Building the Foundation through
Guided Reading
Instructional Coach Conference
August 8-9, 2013
Presented by: Andrea Hicks, Elyse Moore, Jennifer Steele
Session Goals
• Understand what guided reading is and why
we use it to support the teaching of reading
• Understand a lesson design and framework for
planning and teaching guided reading
LO/DOL
LO: The participants will understand a guided
reading lesson as a framework designed to
provide differentiated teaching that supports
students in developing reading proficiency.
DOL: The participants will apply their
knowledge of a guided reading framework by
writing a description about each component.
Dallas ISD Core Beliefs
• Our main purpose is to improve student
academic achievement.
• Effective instruction makes the most difference in
student academic performance.
• There is no excuse for poor quality instruction.
• With our help, at risk students will achieve at the
same rate as non-at risk students.
• Staff members must have a commitment to
children and a commitment to the pursuit of
excellence.
What does Guided Reading
look like to you?
Take a moment to sketch a picture of how
guided reading looks to you.
Share your drawings and discuss.
What is Guided Reading?
“Guided reading is an
instructional setting that
enables you to work with a
small group of students to help
them learn effective strategies
for processing text with
understanding.” (Fountas &
Pinnell, 2001 p.189)
The purpose….
• Helps your students develop independent reading
strategies
• Allows students to actively read and problem-solve their
way through a text
• Allows for real opportunities for constructing meaning,
reflection and insights as the teacher and a small group
of students talk, read, and think through a text
• Allows for tailored direct instruction based on data
• Helps deepen their understanding and processing of a
wide variety of text
• Allows for the opportunity to read at their instructional
level with teacher support
Assessing Students and Forming
Guided Reading Groups
Assessment, which involves
collecting information about or
evidence of your students’
learning, is a continual and
integral part of quality teaching.
In fact, teaching without
continual assessment is akin to
“teaching without the children.”
–
Irene C. Fountas and Gay Su Pinnell, Guided
Readers and Writers Grades 3-6
Why Assess?
The information you gather from assessments supports
your instruction in the following ways:
1. It helps you find out what students already know.
2. It alerts you to what students need to learn.
3. It informs your planning and directs your purpose
and teaching focus.
4. It assists you in determining groups for instruction.
5. It helps you determine the materials that are best
suited for your teaching.
I have assessed and
formulated my groups,
now what?
A Framework for
Planning and
Teaching Guided
Reading Lesson
If children struggle with too
many challenges,
comprehension and enjoyment
become compromised. We
need to keep in mind that a
guided reading session is about
setting the group up for success.
-Tony Stead
Step-by-Step
• Set a focus for the lesson. What do the students need to
learn based on ongoing observation and assessment?
• Choose the text. What text will provide a high degree of
support and manageable challenges?
• Before reading: Tune in to the text. What is the best way to
introduce the text so students can access their background
knowledge, engage in some discussion, and prepare for
reading?
• During reading: Students read the text. What are the
student’s and teacher’s role during reading?
• After reading: Return to the focus and dig deeper. How will
you support the comprehension of the text?
What might the before reading
activities look/sound like?
VIDEO
Look at your list. Based on the video
what might you add.
Before the reading
Teacher
Selects an appropriate text,
one that will be supportive
but with a few problems to solve
Prepares an introduction to the
story
Briefly introduces the story, keeping
in mind the meaning, language,
visual information in the text, and
the knowledge, experience, and skills
of the reader
Leaves some questions to be
answered through reading
Students
Engage introduction in a conversation
about the story
Raise questions
Build expectations
Notice information in the text
What might the during reading
activities look/sound like?
VIDEO
Look at your list. Based on the video
what might you add.
During the reading
Teacher
“listens in”
Observes the reader’s behaviors for
evidence of strategy use
Confirms children’s problem-solving
attempts and successes
Interacts with individuals to assist
with problem solving at difficulty
(when appropriate)
Makes notes about the strategy use
of individual readers
Students
Read the whole text or a unified part to
themselves (softly or silently)
Request help in problem solving when
needed
What might the after reading activities
look/sound like?
VIDEO
Look at your list. Based on the video
what might you add.
After the reading
Teacher
Talks about the story with the
children
Invites personal response
Returns to the text for one or two
teaching opportunities such as
finding evidence or discussing
problem-solving
Assesses children’s understanding of
what they read
Engage the children in extending the
story through such activities as
drama, writing, art, or more reading
Students
Talk about the story
Check predictions and react personally
to the story or information
Revisit the text at points of problem
solving as guided by the teacher
May read the story to a partner
independently
Sometimes engage in activities that
involve extending and responding to
the text (such as drama or journal
writing)
Guided Reading
What it is not?
What it is?
•
•
•
•
•
•
•
•
Read simultaneously
Flexible grouping
Leveled Reading
Groups of no more than 6
Preplanned lesson
On-going formative assessment
1-2 teaching points
Based on instructional needs of
students
•
•
•
•
•
•
•
•
Round Robin Reading
Stay in the same group
Basal Reading
Whole Group
On the run lesson
Friday test
30 minutes lesson on a skill
Generic lesson
Things to consider while managing
Small Groups:
• Can I picture myself working with students in the
classroom in small groups?
• Where and when will I meet with small groups?
• Does the room have an area where students can work
quietly while I’m at the teacher table?
• How would students know their routines and procedures
for small groups?
• How will I make my expectations for students work,
group work and workstation/centers clear?
• What will the other students do while I’m working with
small groups?
Sample Guided Reading Lesson Plan
Title of Text:
Pages:
Genre:
Level:
Date:
Introducing the Text: What will you say? Write introduction here.
Vocabulary to introduce:
Reading the Text: (observations, strategies, problem solving?)
Discussing & Revisiting the Text: (What will students do after reading?)
Teaching Point: (What skill or strategy will be the focus?)
Word Work: (optional: What word analysis will be taught?)
Extending the Meaning of the Text: (What extension activity will
enhance student comprehension?)
Guided Reading Lesson Plan
In your small groups, use a leveled reader and
the lesson plan format to create a guided
reading lesson.
Be prepared to share!
What are the others doing?
• While you meet with small groups, other
children are doing:
– Daily 5
Read to Self
Read to Someone
Work on Writing
*Listen to Reading
*Word Work
References
What would you do during……
Andrea Hicks
anhicks@dallasisd.org
Elyse Moore
elmoore@dallasisd.org
Jennifer Steele
jicke@dallasisd.org