GUIDED READING
An overview
Presented by Anna Harris
Metacomet Elementary
Bloomfield Public Schools
January 3, 2013
WHERE ARE WE NOW?
SOME good practices have been
observed in ALL classrooms during
guided reading.
However, we need to refine and realign our
instruction so that we are working smarter and
our students are getting the most out of the
literacy portion of our day.
AGENDA FOR THIS PD SESSION:

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Review what guided reading should look like in
our classrooms
Reflect on what we are doing now
Review strategies that can be used as a focus for
instruction during guided reading
WHAT IS GUIDED READING?
“ Guided reading is a teaching
approach designed to help
individual students learn
how to process a variety of
increasingly challenging
texts with understanding
and fluency.”
Fountas and Pinnell
RATIONALE FOR GUIDED READING

Guided reading enables the teacher to meet the
varying instructional needs of all students and
support and guide them to expand their reading
abilities. Most students cannot expand their
reading abilities on their own, even if they are
given time to read. Guided reading can be used
to meet a specific instructional need or introduce
and expand on a reading comprehension strategy.
CHARACTERISTICS OF GUIDED READING
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A teacher works with a small group.
Children in the group are similar in their
development of a reading process and are able to read
about the same level of text.
Teachers introduce the stories and assist children’s
reading in a way that helps develop independent
reading strategies.
Each child reads the whole text.
The goal is for children to read independently and
silently.
The emphasis is on reading increasingly challenging
books over time.
Children are grouped and regrouped in a dynamic
process that involves ongoing observation and
assessment.
ADDITIONAL THINGS TO THINK ABOUT
DURING GUIDED READING
Guided Reading should NOT involve any type of
round robin or popcorn reading.
 Children should NOT be filling out graphic
organizers or writing summaries while at the
guided reading table, these things should be done
after they leave the teacher.
 Guided reading IS an opportunity to increase
rigor, especially through text selection and
questioning (start using the DOK).
 Teachers should be listening to students read and
writing down their observations during a guided
reading group.

BEFORE READING
Teacher Role
Student Role
•Select appropriate text
•Engage in a conversation about
the story
•Prepares and introduction to the
story
•Understand the purpose for
reading the text
•Briefly introduces the story (or
part of the story, keeping in mind •Raise questions about the text
the demands of the text and the
knowledge, experience, and skills •Build expectations about the
of the readers
text
•Leave some questions to be
answered or some problem
solving to be done for the
students while reading
•Notice information in the text
•May make connections between
new text and previously read
materials
DURING READING
Teacher Role
Student Role
•May listen to individuals read a
segment aloud
•Read the whole text or unified
section of text to themselves
(preferably silently)
•Interact with individuals to
assist with problem solving if
having difficulty
•Interact with individuals to
reinforce ongoing construction of
meaning
•Observe and make notes about
strategies used by individual
readers
•May do a running record
•Use background knowledge and
strategies effectively to construct
meaning
•Think about what they
understand and form questions
about the text
•Request help when needed
AFTER READING
Teacher Role
Student Role
•Talk about the text and
encourages student discussion
•Talk about the text
•Invite personal response
•Return to the text for one or two
teaching opportunities, such as
finding evidence
•Assess students’ comprehension
•Invite students to ask questions
to expand their comprehension
•Sometimes engage in word work
•Sometimes engage in extending
the text
•Think about what they
understand and what questions
they have
•Check predictions and react
personally to the text
•Raise questions or make
comments to clarify or expand
comprehension
•Revisit the text to problem solve
or find evidence
•May engage in word work
•May engage in extending the
text
VIDEO CLIP
http://www.schooltube.com/organi
zation/218403/
Think about the elements of
Guided Reading that we have
talked about. What do you
notice? What do you recognize
from your own teaching?
