Guided Reading
K-6 Perspective
By Debra C. Kwiatek ,M.Ed.
April 16,2009
What is Guided Reading ?
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Small group instruction is based on assessment and
observation.
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Students are reading at their instructional level (90%-95%).
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Flexible grouping maintains the students’ changing needs.
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Reading selections are introduced by teacher with strategies
to support independent reading development.
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Student learning occurs within the zone of proximal
development (Vygotsky).
Guided Reading: Part of a Balanced
Literacy Program
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Reading Aloud: Teacher provides high level of support,
doing whole class read alouds from variety of texts with
variety of features.
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Shared Reading: Teacher provides model for reading
strategies in action using enlarged text.
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Guided Reading: Teacher provides small group
reading instruction at students’ instructional level- 90%94% accuracy.
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Independent Reading: Students read on their own at
their independent level - 95%-100%accuracy.
Relationship Between Teacher Support and Child Control
Level of Child
Support
Higher Support
Moderate /Low Support
Little /No Support
Level of Teacher
Support
Reading Aloud→
↑
Language Experience
Shared Reading →
← Interactive Writing
GUIDED READING→
Independent Reading ↓
Writing Workshops ←
Independent Writing
The Process of Learning to Read
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Reading is constructing meaning from text.
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There are three ways to do it:
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Meaning (Semantic Cue System)
Structure (Syntactic Cue System)
Visual (Graphophonic Cue System)
These cues reflect children’s sense for
language systems-that ability to think about
how it looks, sounds or makes sense.
The Three Cue Systems
Meaning
Structure
Does it make sense?
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Story Sense
Prior Knowledge
Text
Illustrations
Does it sound right?
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Natural language
Knowledge of English
Grammatical Patterns
Language Structure
Visual
Does is look right ?
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Sounds and Symbols
Analogies
Print Conventions
Directionality
Words/Spaces
Letters
Beginnings/Endings
Punctuation
Meaning Cues…
Does it make sense?
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Life experiences
Listening to stories
Memories of experiences
Language development
Structure Cues…
Does it sound right ?
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Having an understanding of oral language
Understanding that language is rule based
It is not a random string of sounds
Understanding that the order for hearing
words in a sentence is critical to the
understanding of the sentence.
Visual Cues…
Does it look right ?
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Putting the oral and graphic information together to
make sense of text.
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The letters and punctuation symbols serve a
purpose for communicating the written message.
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Learning the coding system for the letters is
essential to breaking the code.
In GUIDED READING we:
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Need appropriate teaching materials
Need teacher input, support and teachable
moments
Opportunities to read a variety of texts
Leveled reading materials to support and
provide just a “bit” of a challenge!
Need to ask the question “Is it a just right
book?”
GUIDED READING
is meant to…
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Be a “ how to” process for learning reading
Create problem solving situations
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Provide opportunities to confirm understanding by using source
within the text to check for understanding
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Provide opportunities to deepen understanding by in-the head
strategizing which in turn creates more flexible readers as thinkers
While Reading Successful Readers Use:
In–the–Head Strategies
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Monitor
Search
Predict
Check
Confirm
Self-correct
Essential Components of Guided Reading
Before Reading During Reading
Teacher
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Student
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Select
appropriately
leveled text
Introduce text
Activate prior
knowledge
Set purposes
for reading
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Predict
Create
questions
Preview text
for information
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After Reading
Listen–in to
students
Observe reading
behaviors
Support student
problem solving
strategies
Make notes on
student reading
strategies
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Read the text
softly
Self-monitor for
problem solving
Visualize
Use context clues
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Talk about text
Invite responses
Use text for a few
teaching opportunities
Assess understandingrunning records,
anecdotal notes
Reread and retell
Discuss
Reflect through talking
, writing and drawing
Emergent Readers:
What behaviors do they manifest?
