Entry Procedures
1. Find a comfortable spot
2. Introduce yourself to those around
you
3. Think about your memories of guided
reading as a student (or being taught
to read)
4. Be prepared to share
PATHWAYS
ON A JOURNEY TO
EXCELLENCE
• GUIDED READING!
KWLN CHART
Create a KWLN Chart.
Fill out “Know” & “Want to Learn”
Share with your neighbor(s).
Know
GUIDED READING
Want To
Learned
Learn
Need To
Learn/Do
WHY
WHY
CHANGE?
DO IT?
SO. . . HOW
DO I START?
WHAT DOES
IT LOOK LIKE?
GUIDED
READING!
Barbara Plubell
plubell@paes.com
WHAT ARE
THE OTHER
KIDS DOING?
HOW DOES
IT WORK?
WHY DO IT?
 WE WANT THINKERS
“The work of true education
Is to train youth to be thinkers
and not mere reflectors
of other men’s thoughts.”
Ellen G. White
Education p. 17
WHY DO IT?
 WE WANT THINKERS
“Tell a child what to think and you
have made him a slave of your
knowledge.”
“Teach a child how to think
and you have made
knowledge his slave.”
Henry
WHY DO IT?
 RESEARCH – Guided Reading
– As part of a balanced literacy program
it is more effective in teaching
reading strategies for independent
readers.
• Most children need teaching of
reading strategies
• Best teaching practices
• Teach with multiple approaches
WHY DO IT?
BALANCED LITERACY PROGRAM
Read Aloud
 teachers help children experience and think about
literary work they can’t read yet
 Kids can focus on meaning(s) in text without
struggling as readers
Shared Reading children participate in reading,
learn critical concepts of how print works, and get the
feel of reading
Independent Reading Research has shown
that first graders who were proficient readers read 10
books a day (new books as well as rereads).
 The more you read the better you get
WHY DO IT?
BALANCED LITERACY PROGRAM
Guided Reading Guiding the use of
strategies with text that is a little more difficult
than a child can read independently.
Working with Words
Looking at word parts (rimes, onsets), patterns,
spellings, etc.
Meaningful Writing
About their reading
WHY DO IT?
Develop as individual reader
Observe individuals
Develop reading strategies
Enjoyable reading for meaning
Develops abilities needed for
independent reading
Learn how to introduce text
to self
WHY DO IT?
GRADUAL RELEASE
OF RESPONSIBILITY
MODEL THEORY
Modeling by teacher
 Guided Practice 
Independent Practice
WHY DO IT?
Purpose of Guided Reading
“Enable children to use and develop
strategies ‘on the run.’” Fountas & Pinnell
Constructing meaning
using problem-solving to:
figure out unknown words
tricky sentence structure
understand concepts or ideas
WHY DO IT?
Ultimate Goal of Guided Reading
Help children learn how to
use independent reading
strategies successfully so
they can read for meaning.
You are teaching
readers, not the text.
WHAT DOES IT LOOK LIKE?
• Small, homogeneous, flexible groups
Change as needed
Reading the same book (92-97% accuracy)
• Introduce the text
• Observe/listen to each & coach
as they read independently
(record anecdotal notes)
• Make one or two teaching points
WHAT DOES IT LOOK LIKE?
• Part 1 Choosing the group and book
– Based on
• observation
• assessment
Text (or Book):
Genre
Keep charts for
books with
intro & usual
tricky parts
Text structure
Literary Features
Sentence Complexity
Ideas/Concepts
Vocabulary
Introduction:
Level:
WHAT DOES IT LOOK LIKE?
Part 2 – Introduction
3-4 min
– Short
--Sweet
-- To the Point
80% of Guided Reading is the introduction
– Overview of the text
– Discussion of key concepts and new
vocabulary words
– Specific pages that might pose some
difficulties.
WHAT DOES IT LOOK LIKE?
• Part 3 – Reading the Text
• Everyone reads selection to themselves,
either silently or aloud
• Observation and support
Finish early?
Find your favorite part.
Too distracting?
Read the story again.
Reading phones 
WHAT DOES IT LOOK LIKE?
• Part 4 Brief Book Talk
How did you like the story?
What was your favorite page?
WHAT DOES IT LOOK LIKE?
• Part 5 -- Teaching Point
– What was the tricky part?
– Where did you do some really good reading?
– Work on what several had difficulties with – a
specific word, punctuation, etc.
– Then have children go back & reread the page
whole  part  whole
– Whole (students read text)
– Part (work on tricky spot)
– Whole (reread sentence with tricky spot)
WHAT DOES IT LOOK LIKE?
Assessment
• Anecdotal notes
– guided reading
– individual conferences
• Running Records
WHAT DOES IT LOOK LIKE?
Stages of Literacy
Emergent: Begins to recognize conventions of print,
words, and books (*levels A-D) *Based on Fountas and
Pinnell leveling
Early : Develops vocabulary; begins to use reading
strategies (*levels E-G)
Transitional : Integrates meaning, syntax, and
phonics; uses more complex strategies (*levels H-J)
END OF FIRST GRADE – Level I
Fluent : Uses many strategies; becomes an
independent reader of many texts (*levels K-M)
--Guided Reading in Grades K-2
by Anthony D. Fredericks
HOW DOES IT WORK?