POSSIBLE LITERACY BLOCK SCHEDULE
9:00-9:30 Strategy focused mini lesson, using an
interactive read aloud
9:30-10:30 Three Group Rotation
9:30-9:50
9:50-10:10
10:10-10:30
Guided
Reading
Red
Blue
Green
Written
Extension
Green
Red
Blue
Green
Red
Independent Blue
Reading
10:30-10:40 Closure
POSSIBLE LITERACY BLOCK SCHEDULE
9:00-9:20 Strategy focused mini lesson, using an
interactive read aloud
9:20-10:40 Four Groups
9:20-9:40
9:40-10:00
10:00-10:20
10:20-10:40
Guided
Reading
Red
Blue
Green
Yellow
Written
Extension
Yellow
Red
Blue
Green
Independent
Reading
Green
Yellow
Red
Blue
Reading
Counts
Blue
Green
Yellow
Red
10:40-10:45 Closure
WHAT SHOULD MY GUIDED READING LESSON LOOK LIKE
FOR TRANSITIONAL READERS (DRA 14 TO 28)?
Select Text (before group time)
Short Book Introduction/Review from the day before (3
mins)
Introduction of Vocabulary (2 mins)
Strategy Reminder/Purpose/Objective (2 mins)
Silent Reading (10 mins)
During this time the teacher should be taking
anecdotal notes or could be administering a
running record.
Discuss/Respond (3 mins)
Independent Follow Up (after group time)
WHAT SHOULD MY GUIDED READING LESSON LOOK LIKE
FOR SELF-EXTENDING READERS (DRA 28 TO 40)?
Select Text (before group time – could be chapter book)
Short Book Introduction/Review from the day before (3
mins)
Introduction of Vocabulary (2 mins)
Strategy Reminder/Purpose/Objective (2 mins)
Silent Reading (10 mins)
During this time the teacher should be taking
anecdotal notes or could be administering a
running record.
Discuss/Respond (3 mins)
Independent Follow Up (after group time)
WHAT SHOULD MY GUIDED READING LESSON LOOK LIKE
FOR ADVANCED READERS (DRA 40 AND HIGHER)?
Select Text (before group time – students may help with
this, should be a variety of texts)
Short Book Introduction/Review from the day before could be student directed (2 mins)
Vocabulary – students look for vocabulary (3 mins)
Strategy Reminder/Purpose/Objective – could be
student directed(2 mins)
Silent Reading (10 mins)
During this time the teacher should be taking
anecdotal notes or could be administering a
running record.
Discuss/Respond (3 mins)
Independent Follow Up (after group time)
HOW DO I PLAN FOR GUIDED READING?
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Plans can either be by text or by week, each
group should have their own plan.
Let’s review the different ways to plan.
WHAT SHOULD MY ANECDOTAL NOTES LOOK
LIKE AND WHAT SHOULD I BE RECORDING?
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There are a variety of ways to take anecdotal
notes.
Let’s review what we are taking notes on and few
different ways to do it.
RAISING RIGOR – THE DOK
BLOOM’S TAXONOMY
KNOWLEDGE/REMEMBERING
“The recall of specifics and universals,
involving little more than bringing to mind the
appropriate material.”
WEBB’S DOK
RECALL
Recall of a fact, information, or
procedure (e.g., What are 3 facts you
learned by reading this article?)
COMPREHENSION/UNDERSTANDING
“Ability to process knowledge on a low level
such that the knowledge can be reproduced or
communicated without a verbatim repetition.”
APPLICATION/APPLYING
“Using information in another familiar
situation.”
SKILL/CONCEPT
Use of information, conceptual
knowledge, procedures, tow or more
steps, etc.
ANALYSIS/ANALYSING
“Breaking information into pats to explore
understandings and relationships.”
STRATEGIC THINKING
Requires reasoning, developing a plan or
sequence of steps; has some complexity;
more than one possible answer
SYNTHESIS AND EVALUATION/
EVALUATING AND CREATING
“Putting together elements and parts to form a
whole, then making value judgments about
the method.”
EXTENDED THINKING
Requires an investigation; time to think
and process multiple conditions of the
problem or task.