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Realize that print carries a message
Realize voice - print matching
Use picture clues
Realize difference between letter and words
May invent text wording
Begin to recognize sight words
Realize directionality
Guided Reading Levels and Book Features:
At the Emergent Stage- Books A and B
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One to two lines of print per page
Consistent placement of print on each page
Illustrations provide high degree of support
Uses a natuaral language structure
Familar experinces-simple story line
Predictable, repetitive patterns of sentences with maybe one or
two changes
Left to right sweep
A few punctuation conventions
Uses some sight words
Early Readers:
What behaviors do they manifest?
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Have a strong control of emergent reading
strategies.
Have less reliance on pictures and more on print.
Search print, check and self correct more often.
Cross-check one source of information with
another.
Begin to check and confirm sometimes using
beginning,middle and ending letters/sounds.
Begin to attend to some punctuation.
Begin to use phrasing and fluency with familiar text.
Begin to use a core of sight words automatically.
Begin to discuss readings.
Guided Reading Levels and Features :
At the Early Stage- Books C -H
Books at C-D Levels:
Two –six lines of print
Simple stories on familiar subjects
Illustrations provide moderate to high level of support
Simple sentences
Print on both pages
Expanding sight vocabulary
Left –right sweep and back to beginning of next line
Books at the E-F-G Levels:
Three-eight lines of print
Themes reflect child centered experiences
Illustrations provide moderate level of support
Varied placement of print and size with wide range of punctuation
Voice –print match at automatic level
Some content specific vocabulary and high level of sight words
Use of direct speech
Davie … Cut BM in half
Transitional Readers:
What behaviors do they manifest?
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Have a strong control of early strategies
Use multiple sources of information to problem solve
Make predictions, confirm/revise while reading
Use familiar word parts to problem solve unknown
words
Attend to many punctuation marks appropriately
Read most text with phrasing and fluency
Use a high core of sight words automatically
Recognize need to monitor reading for
understanding
Begin to read longer, more complex text
Attend to story structure and literary language
Engage in discussions about the readings
Guided Reading Levels and Features :
At the Transitional Stage- Books H-M
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Stories are longer with some literary language
Greater variety of themes, some abstract ideas
Illustrations provide low support
More print on page
Longer selections
Font varies in size and type
Wide variety of words in dialogue
Content words supported by illustrations
Some beginning chapter books with short chapters
progressing to chapters with multiple episodes related to a
single plot
BM-Grade 2 Murray
Self-Extending (Fluent )Readers:
What behaviors do they manifest?
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Uses all sources of information quickly and flexibly to problem
solve independently
Silently can detect and correct errors
Use knowledge of how words work(letters/sounds, word
parts,analogies) to problem solve unfamilar words
Read with phrasing and fluency
Can understand challenging vocabulary in context
Consistently monitors reading for understanding
Read a greater variety of lengthier,complex text for both
fiction and nonfiction
Adjust pace to accommodate to purpose and difficulty of text
Ability to infer author's subtleties of text,analogies
Guided Reading Levels and Features :
At the Self-Extending Stage- Books N-R
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Reading requires prior knowledge
Few to no illustrations
Print provides the main source of information
Vocabulary is more challenging, figurative language,
unexplained vocabulary, content specific words
Some abstract themes requiring abstract thinking
Multiple characters to understand
Topics move beyond student’s experiences
Full range of punctuation to support complex sentences
Diverse perspectives
Full range of text features
Advanced Readers:
What behaviors do they manifest?
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Can use understanding of how words work by using a vast
range of word solving strategies including, analogies, roots,
base words, affixes.
