1. Guided Reading Presented by Diane Pillari 4th Grade Teacher And
Banita Smith
Kindergarten Teacher
Carteret School

2. 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.

3. Balanced Literacy What 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,

6. 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

7. Sample Guided Group Meeting Schedules
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
APPROACHING
ON LEVEL
BEYOND LEVEL
BEYOND OR
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
APP 1 ON
APP 2
BEY

8. 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
Group Discussion:
Summarize, communicate/share ideas, make inferences, make connections, ask questions, evaluate author’s purpose or character’s actions, etc
Adapted from Fountas and Pinnell, Guiding Readers and Writers

9. Video
Guided Reading Lesson

10. Good Reader Strategies

11. Types of Mini-Lessons Strategy Lessons Procedural Lessons
Previewing a book
Making Predictions
Making Connections
Visualizing
Questioning
Inferring
Determining Importance
Summarizing
“Fix Up” Strategies
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

12. What are the other kids doing during guided instruction??

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

14. 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

15. Listen to Reading Books on CD Develops listening comprehension
Develops fluency
Great for struggling readers
Books on CD
Treasures CDs
Online Stories

16. 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

17. 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

18. 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)

19. 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!

20. 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

21. How Do I Set Up My Classroom?
Flexible Grouping
Areas for Stations
Teacher Led Group(table, desks, or floor)
Materials/Supplies

22. How Do I Make Groups? Flexible Grouping Star Testing Data
Treasures Assessments
Running Records
Reading Conferences
Observation
nces

23. Where Do I Get Books? Treasures Leveled Books
Scholastic Leveled Book Libraries
Reading A to Z Leveled Books

24. Need Help? Diane Pillari, 4th Grade Teacher, Carteret School
Banita Smith, Kindergarten Teacher, Carteret School