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Guided Reading

Guided Reading. A teacher’s Guide. What Is Guided Reading?. Flexible, small group i nstruction (up to 6 students per group) Differentiated instruction (students read on their instructional levels) Students reading the majority of the guided reading time!!

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Guided Reading

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  1. Guided Reading A teacher’s Guide

  2. What Is Guided Reading? • Flexible, small group instruction(up to 6 students per group) • Differentiated instruction (students read on their instructional levels) • Students reading the majority of the guided reading time!! • Teacher coaching, instructing, and listening to students read • Part of daily routine • A time for teacher to collect data (running records, anecdotal notes, and observations about student reading behaviors)

  3. Purpose of Guided Reading Small groups allow students to receive valuable instruction from the teacher on specific concepts they need and to build fluency and comprehension Get everyone reading and making growth Provide instruction to meet student needs Build comprehension Encourage participation Build fluency Provide time for teacher to listen to students read

  4. Getting Started • Divide students into small groups based on their instructional needs (remember . . . there is a difference between “placement level” and “instructional level”) • Groupings should be based on running record data • The Guided Reading Block should be at least an hour per day (about 15-20 minutes per group) • Select appropriate texts (60% should be informational text)

  5. Pre-Reading (Introduction to the text) • Pre-teach new vocabulary • Build on core concepts taught in shared reading, word work, and interactive read alouds • Discuss comprehension strategies that will be used • Use Fountas & Pinnell’sThe Continuum of Literacy Learning (specifically the last tab – Guided Reading Levels) to teach the ten characteristics of texts for each text level

  6. Reading • Student reading should take the bulk of the guided reading time • All students read quietly (using whisper read, staggered start, choral, echo, partner, no round robin or popcorn reading) • Teacher listens, observes, coaches, prompts, asks questions • Students may re-read sections of text to build fluency and phrasing • Teacher collects data, takes anecdotal notes, does running records (two students-a-day)

  7. Post-Reading • Teacher asks questions and checks for understanding using the literature and informational questioning stems • Teacher explicitly teaches skills to complete student learning • Teacher provides targeted feedback to students • Worksheets are not part of the guided reading process • Students are not expected to read and do independent work with a guided reading book as it is at the instructional level – students need teacher support to interact with an instructional level text

  8. Guided Reading is NOT: • Round robin or popcorn reading • Literature circles led by students, parents, or classroom assistant • Restrictive – there are no floors or ceilings…students read on their instructional levels (the level is the level) • Basal instruction, whole class novels, or same text used by all groups • Passive, optional, or provided randomly • Silent reading with worksheets • Permanent groups that never change

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