Reading silently and fluently when reading aloud
Acquire new vocabulary through reading
Reading is used as a tool for content learning
Develop new reading strategies to accommodate varied reading
texts
Move beyond the text to formulate understandings and
interpretation
Can read for long periods with sustained interest and
understanding
Notice aspect of the writer's craft
Read to explore one's own philosophical and social issues
Guided Reading Levels and Features
At the Advanced Stage- Books S-Z
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Content appealing to pre-adolescents and adolescents
Complex ideas on a variety of topics
Longer, complex sentences with embedded phrases and clauses
Dialogue with questions
Chapters with multiple episodes ranging form simple to complex plots
Full range of punctuation for complex sentences with some use of
colons, and semi-colons
Critical thinking skills required to process content
Mature themes
Multiple and multidimensional characters
Full range of literacy devices
Small font, variety of text layouts
Vocabulary containing much depth
The Seven Research Based Comprehension Strategies
to Support Guided Reading
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Comprehension monitoring
Use of graphic and semantic organizers
Question answering
Question generating
Story Structure
Summarization
Cooperative learning
Other Comprehension Strategies
to Support Guided Reading
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“I Wonder Statements”
K-W-L
Thick and Thin Questions
Coding the text: T-T, T-S, T-W
Making Connections
Visualization
Sketch to Stretch
Open-Mind Portrait
Context Clues
Think –Alouds
Bio-Pyramids Summary Cubes
Journal Responses
Reciprocal Teaching
The Management of Guided Reading
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Construction of Guided Reading Lessons
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Scheduling and Managing Groups
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Literacy Centers/ Literacy Menus
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Open-ended Assignments
The Management of Guided Reading
Construction of Guided Reading Lessons
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Students
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Title of Text
Stage/Level
Introduction
Focus
Observations
Word Work
Comments/Follow-Up
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The Management of Guided Reading
Scheduling of Guided Reading Groups: Five Groups WeeklyA-B-C-D-E( A is the neediest →E is the most proficient)
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Meet with the neediest readers daily- Group A
Meet with groups B & E every day-alternating the groups for direct instruction
Teacher works with Group B while Group E does follow-up to guided reading
Teacher works with Group E while Group B does follow –up to guided reading
Meet with groups C & D every day-alternating the groups for direct instruction
Teacher works with Group C while Group D does follow-up to guided reading
Teacher works with Group D while Group C does follow –up to guided reading
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On Monday-Wednesday-Friday teacher meets with Groups B, A, and C for 20 minutes
Group E and D are working in the background
On Tuesday-Thursday teacher meets with Groups E, A, and D for 20 minutes
Group Band C are working in the background
Teacher meets with neediest readers ,Groups A, daily for 20 minutes
Teacher meets with developing readers, Groups B & C, 3 times a week for 20 minutes
Teacher meets with independent readers, Groups D & E, 2 times a week for 20 minutes
The Management of Guided Reading
Scheduling of Guided Reading Groups: Four Groups Weekly- A-B-C-D
A is the neediest → B is the next neediest →
C is on grade level → D is the most proficient
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Meet with the neediest readers daily- Group A and Group B
Meet with groups C & D every other day
Teacher works with Group C, while Group D does follow-up to guided reading
Teacher works with Group D, while Group C does follow-up to guided reading
Week One teacher meets with Groups A and B for 20 minutes daily
Week One teacher meets with Group C for 20 minutes three times a week
Week One teacher meets with Group D for 20 minutes two times a week
Week Two remains the same schedule for Groups A and B
Week Two teacher meets with Group D for 20 minutes three times a week
Week Two teacher meets with Group C for 20 minutes two times a week
The Management of Guided Reading
Literacy Centers/ Literacy Menus“ What the other kids are doing while you are engaged in Guided Reading Lessons”
 The background groups are working on follow-up guided reading
assignments
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Rereading the text for understanding
Buddy reading
Responding to questions
Journal writing
Other students are working at centers or on menus
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Independent reading
Vocabulary work
Writing Activities
Letters /Words /Spelling Work
Listening Centers
On the computer / Lexia
Content reading across the curriculum
The Management of Guided Reading
Open-ended Assignments
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Long term writing assignments
Vocabulary activities
Extended reading plans
Research projects
Reading Public Schools
Sample Literacy Block, Including Current ELA Components
Monday
Tuesday
Wednesday
Thursday
Friday
20-25 mins
Introduce and Listen to Scholastic
Story
10-15 mins
Discuss story/ vocabulary
10-15 mins
Student read story againpartner/shared reading/ listening
(depending on needs)
10-15 mins
-Genre study (?)
-Review comp strategy, grammar,
or vocabulary(?)
10-15 mins
(?)
20-25 mins.
Mini Lesson: Comp. strategy using
Scholastic Story (modeling, direct
instruction)
25-30 mins
-Review Comp strategy.