Adapted from: Wyoming School Heath and Physical Education Network (2001).
WHY IS WEBB’S DOK IMPORTANT?
ALL of the items on the
SBAC test will be
aligned with Webb’s
Depth of Knowledge.
LEVEL 1 DOK FOR READING
Students can recall or locate facts from the text
 Students show a shallow/literal comprehension,
not any analysis or interpretation
 Students may be able to have verbatim recall, or
may copy portions of the text
 Students show understanding of single words or
phrases
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LEVEL 2 DOK IN READING
Students demonstrate literal comprehension and
may show some inferential comprehension
 Student understands concept but without depth
 Students should be able to paraphrase,
summarize, interpret, infer, classify, organize,
collect, display and/or compare
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LEVEL 3 DOK IN READING
Students demonstrate deep knowledge
 Students show they can go beyond the text
 Students can explain, generalize, and/or connect
 Students can support their thinking, using the
text and other sources
 Students may have to deal with an abstract
theme, make inferences between or across
passages, apply their prior knowledge or text
support to demonstrate analytical judgment
about a text
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LEVEL 4 DOK IN READING
Students must demonstrate complex reasoning,
planning, developing, and thinking over an
extended period of time. For example reading
multiple texts by one author, or multiple texts
about the same topic.
 Students can take information from at least one
passage and apply this information to a new
task.
 Students must be able to develop hypotheses and
perform complex analyses of the connections
among texts.
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STRATEGIES FOR SUSTAINING AND
EXPANDING READING
 Monitoring
and Correcting
 Predicting
 Retelling/Summarizing
 Wondering/Questioning
 Connecting
 Inferring
 Visualizing
 Using
Text Features
 Determining Importance
 Interpretation/Author’s Purpose
MONITORING AND CORRECTING
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Readers need to check on whether their reading
sounds right, looks right, and makes sense.
Teachers need to teach students to notice when
they don’t understand and use “fix-up” strategies
when meaning has broken down.
MONITORING AND CORRECTING IN A
GUIDED READING GROUP
Think aloud
Modeling the inner conversation
Turn and talk
I notice…
Fluency checks
Sticky note important parts or comprehension
checks
Code where there is confusion and understanding
Stop, think, and react
HOW DOES MONITORING AND CORRECTING
CONNECT TO THE CMTS AND CCSS?
Basis for understanding
CMTs – Strand A – Forming a General Understanding
CCSS:
RL 3.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as basis for the answers.
RI 3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as basis for the answers.
RI 3.4 – Determine the meaning of general academic and domain-specific words and phrases in
a text relevant to a grade 3 topic or subject area.
RF 3.3 – Know and apply grade-level phonics and word analysis skills in decoding words.
RF 3.4 – Read with sufficient accuracy and fluency to support comprehension.
RL 4.1 – Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
RI 4.1 - Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
RI 4.4 – Determine the meaning of general academic and domain-specific words and phrases in
a text relevant to a grade 4 topic or subject area.
RF 4.3 – Know and apply grade-level phonics and word analysis skills in decoding words.
RF 4.4 – Read with sufficient accuracy and fluency to support comprehension.
PREDICTING
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Readers need to anticipate what will happen next
while reading continuous text.
Teachers need to teach readers to work with words
in a way that reduces the need for decoding and
increases efficiency so that they can acquire
knowledge of the story elements that will help
them predict what will happen next in a text.
PREDICTING IN A GUIDED READING GROUP
Think aloud
Modeling the inner conversation
Turn and talk
Think about what may happen next
Think about what kind of information may be
available in a text
Confirm and/or change predictions
HOW DOES PREDICTING CONNECT TO THE
CMTS AND CCSS?
CMTs – Strand A – Forming a General Understanding
CCSS:
RL 3.1 – Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as
the basis for the answers.
RI 3.1 - Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as
the basis for the answers.
RL 4.1 – Refer to details and examples in a text when
explaining what the text says explicitly and when drawing
inferences from the text.
