1. Saskatchewan Reads for Middle Years
This professional development module for teachers uses Regina Public Schools document as its anchor.
Provide a handout of “Regina Public Schools Reads for Middle Years: Big Ideas of Reading”:
Document page numbers are referenced on slides
Scaffolded / Guided Reading Module utilizes “Regina Public Schools Reads for Middle Years: Big Ideas of Reading” document

2. Saskatchewan Reads Background
A support for teachers in meeting the provincial outcome “80% of students will be reading at grade level by 2020.”
The work of the Provincial Learning Team
teachers, administrators, directors and First Nations authorities
A research-based companion document to the ELA curriculum

3. Big Ideas of Reading
What are your beliefs about learning to read and teaching reading?
Turn and talk
Share out
Proceed to slide 6 if staff has completed any of the other modules

4. Big Ideas of Reading
Skim the section “Overarching Principles” from Saskatchewan Reads (p. 2-3)
Check the bullets that concur with your beliefs about learning to read and teaching reading
Which statements were new?
Share out

5. Goals of Proficient Reading
Read page 4
Proficient readers incorporate all three goals when reading
Engaged readers
Comprehension
Fluency

6. Gradual Release of Responsibility
Page 6 and 7
- Not necessarily a linear process but responsive to student neeed
Pg. 6

7. Gradual Release of Responsibility
Teacher models making connections to whole class
Teacher and students practice making connections together
Teacher works with students who require support for making connections
Students practice making connections with independent reading selections
Page 6
Not all students may require the same amount of scaffolded instruction through guided reading
Some students may be able to work independently without further support
Sample strategy: Making Connections

8. Scaffolded/Guided Reading
TASK: Thumbs up if you agree with the following statements:
Guided reading is….
Teaching the text
One student reading at a time while other students follow along (round-robin reading)
Students practicing reading for the majority of the time
Each student receiving the same amount of instruction

9. Scaffolded/Guided Reading
TABLE TASK:
Review the table on pg. 13
Discuss ‘KNEW’ (what you already knew)
Discuss ‘NEW’ (what you learned)

10. Scaffolded/Guided Reading
Choosing Texts
Inclusive and culturally responsive
Multiple genres
Aligns with students’ individual needs based on formative assessment
Purpose
Reinforcement and practice with teacher support
The bridge to independent reading
Page 12
Pg. 12

11. A Sample Guided Reading Lesson
Time Frame
Focus
Teacher
Student
5 minutes
Before Reading Activities
Ex. Vocabulary, Making Predictions, Author’s Purpose, Brief Synopsis
Following and participating
10 minutes
During Reading Activities
Set a Purpose for Reading ex. identifying non-fiction text features
Tap in to listen and prompt or discuss purpose
Independent reading; read aloud when teacher prompts
After Reading Activities
Teacher addresses area of focus
Ex. how did the non-fiction text features help you to understand the text?
Word Work if needed
Participating in discussion
Suggested breakdown of a guided reading lesson

12. The Guided Reading Lesson
Instruction can go over multiple days
Day 1: Text may used to listen for students’ accuracy and basic retell
Day 2: Text is continued or reread with a focus on fluency and deeper comprehension
Day 3: Text is used a spring board for writing
When ready, students practice focus strategy using independent texts
This is only one example of how one text can be used over multiple days. In other cases, the reading of the text itself may take several guided reading sessions to complete.

13. Video Samples
Within the research there are variations of the structure of scaffolded / guided reading. These variations include time, formation of groups and selection of texts. (SaskReads)
The following videos demonstrate different structures / groupings for scaffolded instruction:
Guided Reading (level)
Strategy Groupings (strategy)

14. Videos: Guided Reading Lesson
These videos show the teacher working in a small guided reading group, focusing on one comprehension strategy:
8th Grade Literacy: Small Group Guided Reading - Identifying the main idea of the text
7th Grade Guided Reading - Asking Questions (Jan Richardson – start at 17:40)
7th Grade Guided Reading “Asking Questions” (Jan Richardson)
(start at 17:40)
Note: the first part of the video shows Jan Richardson teaching a whole-class lesson on “Asking Questions” that leads directly into the guided reading and independent practice
8th Grade Literacy: Small Group Guided Reading (Identifying the main idea of the text)

15. Video: Strategy Grouping Lesson
This video shows students practicing the same strategy but using self-selected independent texts.
Grade 4-6: Serravallo
Text features with non-fiction
Video from Seravallo
Grade Text features with non-fiction (0 – 4:23)

16. Management and Assessment
Sample Rotation Schedule
Groupings
Record keeping
Diagnostic data

17. Language Arts minutes per week:
Sample Rotation Model
Language Arts minutes per week:
Grades 1-5: 560 minutes
Grade 6: 510 minutes
Grades 7-8: 300 minutes
Time
Group #
9:30-9:50
Word Work/Literacy Activity
Guided Reading
Writing
Reading
9:50-10:10
10:10-10:30
Possible rotation for grades 4-6 based on available minutes

18. Sample Rotation Model Language Arts minutes per week:
Grades 1-5: 560 minutes
Grade 6: 510 minutes
Grades 7-8: 300 minutes
Time
Group #
9:10-9:30
Whole Group Instruction: mini-lesson (modelled and shared reading)
9:30-9:50
Guided Reading
Reading/Writing
Reading
9:50-10:10
Writing
Possible rotation for grades 7-8 based on available minutes

19. Groupings
TASK: Sort the following Grade 4/5 students into five guided reading groups.
Sample of matrix –A – Z
Tip: use coloured pencils to record names (red, yellow, green, blue)
Students on next 2 slides

20. Groupings Grade 4 NAME NOVEMBER MARCH JUNE Jacob S M Taven B Ryden P L
MARCH
JUNE
Jacob S M
Taven B
Ryden P L
Peter P Q
Seth B
Zoey W G
Sienna N
Dru S V
November data for Grade 4 students

21. Groupings Grade 5 NAME NOV. MARCH JUNE Daniel B U Landon B V Dante D S
MARCH
JUNE
Daniel B U
Landon B V
Dante D S
Brittany F T
Brandon M G
Jordan W P
Kelson W Q
Lane F
Sean B R
Amelia W
Austin W
November data for Grade 5 students

22. Possible Groupings Goal is to work with
red and yellow groups every day
green and blue groups as often as possible G LM
PQR
QRS
TUV
Brandon
Austin
Zoey
Ryden
Seth
Taven
Jacob
Jordan
Lane
Kelson
Sean
Amelia
Peter
Sienna
Dante
Brittany
Daniel
Dru
Landon
With two levels in a guided reading group, it is recommended to choose the lowest level text for guided reading.
With groups of three level variance, it might be possible to choose the middle level to address the needs of the group.

23. Sample Record Keeping Sample recording sheets
Encourage teachers to keep a binder for guided reading notes.

24. Diagnostic Data
Use running records to determine areas of strength and areas of need:
Accuracy
Fluency
Comprehension
Identify specific student goals and target during guided reading lessons

25. Sample Resources
Nelson Literacy Next Step Forward in Guided Guided Reading Box Reading – Jan Richardson

26. Reflection Questions
How do I extend my students’ reading abilities to move them toward independent reading?
How do I know the scaffolded/guided reading has been successful?
Pg. 14