-Teach grammar skill (modeling,
direct instruction)
10-15 mins
Students practice using strategy
together
(modeling, direct instruction)
10-15 mins
Review Grammar skill
(modeling, direct instruction)
10-15 mins
Formal/informal assessment of
concepts and strategies taught
during the week
40-60 mins
-Practice using strategy in guided
reading group with teacher (teacher
may get to 1-2 groups)
-Other students are engaged in
independent/
group literacy activities (practicing
phonics, spelling, vocab, fluency,
independent reading, etc.)
40-60 mins
-Practice using strategy in guided
reading group with teacher
(teacher may get to 1-2 groups)
-Other students are engaged in
independent/ group literacy
activities (practicing phonics,
spelling, vocab, fluency,
independent reading, etc.)
40-60 mins
-Practice using strategy in guided
reading group with teacher (teacher
may get to 1-2 groups)
-Other students are engaged in
independent/ group literacy activities
(practicing phonics, spelling, vocab,
fluency, independent reading, etc.)
40-60 mins
-Practice using strategy in guided
reading group with teacher (teacher
may get to 1-2 groups)
-Other students are engaged in
independent/ group literacy
activities (practicing phonics,
spelling, vocab, fluency,
independent reading, etc.)
40-60 mins
-Practice using strategy in guided
reading group with teacher (teacher
may get to 1-2 groups)
-Other students are engaged in
independent/ group literacy
activities (practicing phonics,
spelling, vocab, fluency,
independent reading, etc.)
20-30 mins
Fundations (k-3rd)/ word study
(4th-5th) with time for student
practice (dictation, spelling
workbook, etc).
20-30 mins
Fundations (k-3rd)/ word study
(4th-5th) with time for student
practice (dictation, spelling
workbook, etc).
20-30 mins
Fundations (k-3rd)/ word study
(4th-5th) with time for student
practice (dictation, spelling
workbook, etc).
20-30 mins
Fundations (k-3rd)/ word study
(4th-5th) with time for student
practice (dictation, spelling
workbook, etc).
20 mins
John Collins
Type 1 writing (maybe
brainstorming about story or content
area)
20 mins
John Collins
Practicing grammar skill
introduced above- could be type 2,
or ongoing piece that’s type 3,4 or
5
40 mins
John Collins Type 3, 4, or 5
FCA’s can include grammar from
Scholastic, could be Soc. Studies or
Sci. based, etc…
20-40 mins (depending on “type” of
writing)
John Collins
(working on grammar, Soc. Studies,
Sci, other FCA’s)
20-40 mins (depending on “type” of
writing)
John Collins
(working on grammar, Soc. Studies,
Sci, other FCA’s)
Total time: 100-160 mins
Total time: 100-160 mins
Total time: 60-80 mins
Total Time: 100-160 mins
Total Time: 100-160 mins
or
** John Collins Writing and LINKS are used across the curriculum.
**Teachers should also be reading aloud to students at some point during the
day
Record Keeping and Assessment of Guided Reading
(Refer to packet)
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Anecdotal Records
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Running Records
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Oral Retellings
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Guiding Reading Records
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Oral Reading and Fluency Scales
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Individual Reading Record Card
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Quick Assessments
Record Keeping and Assessment of Guided Reading
Anecdotal Records
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Use to record observations of students during
reading and writing
Create a schedule for whom will be observed
Focus on one or two students while they read
and jot brief notes on observable behaviors
With guided reading groups of four to six
students notes can be achieved about every
four weeks
Over time notes provide powerful insights into
student learning and next steps.
Record Keeping and Assessment of Guided Reading
Running Records-Just what are they?
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A tool for recording what the student is doing
while the student is in the process of reading
Teachers records everything the student says
or does while reading using cryptic notes
Running records may be taken on previously
unseen text or familiar text ( read once)
Books read during guided reading are a good
resource
Teachers may select a few students each day
to do a running records
Record Keeping and Assessment of Guided Reading
Running Records-How to Take Them
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Sit next to the student so you can see the text. If you are right –handed sit
on the right side of the student.
