1. What does it look like: …at the table?
Guided Reading
What does it look like:
…at the table?

2. What materials will I need?
Materials needed…
Response sticks
Highlighters
Letter Tiles
Word Cards
Desk Reference
Notebook for anecdotal notes
Leveled Readers
Teaching Wall
Sticky Notes
Pencils
Stopwatch
Calculator

3. Guided Reading Components… 3-6
Day 1
Day 1
Whole Group Basal
Before Reading: (20 min)
Mini lessons: comprehension strategy and skill focus,
Introduce vocabulary,
Activate prior knowledge (prediction),
Establish a purpose for reading
During Reading: (20-30 min)
Read basal:
choral reading (girls/boys…),
shared reading (with teacher),
CD recording (identify points to pause for discussion, answer questions,
and check for understanding)
After Reading: (5-10 min)
Check for understanding:
(Summarizing, Share examples of strategy work, skill practice)
Mental models, “reading between the lines”

4. Guided Reading Components… 3-6
Days 2-5
Days 2-5
Small Group Leveled Readers
1. Recap/Review of Comprehension Strategy and Skill
Introduce New Book
Strategy Check “listening in” and anecdotal notes
(Teacher can do a Running Record during this time.)
4. Return to Text “check for understanding”
5. Response/Extension
(Teacher is doing a Running Record at the reading table!)

5. Transitional Readers (levels I/J-P)
Have large bank of sight words
Still learning to decode big words
Increase fluency
Expand vocabulary
Improve comprehension
Can be found at any grade level
Grade level Text Level Instructional Needs
K & 1st above level I vocabulary and comprehension
2nd J-M decoding, fluency, vocabulary, retell
3rd-6th J-P self-monitoring, decoding, fluency,
vocabulary, and retell
Strong readers in K and 1st aree considered transitional readers even if they read fluently because they rarely have the vocabulary and background experiences to comprehend texts above 3rd grade level
Average 2nd graders belong to this stage since they are still learning phonics skills, decoding strategies, and comprehension skills
Intermediate students who lag behind their peers are often transitional readers who need to improved decoding skills, vocabulary strategies, and comprehension
Once students are able to read and understand text at level Q, they rarely have decoding and fluency issues

6. Components of GR for Levels I/J-P: Transitional Readers
Introduction to book: predictions, new vocabulary, text
features
Teaching Points (choose 1-2 based on skill &
strategy focus)
Students Read Quietly or Silently-
Teacher takes anecdotal notes/running record
Discussion of book- refocus on teaching points
Word Study (if appropriate)
Follow-up

7. Fluent Readers (Levels Q-Z)
Independent use of comprehension
strategies
Vocabulary
Discussion and responses to reading

8. Components for Fluent GR (levels Q-Z):
Introduction to text: preview, predict, new vocabulary
Teaching Points (strategy/skill)- teacher models
Students Read Silently & Respond- Teacher observes
and checks- in and may question students
Discussion: share examples of teaching points

9. How do I know what level book I should be using with my students?
Running Records
Running records can be done during guided reading lessons, but should not consume the entire guided reading block.

10. Progress Monitoring RR
Running Records
Benchmark RR
Done three times a year
(initial, ongoing, summative)
Use secured text
Formal assessment
Helps analyze errors
Fluency rate is done every time!
Comprehension/retell done every time!
Should happen with little disruption of
daily routine
Benchmark Running Records MUST include accuracy, fluency (rate), and comprehension/retell
Progress Monitoring RR
Done anytime
Use any text
Less formal; used for
day-to-day instruction
Helps analyze errors
Fluency rate is not always done, but should be done periodically
Comprehension is not always done, but should be done periodically
Should happen during daily routine

11. Daily Five Historical Overview 1970’s 1980’s 1990’s Now Purpose
We will all get
through the story
Kids must feel
good about
themselves.
through the
story with help.
Every child
deserves to be
taught on their
level at some
time during the
day
Students learn reading
strategies to access text
Resource
Basal
One Anthology
Class Sets of
Trade Books
Basal Anthology
Trade books
children could
read
“Level Books”
Book Rooms
Library Books of Choice
Differentiation
Whole group
Reading groups
Heterogeneous groups
Guided Reading
Small group – guided readers
One on one
Access Text
Round robin
You might not be able to read the text
Each student reads text they can read
Teach skills and strategies so student can read any text
Each student has text they can read independently
Daily Five

12. What will this look like in my classroom?
Routines should be in place.
Students should be working independently: reading to self/someone, working with words, listening to books, writing,…
Small groups should be meeting with teacher at reading table for guided reading lessons (with some exceptions)
May be doing Running Records…

13. Center Rotation Management
Previewing and Setting Purpose
Leveled Readers
Non-verbal cues for management

14. Daily Five Management System /Structure Teaches/ Fosters Independence
5 Components: Read to Self
Read to Someone
Word Work
Writing
Listening to Reading
The Daily Five does NOT hold content, it is a structure. Content comes from your curriculum. Daily Five is not a replacement for guided reading- it
Is the structure in place so that guided reading can work effectively.

15. Guided Reading in Action
Cross Checking for Understanding
Checking our Word Wall for Support

16. Anchor Charts- the heart of teaching structure

17. Reading to Someone

18. Lesson Formats…
Focus Walls

19. “By following lesson plans and selecting a purpose for your guided reading groups, you will see radical improvements in children’s reading progress. Your focus will determine your effectiveness.”
-Jan Richardson
As Mike Rutherford would say “Clear learning goal”

20. References:
The Next Step in Guided Reading Grades K by Jan Richardson, published by Scholastic, Guiding Readers and Writers by Irene Fountas and Gay Su Pinnell, Heinemann Publishers

21. ? Questions… Mia_Johnson@catawbaschools.net