1. Meet Me at The Table
Guided Reading K-2

2. Presenters Jenny Hodge Laurena Roberts
Interventionist K-4 Master Reading Teacher
1st Grade Teacher Master Reading Teacher
Presenters

3. What is Guided Reading?
A reading method that helps students become strong independent readers
Requires small group instruction
Students learn to use various reading skills and strategies with teacher support
Provides time to get to know student strengths and weaknesses in reading

4. How Does Guided Reading fit into the literacy block?
ourcelibrary/id/370

5. Implementing Guided Reading
Assess 
What is the student's highest instructional level?
Benchmark Assessment:
Reading A-Z
DRA
Rigby
Group 
Like needs and similar reading levels 
Monitor 
Running Records 
Anecdotal Notes
Implementing Guided Reading

6. Assessment Drives Instruction
Two Types of Assessments:
Benchmark Assessments
Beginning, Middle, End of year
Running Records
Continuous
Assessment Drives Instruction

7. How Benchmark Assessments Drive Instruction in Guided Reading
Assessments will:
determine the reading level of your student
For grouping purposes
Data collection
determine what skills and strategies need to be addressed
drive instruction 
identify strengths and weaknesses
help you monitor your student’s progress 
Handout  Planning Sheet for GR groups

8. How Running Records Drive Instruction in Guided Reading
Opportunities to monitor progress:
How are the students applying MSV strategies?
Is the student a fluent reader?
Can the student comprehend the text?
Regrouping (Groups should be flexible) 
See evidence of student strengths.
What does the reader nearly know?
What does the reader need to learn next in each area?
Responsive teaching
Where is your next lesson geared? (Based on students'
individual needs)
Handout Running Records Sheet

9. Getting Started Procedures Materials to bring to the table books
Transitioning to table
Practice, practice, practice! 
Expectations
Behaviors you expect to see at the table
Seat position
Sit up straight, feet on the ground,
hands on the table
Focus
Needs to be on teacher/book
Getting started right away

10. Structure of a Guided Reading Lesson:
What does Guided Reading Look like?
Structure of a Guided Reading Lesson:
Introduce the Text
Read the Text
Discuss the Text
Teaching Point
Letter-Word Work
Write About Reading (optional)
Handout Plan for GR and taking Observation Notes
Fountas & Pinnell

11. Pre Reading The teacher: Selects an appropriate text
The text should be supportive but with a few problems to solve
Study book for concepts that need to be addressed
Prepares an introduction to the story
Briefly introduces the story
Keep in mind, meaning, language and visual information in the text and knowledge, experience, and skills of the reader
Leaves some questions to be answered
This should take place during reading, answered through
reading the text.

12. Pre Reading The student: Participates in the discussion of the book
Analyzes the structure of the book
Makes predictions 

13. During Reading The teacher
Observes the readers behaviors for evidence of strategy and skills usage
Confirms children’s problem-solving attempts and successes
Assists with problem- solving at point of difficulty 
Teach/prompt student with problem solving strategies
Makes notes about the strategy use of individual readers 
During Reading

14. Is looking for evidence of the: Cueing System- MSV
The teacher
Is looking for evidence of the: Cueing System- MSV
Meaning cues
Come from children’s life experiences
Making connections to the text, self and world
Structure or syntax
Comes from knowing how oral language is put together
Visual Information
Comes from knowing the relationship between oral language and its graphic symbols
During Reading
Handout Guided Reading Observations
Handout Facilitative Talk-Levels A-M pg

15. References http://www.fountasandpinnell.com/resourcelibrary /i3/370
Fountas, Irene Pinnell, Gay Sue (2017). Guided Reading Responsive Teaching Across the Grades (2nd). Portmounth, NH: Heinemann

16. During Reading The student Eyes are on the text
Making meaningful connections
Thinking about their reading
Metacognition
Thinking about their thinking
Using strategies
Monitoring their reading for self correction and confirmation
During Reading

17. Comprehension Strategies
Text to self,text to text, text to world
Prompts students to think beyond the text 
Talking about the story with the children invites personal response
Teach students to use their book as a reference 
Returning to the text for one or two teaching opportunities such as finding evidence or discussing problem-solving
Retell
Summarization
Prediction check
Assesses children’s understanding of what they read
Can be done at stations through activities such as: Drama, writing, art or more reading
Sometimes engages the children in extending the story.

18. What will the rest of your students be doing during guided reading?1
Daily 5
Read a book
Listen to a book
Word work
Work on writing process/strategies and skills 2
Extending their reading
Respond to guided reading text  3
Fluency practice
What will the rest of your students be doing during guided reading?