Mark every response on the recording sheet (See handouts-Section
3,Record Keeping and Assessment Tools)
Arrange check marks according to the words on the page
Use a new line for reach line of text
Record the page numbers
Record what the child says above the _______
Record what the text says below the _______
( You can return to the text later for this step.)
Record page numbers and mark page breaks with a vertical line
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I see a cat.
2│√√√√
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I see a cat and a dog.
4√√√√√√
Record Keeping and Assessment of Guided Reading
Running Records- Suggestions to Make Your Life Easier
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You may want to photocopy the book pages you
intend to use with your student ahead of time and use
it for recording the running record.
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You may want to use an overlay in the book to record
your notes and transfer the information later.
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DRAs work well too!
Record Keeping and Assessment of Guided Reading
Analyzing Running Records
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Studying the errors and self-corrections is very
important.
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Examine the attempts and self-corrections to decide
what sources of information the reader was using.
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Careful analysis provides important information on the
sources of information (cues) and strategies the
student is using.
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Such assessment information will help you to guide
your instruction.
Record Keeping and Assessment of Guided Reading
How Often Should One Take a Running Record?
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For the EMERGENT reader take one R.R. every two
to four weeks. Take them more often for struggling
students.
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For the EARLY and TRANSITIONAL reader take
oneR.R. every four to six weeks. Take them more
often for struggling students.
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For the SELF-EXTENDING (FLUENT) and
ADVANCED readers take one R.R. quarterly. Take
them more often for struggling students.
Record Keeping and Assessment of Guided Reading
Oral Retellings
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Follow either an oral or silent reading.
Students are asked to retell what they remembered
from the reading.
If the retell is vague or incomplete the teacher may
prompt“Tell me more.”,“ What else can you remember?”
 Retells may include:
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Main Idea
Beginning–Middle-End
Characters, Settings, Problem, Events, Resolution
Oral retell is a window to the student’s level of reading
Record Keeping and Assessment of Guided Reading
Guided Reading Records
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It is important to note student progress by tracking
students’ stages and levels of reading in order to
monitor progress or lack there of.
Teachers may devise their own forms for this task.
(One has been included in your packet of handouts.)
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Use of rubrics is a valuable tool to track the
students’ guided reading progress
DRAs are a valuable resource for assessing guided
reading levels. (Included in your handouts is a rubric to support this
effort.)
Record Keeping and Assessment of Guided Reading
(Refer to packet)
Oral Reading and Fluency Scales
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Oral reading is often referred to as the window to
comprehension.
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After a guided reading lesson periodically the teacher should
check in with struggling readers to assess their oral reading for
phrasing ,fluency, prosody, and pace. (Included in the handout
is a Multidimensional Fluency Scale for this purpose.)
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DIBELS (Dynamic Indicators of Basic Early literacy Skills)
provides oral reading assessments for K-6 as an indicator to
student struggles with reading.
Record Keeping and Assessment of Guided Reading
(Refer to packet)
Individual Reading Record Card
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As a district it is important to track students’ reading
progress with careful documentation .
An Individual Reading Record provides a great
source for record keeping.
Included in such a record could be :
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DIBELS scores
DRA scores
State summative scores (MCAS)
Gates-MacGinitie Reading Test scores
Guided Reading Level
Support services for general education
Record Keeping and Assessment of Guided Reading
(Refer to packet)
Quick Assessments
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Teachers from K-6 need to constantly monitor student
progress .
Using some quick assessments works well.
Phonemic awareness assessments can be used at the
kindergarten-grade one level.
Sight word knowledge assessments are appropriate for
Kindergarten-grade three (See handouts in packet.)
Quick Phonics assessments are appropriate for grades onegrade four. Informal spelling surveys (Words Their Way)
provide important information for orthographic skills.
Three Minute Reading Assessments are valuable to use with
students from grades one-six.
Guided Reading- helps kids to read independently for the
most part in a book that offers just a bit of a challenge.
Here is where the kids can FESS UP!
Focus
Engage in Effective Effort
Strategize
Study
YOU PREVAIL