• First month of school
– Teaching procedures
– Assessing
– Teaching more procedures
– Assessing
HOW DOES IT WORK?
• Your Turn!!
• Read your book –not the teacher’s page
• Think about how you would introduce
Overview Key Concepts
New Vocab
Page/s that might pose difficulties
• Find someone else with the same book
• Share together
• Share with another group
HOW DOES IT WORK?
Informal Reading Inventory
Running Records
Anecdotal Notes
Developmental Reading Assessment (DRA)
WHAT ARE THE OTHER
KIDS DOING?
WHAT ARE THE OTHER
KIDS DOING?
Literacy Work Stations
Classroom Library
Big Book Station (easel & big books)
Listening Station
Writing Work Station
Drama Station
WHAT ARE THE OTHER
KIDS DOING?
Abc/Word Study Station
Poetry Station
Other Stations
Computer Station
Overhead Work Station (overhead projector,
whiteboard, markers)
Buddy Reading Work Station
WHAT ARE THE OTHER
KIDS DOING?
Independent Reading
Extension activities from:
 Daily Lesson Guide
 Guided Reading session
 word study
Responding to text they have read
SO. . . HOW DO I START?
BEFORE SCHOOL
• VISIT THE NAD EDUCATION
WEBSITE: PATHWAYS
• ORDER PATHWAYS MATERIAL
• GATHER OTHER MATERIALS
• ORGANIZE YOUR LIBRARY &
READING MATERIALS
SO. . . HOW DO I START?
BEFORE SCHOOL
VISIT NAD EDUCATION LINKS:
• Adventist Pathways
• Conceptual Framework
• Guided Reading, Leveled Reading & Decodable
Book Sources
• Multi-Grade Helpful Hints
• Overview of Pathways
• Pathway Components
• Suggested Schedule and Language Arts Block
• Themes and Content Areas
• Scope and Sequence Grades 1-4
SO. . . HOW DO I START?
BEFORE SCHOOL
ORDER PATHWAYS MATERIAL
• READ PATHWAYS MATERIAL
SO. . . HOW DO I START?
BEFORE SCHOOL
FIND BOOKS OR MONEY $$
GROWING ON TREES
FUNDRAISE
FUNDRAISE
FUNDRAISE
FUNDRAISE
SO. . . HOW DO I START?
BEFORE SCHOOL
GATHER MATERIALS
1) Guided Reading Resource Book/s
2) Leveled Books for Guided Reading
(5 copies each title)
(10 titles per level)
READ MATERIALS
SO. . . HOW DO I START?
GATHER MATERIALS
1) Guided Reading Resource Books
Guided Reading in Grades K-2
by Anthony Fredricks. Rigby Best
Teachers Press, 2003.
Guided Reading: First Good
Teaching for All Children. By
Fountas and Pinnell. Heinemann, 1997.
SO. . . HOW DO I START?
GATHER MATERIALS
More Guided Reading Resource Books
On Solid Ground: Strategies for
Teaching Reading K-3 by Sharon
Taberski. Heinemann, 2000.
Literacy Work Stations: Making
Centers Work by Debbie Diller.
Stenhouse Publishers,2003.
SO. . . HOW DO I START?
MORE MATERIALS
What Really Matters
for Struggling Readers
by Richard Allington
*Choice Words
by Peter Johnson
SO. . . HOW DO I START?
• Read Guided Reading in K-2
• Read Pathways Guided Reading Chapter
• Read Guided Reading: First Good
Teaching for All Children.
SO. . . HOW DO I START?
GATHER MATERIALS
2) Leveled Books for Guided Reading
5 copies
each title
*The Booksource
*Heinemann-Raintree Classroom
*Lerner Classroom
*Metro Nonfiction Book Bag
*Perma-Bound Books
*Red Brick Learning
*Seedlings from Pathways
*Wright Group
*NAD Website
SO. . . HOW DO I START?
Leveled Books: Other Sources
– A Reason for Reading
10 titles
per level
–
–
–
–
–
• areasonfor.com
A-Z Books readinga-z.com
Rigby harcourtachieve.com
Scholastic scholastic.com
Public Library
Basal Readers
SO. . . HOW DO I START?
BEFORE SCHOOL
•ORGANIZE YOUR LIBRARY
• Tubs for genre, authors, series
• Level some of the books:
– Fountas and Pinnell Matching Books to
Readers
– Google searches: leveled book lists
Fry’s Readability Formula
SO. . . HOW DO I START?
BEFORE SCHOOL
•ORGANIZE READING MATERIALS
1)
2)
3)
4)
Assessments
Record Keeping
Reading Response Journals
Reading Phones
SO. . . HOW DO I START?
BEFORE SCHOOL
NETWORK AND COLLABORATE
SO. . . HOW DO I START?
WHEN SCHOOL BEGINS
Teach procedures
– Teach procedures. . .
– Teach procedures. . .
Assess Students
During Reading and Writing
Workshop times the first month
SO. . . HOW DO I START?
• Keep your goal in mind
it’s all about the kids
A journey of a
thousand miles
begins with a
single step.