As you take your seat, please take a few moments to
think about the following questions:
• What is your experience in teaching reading?
(what does classroom instruction look like?)
• What do you hope to gain from this workshop?
Developed by D. Godsen DePalma
Based on the work of Irene Fountas, Gay Su Pinnell, Anita Archer,
Michel McKenna, Marie Clay, Joetta Beaver and the Bureau of Education and Research
Participants willan understanding of the principles of guided
reading
guided reading in action, with a focus on
instruction strategies before, during and after
reading
new strategies for readers before, during
and after reading
and be exposed to a variety of
assessments
essential tools for guided reading
• There are many!
You can find them
at :
nysrrc.monroe.edu
• Reading academy
sign up
• Guided reading is an
that
involves a teacher working with a
of
students who demonstrate
and can all read similar levels of texts. The text is easy
enough for students to read with your skillful support.
• Students focus on meaning but use
to figure out words they
don’t know, deal with difficult sentence
structure, and understand concepts or ideas
they have never before encountered in print.
• Guided reading gives students the chance to
apply the strategies they already know to new
text.
• You provide support, but the ultimate goal is
• Students are developing readers have already
gained important understandings about
• Students know how to
reading.
their own
• Students have the ability to check on
themselves or search for possibilities and
alternatives if they encounter a problem when
reading.
Engagement
Eager for reading and writing time
Needs only occasional teacher redirection to stay on task
Enjoys read-alouds and reacts to the book (nonverbally or verbally)
Other evidence:
Self-monitoring
Recognizes meaning-changing errors and tries to self-correct during oral
reading
Rereads own writing and can identify parts that may confuse another reader
Other evidence:
Help-seeking
Uses class resources (e.g., dictionary, Internet) for help
Asks other students or adults for clarification when confused
Other evidence:
• We want to move children to the point where
they decode first and then use context to
select the intended meaning of a word.
• We do not want to encourage them to predict
the word from context and only “sample” its
letters to the extent needed to confirm this
prediction.
Guided Reading
Fluency is always the primary
focus.
In guided reading, the teacher
coordinates reading
components
(comprehension, word
recognition, fluency).
Differentiated Instruction
Fluency is the focus
• only for grade 1 and above
only if decoding skills are
strong.
In differentiated instruction,
• the teacher isolates reading
components to address
• deficits.
• Is not round robin reading
• Is not stagnant grouping
• Pay close attention to who
guided reading is for 
• What information covered to this point is new
to you?
• What questions do you have?
• How can you apply these principles to the
students (teachers) you currently work with
refer to handout
• Using the cards• Find someone who has a card of different
color
• Share your quote with them
• Listen to their quote
• Have a brief discussion agreeing or
disagreeing with the quote
• Before Readingresearch presented by Dr. Anita Archer
• The main areas you should focus on when
introducing a text are…
– Decoding
– Vocabulary
– Back ground Knowledge
– Preview the story/article
• Focus on the following video
• Use the process page to guide your thinking
• Think about the use of
– Explicit Instruction
– Whole group engagement
– Repetition
• Anticipation Guide – video clip
• Story structure, themes, concepts, background
knowledge
• Focus on whole group engagement
• I’d Rather – video clip
• Story concepts, connecting to background knowledge
• Focus on whole group engagement
• During Guided Reading, the classroom Teacher
– Listens to students while they ‘whisper read’ or
read silently
– Coaches students on strategies covered
– Takes anecdotal notes and running reading
records
• Right There
– Answer directly stated in
the text
• Author and You
– Synthesize text
• On your own
– Child uses his/her own
experiences
• Video Clip – scaffolded
reading
– Each child reads
– Teacher gives a purpose for
reading
– Teacher coaches students as
they read
Book knowledge
Student knowledge
Planning Pages (on
moodle)
• Why do we ask students
questions while they
read?
•
•
•
•
Discuss the story read
Students respond
Revisit text
Assesses student’s
understanding of what
they have read
• View video clip
– Provide intentional
fluency building
practice.
– Engage students in a
discussion.
– Have students answer
written questions.
– Provide engaging
vocabulary practice.
– Have students write
summaries of what they
have read.
• Engagement Checklist
(Reading Teacher)
• Observation Page
• Planning Page
• BOTH ON THE
MOODLE!
• Running Reading
Records
• DRA
• Other supporting
assessments
THE GOAL OF ANY READING PROGRAM
SHOULD BE TO HELP STUDENTS BECOME
PROFICIENT, ENTHUSIASTIC READERS
WHO ENJOY READING FOR A VARIETY
OF PURPOSES.
- Joetta Beaver
Overview
Guided Practice
Scoring and other Considerations
D. Godsen
2006
Running records provide an
assessment of text reading.
They are designed to be taken as
a child reads orally from a text.
The teacher graphically records in
a shorthand method everything
the child when reading a passage
or a book, to gain insight on
strategies the student uses
effectively and those with which
the student needs help.
Marie Clay (2002) An Observation Survey
pg. 49
• Records are taken to
guide instruction
• Records are taken to
assess text difficulty
• Records are taken to
capture progress
Marie Clay, pg. 50 - 51
• Avoid printed text. This is not realistic in a
classroom setting. Also, printed text often will
not allow for all of the child’s behavior to be
recorded.
• Avoid using a tape recorder. Having to tape
the assessment can be a crutch, and it limits
your ability to record observations of behavior.
• Sit next to the child so
you can see the text as
the student reads aloud.
• Mark the student’s every
response on your
recording sheet or a blank
piece of paper.
• Start a new row of
recording for each new
line on the page. Record
page numbers.
You will now have the opportunity to practice
recording for each type of error.
Refer to handout for coding system.
