  Answer these questions?  What will students do if they have questions?  How will students know what they are to be doing?  How will students know when it is time to move on to the next thing?  How will I ensure that students are not wasting this valuable instructional time?  How will students get materials?  How will students hold onto and turn in work?  Determine your guided reading groups.  Determine a schedule for meeting with each group  Below level readers should meet as close to daily as possible  Higher level readers could meet as little as 2xs a week PREPARATION FOR GUIDED READING

 Have a set location. Preferably at a kidney table.  Create a lesson plan for each guided reading group.  Have a notebook divided by guided reading groups to take observation notes.  Have a notebook of running records. Have a bin of running record books pre-printed.  Have all materials within reach of kidney table:  All guided reading books  All guided reading independent worksheet assignments  Reading phones  Teacher dry erase board  Individual student dry erase boards  Dry erase markers  Pencil and paper  Letter tiles and/or magnets for word work  Each group’s sight word list and flashcards  Each group’s vocabulary list  Writing notebooks and materials PREPARATION FOR GUIDED READING

 Plan the specific texts that you will use  On the instructional reading level  Match the planned skill PREPARATION FOR GUIDED READING

 Guided Reading groups should consist of 4-6 students of similar instructional reading level.  You should have a manageable number of groups so that you can meet with below level groups as close to daily as possible. DETERMINING GUIDED READING GROUPS

 Create guided reading groups based on this student data for instructional reading levels DETERMINING GUIDED READING GROUPS Bobby - CEmily - GSusan - BCarrie - K Mike - FHannah - CBrian – MKyle – M Mark - LJake - FAmanda - PBrittany - P Monique - ADaniel - CWilliam - HMary - F Christy - TCaroline – NMaggie - HJeb - F Jonah - EJulie - DJudah - DGabriel - D

 Pre A  Emergent A-C (kindergarten)  Early D-I (1 st grade)  Transitional J-P (2 nd and 3 rd grade)  Fluent Q-Z (4 th, 5 th, and 6 th grade)

 Working with Letters and Names (3-4 minutes)  Names  Name puzzles, make names with magnetic letters, rainbow write name  Letters  Match letters that are the same and match letters to an alphabet chart  Match upper and lowercase letters  Line up letters and have students name them left to right  Name a word that begins with a certain letter and letter that starts a word  Find a letter that makes a sound  Practice letter formation  Working with Sounds (2-3 minutes)  Syllable work  Rhyme work  Sort pictures by initial consonant sound  Working with Books (5 minutes)  Use an A level book for shared reading  Emphasize concepts of print:  Concept of word and first and last word  Concept of letter and first and last letter  Punctuation  Capital and lowercase letters  Interactive Writing (5 minutes)  Have student dictate a sentence. Write it on a sentence strip discussing the sounds and how they connect to the spelling. Cut the sentence apart and have student put it together. PRE A GUIDED READING

 Write their first name without a model  Identify at least 40 upper and lowercase letters by name  Demonstrate left to right directionality across a line of text  Understand enough English to follow simple directions  Identify at least five consonant sounds MOVE UP FROM PRE A LEVEL WHEN STUDENTS CAN:

 It is recommended you use the same book for two days of guided reading. (Each lesson is 20 minutes)  Day 1  Sight Word Review (1-2 minutes)  Students write three words you’ve taught them on a dry erase board  Introduction of New Text (3-4 minutes)  Provide a main idea statement about the text and take them on a walk  Introduce new key vocabulary  Discuss any unfamiliar concepts  Help students start to make connections  Read the Story (5-8 minutes)  Students independently read the book with teacher listening in  Teaching Points (1-2 minutes)  Plan key places for choral reading  Teach One Sight Word (1-2 minutes)  Word Study (3-5 minutes)  Activities to support:  Level A: hearing initial sounds / B: hearing medial short vowels (a and o) / C: hearing medial short vowels (I, e, and u) EMERGENT A-C GUIDED READING

 Day 2  Sight Word Review (1-2 minutes)  Familiar Reading (5-8 minutes)  Teach Point (1 minute)  Sight Word (1 minute)  Guided Writing (8-10 minutes)  Dictate a sentence(s) that incorporates the new sight word and possible other review sight words. Students write the sentence. EMERGENT A-C GUIDED READING

 It is recommended you use the same book for two days of guided reading. ( Each lesson is 20 minutes)  Day 1  Sight Word Review (1 minute)  Write sight words on dry erase board  Introduction (3-4 minutes)  Prepare an introduction that tells about the characters and the problem they face  Story walk  Introduce new vocabulary  Text Reading (8-10 minutes)  Students whisper read and teacher listens in  Teaching Points (1-2 minutes)  Teach a strategy for decoding, fluency, or comprehension  Plan a specific point of the text that supports that strategy  Discussion Prompt (1-2 minutes)  Prepare a question that allows students to make inferences or draw conclusions  Teach One Sight Word (1 minute)  Word Study (5-8 minutes)  Picture sort, make words, or use sound boxes for specific phonics skill EARLY D-I GUIDED READING

 Day 2  Sight Word Review (1-2 minutes)  Text Reading (5-8 minutes)  Teaching Points(1-2 minutes)  Guided Writing (10 minutes)  Students write a short response to the book they’ve just read. They do this at the guided reading table to have teacher support through this process. EARLY D-I GUIDED READING

 Students read the same guided reading text for approximately 3 guided reading sessions.  Day 1  Before Reading (3-4 minutes)  Tell students a little bit about the book and preview it  Introduce words students may have trouble decoding  Introduce new vocabulary  During Reading (10-15 minutes)  Students whisper read and teacher listens in or  Students read silently and the teacher listens in one on one while others are silent  Teaching Points (1-2 minutes)  Teach a strategy for decoding, fluency, or comprehension  Plan appropriate stopping points to demonstrate this strategy  Discussion Prompt (1-2 minutes)  Prepare a question that requires students to make inferences  Word Study (3-5 minutes)  Determine if your group still has phonics skills that need work TRANSITIONAL J-P GUIDED READING

 Day 2  Reading and Teaching (15 minutes)  Students continue reading from where they left off  Word Study (3-5 minutes)  Select a phonics appropriate skill and activity TRANSITIONAL J-P GUIDED READING

 Day 3  Reread text for fluency (5 minutes)  Guided Writing (15 minutes  Students write a one to three paragraph response to the text.  You can help them plan by discussing the story.  Support the students in this writing. TRANSITIONAL J-P GUIDED READING

 Guided reading follows this cycle for as long as it takes to complete the book.  Text Introduction and then Chapter Introduction  Preview and predict (3-4 minutes)  Introduce new vocabulary (1-2 minutes)  Introduce the Focus Strategy (1 minute)  Read and Respond (10 minutes)  Students read the text independently and silently for about ten minutes. Teacher could request a listen in.  Write a short response that matches the comprehension strategy. FLUENT Q-Z GUIDED READING

 Discussion and Teaching Points (5 minutes)  Students share their written responses but you are leading the discussion to get at your purpose.  New Word List (1 minute)  Add two new words that are “high utility”  Guided Writing (this could be its own session at the end of the book) FLUENT Q-Z GUIDED READING

 Before Guided Reading - Clips 27 and 28  After Guided Reading – Clips and 36 GUIDED READING CLIPS