RI 4.1 - Refer to details and examples in a text when
explaining what the text says explicitly and when drawing
inferences from the text.
RETELLING/SUMMARIZING
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Readers need to retell text in detail and
summarize the important parts.
Teachers need to help readers relate the
important details of text and deepen their
understanding of text by integrating new
knowledge into prior knowledge
RETELLING/SUMMARIZING IN A GUIDED
READING GROUP
Think Aloud
Model the inner conversation
Retelling:
 Identify the story elements
 Sort or match up story elements with specifics from
text
 Model constructing a story map
Summarizing:
 Review story elements
 Turn and talk about what has happened so far
 Chose the most important information
HOW DOES RETELLING AND SUMMARIZING
CONNECT TO THE CMTS AND THE CCSS
CMTs – Strand A – Forming a General Understanding
CCSS:
RL 3.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers.
RL 3.2 – Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed through key
events in the text.
RL 3.3 – Describe characters in a story (e.g., their traits, motivations, or feelings) and explain
how their actions contribute to the sequence of events.
RI 3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers.
RL 4.1 – Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
RL 4.2 – Determine the theme of a story, drama, or poem from details in the text; summarize
the text.
RL 4.3 – Describe in depth a character, setting, or event in a story or drama, drawing on
specific details in the text (e.g., a character’s thoughts, words, or actions).
RI 4.1 - Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
WONDERING (QUESTIONING)
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Readers need to ask questions to engage with
their reading. Readers should ask questions
before, during, and after they read.
Teachers need to help readers understand the
importance of questioning while reading as a way
to monitor, engage, and deepen their
understanding of their reading.
QUESTIONING IN A GUIDED READING
GROUP
Think aloud
Modeling the inner conversation
Turn and share a question
Read with a question in mind
I wonder…
Thick and Thin Questions
Sticky note places where questions come up and
where answers are found
Stop, think, question, reflect on questions
HOW DOES QUESTIONING CONNECT TO
THE CMTS AND CCSS?
CMTs – Strand A – Forming a General Understanding
CCSS:
RL 3.1 – Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as
the basis for the answers.
RI 3.1 – Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as
the basis for the answers.
RL 4.1 – Refer to details and examples in a text when
explaining what the text says explicitly and when drawing
inferences from the text.
RI 4.1 - Refer to details and examples in a text when
explaining what the text says explicitly and when drawing
inferences from the text.
CONNECTING
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Readers need to search for and use connections
from the knowledge they have and the knowledge
they are acquiring in their reading to relate to
themselves, the world and other texts.
Teachers need to teach readers to understand the
purpose for reading, connect current reading to
the themselves, the world, and other texts.
CONNECTING IN A GUIDED READING
GROUP
Think aloud
Modeling the inner conversation
Turn and talk
Focus on specific types of connections, such as
character, plot, setting
Sticky note connections
Tally connections
Focus students on connecting what they have read
to other texts or what they know about the world
HOW DOES CONNECTING CONNECT TO THE
CMTS AND CCSS
CMTs – Strand C – Making Reader/Text Connections
CCSS:
RL 3.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for
the answers.
RL 3.6 – Distinguish their own point of view from that of the narrator or those of the characters.
RL 3.9 – Compare and contrast the themes, settings, and plots of stories written by the same author about the same or
similar characters (e.g., in books from a series)
RI 3.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for
the answers.
RI 3.6 – Distinguish their own point of view from that of the author of the text.
RI 3.9 – Compare and contrast the most important points and key details presented in two texts on the same topic.
RL 4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
from the text.
RL 4.6 – Compare and contrast the point of view from which different stories are narrated, including the difference between
first- and third-person narrations.
RL 4.7 – Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying
where each version reflects specific descriptions and directions in the text.
RL 4.9 – Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of
events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
RI 4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
from the text.
RI 4.6 – Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in
focus and the information provided.
RI 4.9 – Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
INFER
Gary Larson The Far Side
INFERRING
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Readers need to go beyond the literal meaning of
a text to discover what is implied.