The Giving Tree
Shel Silverstein
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FireFlies
-Julie Brinckloe
aaaa
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aa
aaaa
open
Something Beautiful
aaaaaaaaaa
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aaajumping aaSarah
jump
aaaaaa
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Sybil
Angelina and Alice - Katharine Holabird
aaaaaaa
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aaaaaaand
cried
• Take records of emerging readers every 2 - 4 weeks.
Take one more often with students who are not
making expected gains.
• Take records of each progressing and transitional
readers every 4-6 weeks and more often with
students not making expected gains.
• Take records of each fluent reader quarterly and
more often with any students who begin to
experience difficulty reading.
• You will now be given the opportunity to
practice recording records with a partner.
• One person will read the provided text WITH
ERRORS while the other records.
Overview of the DRA
• Authentic reading assessment
for K-8 students.
• Assesses:
• comprehension
• oral reading fluency
• accuracy
DRA Enables teachers to:
• Determine a reader’s independent assessment
level
• Confirm or redirect ongoing reading
instruction
• Group students effectively for reading
experiences and instruction
• Identify students who may be working below
proficiency and need further assessments
DRA Components
Teacher Resource Guide
• Provides an overview of the
assessment
• Gives directions for administering
the assessment
• Includes information for analyzing
the information gathered
• Shows how to report student
progress
• There are 3 points to be taken into
consideration when scoring a record.
• To gain a percentage score on words read
• Take the total number of words read, subtract
the number of miscues, and divide by the
total number of words.
Words read – miscues
total words
100 – 10
100
= 90 %
• Comprehension is a CRITICAL ‘checkpoint’ to
consider during a RRR
• Retelling
• DRA comprehension rubric
** You will assess comprehension in other ways
in addition to the record.
• Fluency is also a CRITAL ‘checkpoint’
• Look at number of hesitations
• Immediate after record, record how reading
sounds
• Use of NAEP fluency rubric
**You will assess fluency in other ways in
addition to the record.
Fluency
Accuracy
Comprehension
• Think about the following levels. Discuss with
a partner the accuracy rate, fluency rate and
comprehension rate you think would be
appropriate for each category:
• Independent Reading
• Instructional
• Frustration
- level at which students
can read a text without
assistance
- 95% - 100% accuracy
• Students work in small
instructional groups
with a teacher
facilitating.
• 90% - 94% Accuracy
(With comprehension &
fluency)
• This text is too difficult
for the child to read and
can become frustrating
to the child, putting at
risk motivation,
comprehension and
fluency.
• Under 90% accuracy
What do we Expect from our students?
• We expect students to
acquire the skills,
knowledge, and attitudes
required for proficiency in
comprehension of text.
This is the most important
goal of reading instruction.
- J. Torgesen
Matching Books to Readers
• Knowing the readers
• Knowing the texts
• Understanding the reading process
Leveled Text
• Review behaviors for the leveled text at your
grade level. (see Scholastic handout)
• As a grade level, determine how these
behaviors are taught in whole and small
group.
• Be prepared to share out as whole group.
Classroom Collection
•
•
•
•
BOOKS FORRead Aloud
Shared Reading
Guided Reading
Independent Reading
(see handout for complete descriptions)
• What is the purpose of
each?
ACTIVITY
• In small Groups, sort
the purposes for each
Characteristics to Consider…
• Book and Print Features
» length, print, layout, punctuation, illustrations
• Content, Themes, Ideas
» familiarity, sophistication, complexity
• Text Structure
» narrative, Expository
• Language and Literary Features
» perspective, language structure, literary devices, vocabulary,
words
(see handout)
Leveling Systems
• There are many!!! Determine what system
will be used in your building, and ONLY use
one 
• Examples: Lexiles, DRA, Guided Reading…
(see handout with leveled text info for correlation chart)
What should I expect from my students?
• Each text level presents the opportunity for
students to learn and grow as a reader.
• In addition to the skills and strategies outlined
in your scope and sequence, review the
characteristics of leveled text for your grade
level, as well as the NYS Literacy
Competencies for reading at your grade level.
Forming small groups
• Step 1 – Begin with your data 
• What assessments do you currently use?
Please note in small group discussion, then we
will share out with the group.
Additional Assessments
• Decoding Survey (see handout)
• Phonemic Awareness Survey (see handout)
• Sight Word Assessment
Grouping Students
• Group students according to skill/strategy
need.
• REMEMBER, your goal for small group work is
to determine what is the MOST critical skill
for each student.
• MAXIMIZE your students time - using data to
inform your instruction.
Explicit Steps in Guided Reading
1. Introducing the text
2. Reading the text
3. Revisiting and discussing the meaning of the
text
4. Teaching skills or process strategies text
5. Extending the meaning of the text
6. Working with words
SEE HANDOUT
Planning for Guided Reading
• Assessments will help guide you t ensure you
are addressing individual student needs.
• Other Resources for grade level material:
– NYS Literacy Competencies
– Core Scope and Sequence
– IDEA Maps
Using the NYS Literacy Competencies
• Identify 3-5 skills/concepts you teach well at your grade
level with a star next to each concept.
• Identify 3-5 skills concepts that are new to you with a ‘?”
• Think about how these competencies work with your
existing curriculum. Note any changes in the ‘classroom
application’ column of your process page.
Reflection Questions:
• How much time do I spend on reading instruction?
• Where does reading instruction appear in my schedule?
• How much reading instruction does each child receive each
week? How do I differentiate this?
• Do I have leveled texts?
Action Steps:
• Upon reflecting on your lesson delivery, focus on one area to
improve (before, during or after reading). Please bring back
new strategies you tried, and how this worked for your
students.
• Strategy instruction
• Centers
• Classroom Management