1. Guided Reading Elizabeth Olsen
Guided Reading Lesson Component Review
Questions to Deepen Comprehension

2. Selecting, Introducing, and Using Leveled Texts
The most important decisions in guided reading center on selecting and introducing the texts to readers.
For the reader to use processing strategies to construct meaning, the text must be accessible, comprehensible, and offer the student opportunities to problem-solve and learn.

3. What is Gradient of Text?
A gradient of text is an ordering of books according to a specific set of characteristics
Some clarifications about Text Gradients:
not a precise sequence
individual students can not be categorized
there is probably a range of levels any given student will feel comfortable reading
no matter how interested students are in the topic, the text must be accessible to them
conversely, no matter how well they can read the text, it must be relevant or interesting
CAUTION: students are not expected to read all the books at a level before going on
You are looking for broad patterns or reading behavior in your students as they change over time.
The gradient is a rough guide for matching books to readers.
What is Gradient of Text?
A gradient of text is an ordering of books according to a specific set of characteristics
Some clarifications about Text Gradients:
not a precise sequence through which all students move as they progress in there reading development
Individual students can not be categorized as, for example, “level M readers.”
There is probably a range of levels any given student will feel comfortable reading - as reading ability develops along many dimensions.
At bottom, no matter how interested students are in the topic, the text must be accessible to them - they must be able to read the words and understand the text.

4. Characteristics of Texts
Book Print and Features
Words
Illustrations
Genre / Forms
Vocabulary
Sentence Complexity
Text Structure
Content
Language and Literacy Features
Themes and Ideas

5. Selecting Text: Select text for a group on the
basis of a combination of 3 kinds
of knowledge:
1. Detailed information about the readers in the group
2. Familiarity with the available texts
3. Knowledge of the reading process and the general principles of reading development

6. Selecting Texts: An Overview
The text you choose must engage readers and at the same time provide opportunities to extend their reading ability. You must simultaneously consider:
readers’ strategies
readers’ interest and background knowledge
text complexity
language of the text
content of the text
multicultural diversity
match to instructional goals
overall quality of the text - language
illustrations, layout style

7. Guided Reading is…….
…an instructional setting that enables you to work with a small group of students to help them learn effective strategies for processing text with understanding.
The purpose of guided reading is to meet the varying instructional needs of all the students in your class, enabling them to greatly expand their reading powers.

8. Guided Reading occurs in a small-group context
teacher selects and introduces texts to readers
provides support as needed
engages the reader in discussion
makes teaching points after reading
extends the meaning of the text through writing, text analysis or other learning experiences
the lesson will also include work with words

9. Guided Reading Lessons
A Framework for
Guided Reading Lessons
Selecting the text
Introducing the Text
Reading the Text
Discussing and Revisiting the Text
Teaching for Processing Strategies
Extending the Meaning of the Text
(optional)
Word Work

10. Word Work
One important aspect of being an effective reader is the ability to solve words rapidly and easily while reading continuous text.
1-2 minute component of GR
students play with and practice words to discover how words work
analyze individual words in isolation, using only visual information
Analyze words using background knowledge and knowledge of word part meanings (prefixes, endings, etc.)
can relate/focus word study on something you are doing with the entire class

11. Word Work Phonics: Teaching Students Word Solving Skills While Reading
Word Analysis: Using Word Patterns
Word Analysis: Using Syllables to Take Words Apart
Word Analysis: Using Letters in Sequence
Spelling: Teaching Students to Construct Words While Writing to Communicate
Connections, Visual Patterns, and Structure
Spelling Rules
Vocabulary: Learning the Meaning of Words
Learning Vocabulary from Reading
Explicit Teaching of Vocabulary

12. Introducing Texts: When you introduce a text, you:
In guided Reading, students read the text for themselves with the support of your strong introduction, which is the key to students’ understanding and successful problem solving on a challenging new text.
When you introduce a text, you:
engage the students attention and draw them into the activity
help them explore and access their knowledge
help them attend to critical features of the text
anticipate the features that may be difficult
make problem solving easier for them

13. PLAN THE INTRODUCTION:
The introduction can not be scripted.
Jot down the important ideas that you want to be sure to mention.
Notes might include:
1-2 sentence - main idea of the book
page numbers you can use to discuss concepts
vocabulary that you want to use in conversation and/or explicitly define
words that might be difficult to solve
info about the author, illustrator or genre
processing strategies that you want to reinforce
text features or layout
unusual language structures
length of reading assignment
after reading assignment
A strong introduction is a lively discussion that moves right into enjoyable reading.