Teachers need to teach readers to understand
what is not stated but implied in the text to
deepen their understanding of what is happening
in a text and why.
INFERRING IN A GUIDED READING GROUP
Think aloud
Modeling the inner conversation
Turn and talk
Use visuals
Model and have students make specific inferences
about characters, events, plot, and author’s
message
Stop, think and reflect
HOW DOES INFERRING CONNECT TO THE
CMTS AND CCSS
CMTs – Strand B – Developing an Interpretation
Strand D – Examining Content and Structure
CCSS:
RL 3.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
RL 3.3 – Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events.
RL 3.4 – Determine the meaning of words and phrases as they are used in text, distinguishing literal from
nonliteral language.
RL 3.6 – Distinguish their own point of view from that of the narrator or those of the characters.
RI 3.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
RI 3.6 – Distinguish their own point of view from that of the author of the text.
RL 4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
RL 4.6 – Compare and contrast the point of view from which different stories are narrated, including the
difference between first- and third-person narrations.
RL 4.9 – Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and
patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
RI 4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
RI 4.6 – Compare and contrast a firsthand and secondhand account of the same event or topic; describe the
differences in focus and the information provided.
VISUALIZING
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Readers need to create pictures or movies in their
minds as they read as a way to engage and
connect to what they read.
Teachers need to teach readers to visualize
before, during, and after reading as a way to
infer, connect, comprehend, enjoy and remember
their reading.
VISUALIZING IN A GUIDED READING GROUP
Think aloud
Modeling the inner conversation
Turn and talk
Sticky note parts of the text that create strong
visualizations
Tally visualizations
Draw a comparison when reading non-fiction text
Stop, think, and draw to remember
Have students write about picture
HOW DOES VISUALIZING CONNECT TO THE
CMTS AND CCSS
CMTs – Strand A – Forming a General Understanding
CCSS:
RL 3.7 – Explain how specific aspects of a text’s
illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasize aspects
of a character or setting).
RL 4.7 – Make connections between the text of a story
or drama and a visual or oral presentation of the text,
identifying where each version reflects specific
descriptions and directions in the text.
USING TEXT FEATURES
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Readers need to understand and closely examine
elements of a text to achieve greater
understanding of how it is constructed.
Teachers need to teach readers what the different
text features are in relation to specific genres and
how they contribute to the meaning of the text.
USING TEXT FEATURES IN A GUIDED
READING GROUP
Think aloud
Modeling the inner conversation
Turn and talk
Sticky note specific text features
Code text features and supporting text
HOW DOES USING TEXT FEATURES CONNECT
TO THE CMTS AND CCSS
CMTs – Strand B – Developing an Interpretation
Strand D – Examining the Content and Structure
CCSS:
RL 3.5 – Refer to parts of stories, dramas, and poems when writing or speaking about a text, using
terms such as chapter, scene, and stanza; describe how each successive part builds on earlier
sections.
RL 3.7 – Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasize aspects of a character or setting).
RI 3.5 – Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently.
RI 3.7 – Use information gained from illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RL 4.5 – Explain major differences between poems, drama, and prose, and refer to the structural
elements of poems (e.g., verse, rhythm, meter) and drama ( e.g., casts of characters, settings,
descriptions, dialogue, stage directions) when writing or speaking about a text.
RI 4.5 – Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in a text or part of a text.
RI 4.7 – Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears.
RI 4.8 – Explain how an author uses reasons and evidence to support particular points in a text.
DETERMINING IMPORTANCE
(MOSTLY NON-FICTION)
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Readers need to closely examine text to
determine what to read and in what order, what
can be ignored and what is the most important
information in a text.
Teachers need to teach readers to understand the
characteristics of non-fiction text, determine the
topic of a text and what information supports
that topic for their specific reading purpose.
