Guided+Reading

Guided Reading

Teacher organizes Guided Reading groups according to reading levels, so students can work toward their individual needs. As students' needs and strengths change, so should the Guided Reading groups. Continual assessment and observation of readers is necessary to keep the groupings flexible. Teacher must preview books and be well prepared with notes.

During Guided Reading these guidelines must be followed to ensure success. There should be 4 students in a guided reading group. If that is not an option then there should be no more than 6 students in one guided reading group at a time. 1. Picture Walk (1-2 minutes)[|Picture Walk]

Purpose- Assess Prior Knowledge and Comprehension
 * Teacher flips through book predicting via pictures as students listen. Their books are closed to ensure they are focused on the teacher.
 * Teacher strategically introduces new vocabulary during picture walk.
 * Assesses prior knowledge.
 * Students should not interrupt.

2. Oral Reading by Teacher (10 minutes) Purpose-Comprehension and Fluency
 * Teacher reads aloud as students follow along.
 * Students are tracking the words with their finger as the teacher reads.[|tracking] Be aware of their tracking. It should be smooth. This can be a lesson in the very beginning of the year. If students continue to track the reading roughly, it is an indication that they are also reading "robotically" and that may be affecting comprehension.
 * Students who are below-level should chorally reread after the teacher reads the book or after each page. When students are reading chorally, teachers should read along with them to ensure proper pacing.
 * It is difficult but the teacher must be very observant at this time (Tracking, Are they following along, Can they reread the words, can they keep up...etc)

3. Mini Lesson (5-7 minutes) Purpose-Varies according to mini lesson
 * Based on students' needs that have been documented or observed
 * May be a review of prior lessons (serves as reinforcement)
 * Planned and prepared for in advance
 * Should include same format for any lesson (model-guided-independent)
 * Can be procedural, but procedural lesson should only be done in the beginning of the year.

4. Whisper Reading by students (5 minutes)[|whisper reading] Purpose-Fluency
 * Students reread what was read with whisper voices or whisper phones as teacher listens to students individually.
 * They should not ask questions and should remain focused on the reading. Some teachers do not let their students know that the teacher is even listening. Some teachers also do not interrupt students' reading. This is the opportunity to quickly guide struggling readers with decoding skills.
 * At this time, teacher should document observable reading patterns, reading progress and reading difficulties. This is essential to plan for future mini-lessons. It can be used for conferences and as data when data is required.

5. Retelling by Students (2 minutes)[|retelling] Purpose-Comprehension
 * Students should close books and begin to sequence aloud what was read.
 * Teacher may say, "Who would like to start to tell me a summary of what we read? What happened first?" The first volunteer begins with one or two things about the reading and then they pass it on to the next student who continues etc...
 * Below-leveled students may quickly glance at the pictures or may be prompted by teacher.

6. Follow up Activities Purpose-Reinforcement of skills
 * Independently completed for homework, centers or at teacher's discretion.
 * Based on the text and/or mini lesson.
 * Usually reading the book to a parent or sibling

7. Optional Extension Activities Purpose-Further reinforcement of skills
 * Students may create their own illustrations of their favorite parts of the book.
 * Students may write about their favorite parts.
 * Students may write a sequel to the story by writing the next chapter.
 * Other activities designed by the teacher may be used.