Presented by Diane Pillari

4th Grade TeacherAnd

Banita SmithKindergarten Teacher

Carteret School

Guided Reading

What is Guided Reading and Why Should I Do It??

• The ultimate goal is to help students learn how to apply reading comprehension strategies successfully and independently.

• Guided Reading enables students to practice strategies with the teacher’s support and leads to independent reading.

Balanced LiteracyWhat is Balanced Literacy? Balanced Literacy incorporates all reading approaches realizing students need to use multiple strategies to become proficient readers. It consists of all the components necessary for students to master written and oral communication.

What is its purpose?It provides and cultivates the skills of reading, writing, thinking, speaking and listening for all students. A Balanced Literacy Program includes:

•Modeled Reading (Reading Aloud) and Modeled Writing •Shared Reading and Shared Writing •Guided Reading and Guided Writing •Independent Reading and Independent Writing

Copied from Instructional Strategies Online, http://olc.spsd.sk.ca/DE/PD/instr/strats/balancedliteracy/index.html

A Typical Literacy Block(Between 60-90 minutes)

• Whole Group Mini-Lesson (15 minutes)• Small groups: Daily 5 choice and Guided Reading to

practice skill/strategy from whole group instruction. Teacher meets with one Guided group (20 minutes)

• Whole Group can meet again for quick mini-lesson (10 minutes) between rotations

• Groups Rotate 1-2 more times, and work on second (or third) Daily 5 choice. Teacher meets with new Guided group (20 minutes)

• Whole Class-Meet again to “Sum Up” (5 minutes)• Times can be modified to meet your schedule/needs of

class

Sample Guided Group Meeting Schedules

OR

Components of a Guided Reading Lesson• Introduce text (Preview, Picture Walk, Predict, Prior

Knowledge) to whole guided group. Discussion. Text selected should be a “cold read” (a book students have not read before) and at appropriate reading level for the particular group.

• ERT (Everybody Read To…)-Give students purpose for Reading (“Today we will read to find out…”)

• Read. Each student reads silently to themselves. Teacher listens to and confers with each student in the group by asking questions about the text.

• Group discussion about text/observations made during reading

Adapted from Fountas and Pinnell, Guiding Readers and Writers

Video

• Guided Reading Lesson

Good Reader Strategies

Types of Mini-Lessons

Strategy Lessons• Previewing a book• Making Predictions• Making Connections• Visualizing• Questioning• Inferring• Determining Importance• Summarizing• “Fix Up” Strategies

Procedural Lessons• Rules and expectations for

Guided Reading and Daily 5• How to choose a “just right”

book• How to seek help when

teacher works with a group• How to take care of books• How to have a book

discussion• How to respond to reading

What are the other kids doing during guided instruction??

http://www.ops.org/ELEMENTARY/BANCROFT/Portals/0/WEBgrfx/Daily%205.jpg

Read to Self

• Students practice applying reading strategies while reading independently.

• This may be an extension of Accelerated Reader. Students can also read other books during this time.

• Reader response activities at teacher discretion.• Sticky Notes

Listen to Reading

• Develops listening comprehension

• Develops fluency• Great for struggling

readers

• Books on CD• Treasures CDs• Online Stories

Work on Writing!• Allows for students to have

independent practice of writing skills being taught in class

• Allows for students to spend uninterrupted time writing

• Students can discuss their writing with their peers and read other students’ writing

• Use checklists/rubrics to analyze writing

• Students can also practice responding to reading in writing

Word Work• This station allows the

students to develop spelling, vocabulary and phonemic awareness.

• Upper grade students still need practice in these areas!

• Gives students the opportunity to examine word structure and patterns

• Investigate and experiment with new vocabulary

Making Words

• Teacher: Choose one long word (for example, amphibians). Write each letter of the word on index cards. Put cards into bag. Mix up cards.

• Students will place all letter cards in front of them and will try to find as many words as possible. Words can be sorted according to the number of letters each has. Challenge students with finding the “Mystery Word” (the one word that uses all the letters)

Word’s Worth• Teacher: Decide if you

want to use spelling, vocabulary or a combination of both. Copy Letter Value Chart for each pair or child at the Word Work Station.

• Students will use the Letter value chart to determine how much their spelling words are worth. Combines math and spelling!

Read to Someone(Buddy Reading)

•Promotes cooperative learning and thinking•Helps build fluency•Allows for students to discuss books•Books can be shared, or use multiple copies•EEKK

How Do I Set Up My Classroom?

•Flexible Grouping•Areas for Stations•Teacher Led Group(table, desks, or floor)•Materials/Supplies

How Do I Make Groups?

•Flexible Grouping•Star Testing Data•Treasures Assessments•Running Records•Reading Conferences•Observation

Where Do I Get Books?

•Treasures Leveled Books•Scholastic Leveled Book Libraries•Reading A to Z Leveled Books

Need Help?Diane Pillari, 4th Grade Teacher, Carteret School

dpillari@bloomfield.k12.nj.us

Banita Smith, Kindergarten Teacher, Carteret School

bsmith@bloomfield.k12.nj.us