G UIDED R EADING Department of Reading / Language Arts DeSoto County Schools

W HAT IS G UIDED R EADING ?

G UIDED R EADING Guided reading is a context which the teacher supports each reader’s development of effective strategies for processing texts at increasingly challenging levels of difficulty. Fountas and Pinnell Guided Reading 3

G UIDED R EADING B ENEFITS Students learn and apply a variety of strategies with teacher support Problem solving opportunities Zone of Proximal Development Social context for learning High Level of Student Success

D YNAMIC G ROUPING Students group based on similar instructional reading level (1 or 2 levels above reading level) Star Assessment Groups are continuously evaluated and reformed based on running records, observations, assessments.

D ECIDING ON A T EXT A.L.L. CHART Instructional level percent accuracy Moderate challenge Textual supports

T OOLS FOR G UIDED R EADING Leveled Text - matching readers abilities Variety of Genre Harcourt Leveled Readers Time for Kids Reading response supplies Response logs Sticky notes Graphic organizers Paper Small dry erase board Whisper phones

F ORMAT OF A G UIDED R EADING L ESSON Before Word study Teacher Model Strategy During Students Reading Teacher Observation Teacher Coaching After Follow-up How did the strategy help you become a better reader?

D EMONSTRATION L ESSON

F IRST R EADING Students Students reading quietly Applying reading strategies Read louder if tapped by teacher Reread when finished Teacher Teacher listens in on student’s reading Teacher takes anecdotal notes Coaches students

A M INUTE G UIDED R EADING L ESSON F RAMEWORK - N ARRATIVE 11 Preparing to Read/Story Introduction Building Background Developing Key Vocabulary Strategy/Skill Review Correlated to Frameworks or based on group need(s) Guided Preview/Text Exploration Picture walk Preview pictures/text features & predict Set purpose for reading: focus on a strategy or comprehension skill Reading the Text Students read whole text or selected part on their own using soft voices (not choral or round robin) Teacher monitors their application of strategies Students read or reread text Revisiting the Text Check, confirm, or adjust predictions Discussion (Comprehension Check) Celebrate the use of good reader behaviors Return to the text for mini lessons

A M INUTE G UIDED R EADING L ESSON F RAMEWORK – I NFORMATIONAL Preparing to Read Introduce genre, title, author Building background/activate prior knowledge Introduce Main Idea Developing Key Vocabulary* Strategy/Skill Review Correlated to Frameworks or based on group need(s) Guided Preview/Text Exploration Examine text features Sidebars, pictures & captions, etc. Examine text structure by looking at headings and sub-headings and author’s purpose for specific text features Set purpose for reading: focus on a strategy or comprehension skill Reading the Text Students read whole text or selected part on their own using soft voices (not choral or round robin) Teacher monitors their application of strategies Students read or reread text Students mark spot(s) where information is found in text regarding skill/strategy Revisiting the Text Check, confirm or adjust predictions Discussion (Comprehension Check) and sharing of marked spot(s) Celebrate the use of good reader behaviors Return to the text for mini-lesson Reread for fluency and/or ask the author’s purpose and if it was accomplished

"The ultimate goal of guided reading is to help children learn how to use independent reading strategies successfully." Fountas and Su Pinnell, 1996