DETERMINING IMPORTANCE IN A GUIDED
READING GROUP
Think aloud
Modeling the inner conversation
Turn and talk
Important vs. Interesting
Fact/Question/Response
Important to Me vs. Important to the Author
Main Idea/Details
Cornell Notes
HOW DOES DETERMINING IMPORTANCE
CONNECT TO THE
CMTS AND CCSS
CMTs – Strand B – Developing an Interpretation
Strand D – Examining the Content and Structure
CCSS:
RL 3.2 – Recount stories, including fables, folktales, and myths from diverse cultures; determine the
central message, lesson, or moral and explain how it is conveyed through key details in the text.
RI 3.2 – Determine the main idea of a text; recount the key details and explain how they support the
main idea.
RI 3.5 – Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently.
RI 3.7 – Use information gained from illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RI 3.9 – Compare and contrast the most important points and key details presented in two texts on the
same topic.
RI 4.2 – Determine the main idea of a text and explain how it is supported by key details; summarize
the text.
RI 4.7 – Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears.
RI 4.8 – Explain how an author uses reasons and evidence to support particular points in a text.
RI 4.9 – Integrate information from two texts on the same topic in order to write or speak about the
subject knowledgeably.
INTERPRETATION/AUTHOR’S PURPOSE CLOSELY RELATED TO INFERRING


Readers need to make reasonable judgments
about what they read and what the author is
trying to tell them.
Teachers need to teach readers to analyze and
critique the text to determine if the story
elements are consistent with their prior
knowledge and evaluate the author’s purpose and
craft.
INTERPRETATION/AUTHOR’S PURPOSE IN A
GUIDED READING GROUP
Think aloud
Modeling the inner conversation
Turn and talk
Code clues/evidence for a specific purpose
HOW DOES INTERPRETATION/AUTHOR’S
PURPOSE CONNECT TO THE CMTS AND CCSS
CMTs – Strand B – Developing an Interpretation
Strand D – Examining the Content and Structure
RL 3.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
RL 3.3 – Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events.
RL 3.4 – Determine the meaning of words and phrases as they are used in text, distinguishing literal from
nonliteral language.
RL 3.6 – Distinguish their own point of view from that of the narrator or those of the characters.
RL 3.9 – Compare and contrast the themes, settings, and plots of stories written by the same author about the
same or similar characters (e.g., in books from a series)
RI 3.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
RI 3.6 – Distinguish their own point of view from that of the author of the text.
RL 4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
RL 4.6 – Compare and contrast the point of view from which different stories are narrated, including the
difference between first- and third-person narrations.
RL 4.9 – Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and
patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
RI 4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
RI 4.6 – Compare and contrast a firsthand and secondhand account of the same event or topic; describe the
differences in focus and the information provided.
RESOURCES
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http://www.heinemann.com/fountasandpinnell/de
fault.aspx
http://readingandwritingproject.com/resources.ht
ml
http://www.readinglady.com/mosaic/tools/tools.ht
m
http://www.fcrr.org/curriculum/SCAindex.shtm
REFERENCES
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Calkins, Lucy McCormick. The Art of Teaching Reading.
New York: Addison-Wesley, 2001.
Cunningham, Patricia M. and Richard L. Allington.
Classrooms That Work, 5th Edition. Pearson, 2010.
Fountas, Irene C. and Gay Su Pinnell. Guiding Readers
and Writers Grades 3-6. Portsmouth, NH: Heinemann,
2001.
Fountas, Irene C. and Gay Sue Pinnell. Guided Reading.
Portsmouth, NH: Heinemann, 1996.
Fountas, Irene C. and Gay Su Pinnell. Teaching for
Comprehension and Fluency. Portsmouth, NH:
Heinemann, 2006.
Harvey, Stephanie and Anne Goudvis. Strategies That
Work, 2nd Edition. Portland, ME: Stenhouse, 2007.
Keene, Ellin Oliver and Susan Zimmerman. Mosaic of
Thought, 2nd Edition. Portsmouth, NH: Heinemann, 2007.
Kelley, Michelle J. and Nicki Clausen-Grace.
Comprehension Shouldn’t Be Silent. Newark, DE:
International Reading Association, 2007.