14. Planning for the Appropriate Level of Support
Introducing the Text
To Summarize…
Planning for the Appropriate Level of Support
The length of the introduction will depend on:
complexity of text
readers’ background knowledge
readers’ experience with text features
readers’ understanding of genre
reading skills
The introduction is always planned in relation to the challenges and learning opportunities this particular text offers to the readers.
What the student brings to the text has an inverse relationship to the level and kind of support you provide in the introduction.

15. Reading the Text
Following the introduction, each student reads the entire text or a specified portion of it.
Students’ embrace the role of reading independently - work individually – higher levels usually read silently
Provide focus question
Sample oral reading - reinforce effective reading strategies - shift away from unproductive behaviors
note/record specific needs for review at the end of the reading or for use in planning the next lesson
Caution - avoid constant interruption of the flow of reading

16. DECIDE HOW STUDENTS WILL READ THE TEXT
There are many alternatives. The one you choose will depend on your readers’ experiences, their ability to read longer texts, and their need for support in reading the particular text.
Ways in which you might proceed:
intro text - read whole text to the end - works best with short text
intro whole text - read first section - then provide a short intro to each remaining sections
intro first section and have students read it - intro second section and students read remaining sections
intro first section - students read first section and then discuss it- students read several more sections independently - come back together for final intro to last section - students read independently and then return to discuss the whole text.
You decide when the introduction will be helpful and how much introduction they will need.

17. GIVE STUDENTS A FOCUS FOR READING
Focus the reading by giving students aspects to notice as they read.
CAUTION…a focus can artificially narrow the reader’s processing the whole meaning of a text. Be open and encouraging to other ideas while maintaining the focus.
Having a focus will sometimes help them be more active readers because they are thinking of something specific as they read.
Overall, a focus will prompt them to raise questions in their mind that:
open up the text and get them thinking
call up background knowledge
help them understand how the text is organized
help them to search for evidence to support
their thinking

18. PLAN WHAT STUDENTS WILL DO WHEN THEY FINISH READING
Complete the reading and any related work at the table
Engage in after reading discussion
Co-write a shared written response
Independently write a written response – then share and discuss
Reread

19. Discussing and Revisiting
the Text
talk with students about the meaning
invite them to make connections.
find evidence to support their thinking
draw attention back to the text and revisit
the focus shared earlier in the lesson
develop students’ knowledge of vocabulary
clarify meaning
search for themes
notice the author’s use of language

20. Teaching for Processing Strategies
teaching arises from your observation of students’ reading behavior as well as ongoing assessment of their needs
highlight 1 or 2 important processing strategies
should be brief and explicit
apply to text just read
mini-lesson related to the text and to the problem solving actions that you want students to learn
The purpose of this teaching is not to enable students to read the particular text but to develop strategies they can apply to all reading.

21. Teaching for Processing Strategies
Includes…
Solving Words
Monitoring and Correcting
Gathering
Predicting
Maintaining Fluency
Adjusting
The purpose of this teaching is not to enable students to read the particular text but to develop strategies they can apply to all reading.

22. Teaching for Deep Comprehension
Sometimes you may want to ask students to write about the text or do some other activity designed to extend the understanding.
Making Connections
Inferring
Summarizing
Synthesizing
Analyzing
Critiquing
Remember that you don’t need to plan for an extension activity after every book.

23. Deepening Comprehension
Within Text: Evidence that the reader is gaining the literal meaning of the text (Right There)
Beyond Text: Evidence that the reader is thinking beyond the text by predicting, connecting, inferring and synthesizing
About the Text: Evidence of thinking critically about literary elements (text structures, features, author’s craft)

24. Extending the Meaning of the Text
(optional)
Sometimes you may want to ask students to write about the text or do some other activity designed to extend the understanding.
Compare and contrast
analyze characters
explore concepts from different
perspectives
role play
use graphic organizers
further reading
data gathering
Remember that you don’t need to plan for an extension activity after every book.

25. Let’s Review… DAY 1: Familiar Rereading Word Work (beg or end)
Introduce the Text
Read the Text
Revisit the Text

26. Guided Reading Day 2 Review Word Work, or move on to new Word Work.
Reread – running record with 1 student.
Write About Reading.
Send book home.

27. Guided Reading
Guided Reading supports and encourages the development of strategies for independence in reading within a small group. Each child is a reader and the teacher facilitates by setting the scene, using skillful conversation, supporting strategies, and allowing the students to unfold the story. Guided reading is reading by children, guided by the teacher.

28. Q and A Time
Elizabeth Olsen