Guided Reading
The goal of guided reading:
“To have all students read increasingly sophisticated fiction and nonfiction text and develop strategies they can use when reading independently.”
Fountas & Pinnell
Tips for forming groups:
1. Use your F & P data along with other data and anecdotal notes to best place your students in groups.
2. Remember that groups are flexible and fluid. You can make changes to groups as frequently as needed.
3. Try to keep group size to 6 or less students. The smaller the group, the more intensive the support will be as you scaffold and instruct children through text.
4. It is helpful to arrange students in approximately 4-6 groups so that you are able to meet with students
regularly. This is flexible depending on your students, their specific needs and your class size.
How to plan:
1. Appropriately leveled reading materials must be selected for the group and each child should have his/her own copy of the literature.
2. Each lesson should take approximately 15-20 minutes.
3. A clear goal should be selected for the group's plan. An excellent resource for planning Guided Reading Lessons is The Continuum of Literacy Learning.
4. It is optimal to meet with your lowest readers for guided reading as frequently as you can.
“To have all students read increasingly sophisticated fiction and nonfiction text and develop strategies they can use when reading independently.”
Fountas & Pinnell
Tips for forming groups:
1. Use your F & P data along with other data and anecdotal notes to best place your students in groups.
2. Remember that groups are flexible and fluid. You can make changes to groups as frequently as needed.
3. Try to keep group size to 6 or less students. The smaller the group, the more intensive the support will be as you scaffold and instruct children through text.
4. It is helpful to arrange students in approximately 4-6 groups so that you are able to meet with students
regularly. This is flexible depending on your students, their specific needs and your class size.
How to plan:
1. Appropriately leveled reading materials must be selected for the group and each child should have his/her own copy of the literature.
2. Each lesson should take approximately 15-20 minutes.
3. A clear goal should be selected for the group's plan. An excellent resource for planning Guided Reading Lessons is The Continuum of Literacy Learning.
4. It is optimal to meet with your lowest readers for guided reading as frequently as you can.
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Guided Reading Lesson Plan Structure Using the Continuum
- Explain why I called the group together. Be specific. “We are going to try skipping a word you can’t get and coming back to it.”
- Introduce the text - Varies depending on group level
- Emergent (Levels A-E) - “walk through”
- Early (Levels D-I) - look over a few pages to get a general overview
- Transitional (Levels H-M) - brief introduction may include reading the back of the book or the table of contents
- Fluent (Levels K-Z) - minimal introduction
- Emergent (Levels A-E) - “walk through”
- Demonstrate the strategy
- Read
- Extend/Reinforce Strategic Action Observed - remind children to practice the strategy, comprehension conversation, written responses
- Word Work
Small Group Instruction: Strategy and Guided Reading Structure (Jennifer Serravallo)
Connect and Compliment
(why we call the group together and introduce the text 1-2 minutes)
Teach
(teacher demonstrates selected goal 3-5 minutes)
Engage
(teacher listens in to reinforce, teach, prompt as students read 10-15 minutes)
Link
(remind students to use this strategy outside of guided reading group 3 minutes)
Word Work
(why we call the group together and introduce the text 1-2 minutes)
Teach
(teacher demonstrates selected goal 3-5 minutes)
Engage
(teacher listens in to reinforce, teach, prompt as students read 10-15 minutes)
Link
(remind students to use this strategy outside of guided reading group 3 minutes)
Word Work
Building Collaboration:
Several grade levels created sharing folders for guided reading plans. Some books lend themselves well to specific goals and this can be very helpful. It is also especially important to keep in mind that the guided reading plans should be tailored to the needs of the kids in the group.
Several grade levels created sharing folders for guided reading plans. Some books lend themselves well to specific goals and this can be very helpful. It is also especially important to keep in mind that the guided reading plans should be tailored to the needs of the kids in the group.
Responding to Students During Guided Reading
During guided reading, a teacher’s role is to notice each student’s precise reading behaviors and provide teaching that supports change in what she can do over time. As you infer from the behaviors how a reader is building a system of strategic actions, you can make effective instructional decisions. You can facilitate the student’s problem solving by teaching for, prompting for, or reinforcing effective actions. ~Fountas & Pinnell
Teach
Demonstrate or model for the reader an explicit way to think about the text and/or tell the reader explicitly what to do.
Examples:
Searching/Using Information: “You can read it again and start the word. (Model rereading and articulate the first sound.)”
Solving Words: “You can look for a part you know. (model)”
Monitoring and Correcting: “Watch me check it. (Reread, run your finger left to right under the problem word and say the word slowly.) Yes, that looks right (or no, that doesn’t look right).
General Problem Solving: “You can read that again and try something else. (model)”
Maintaining Fluency: “Listen to me read this. Can you hear my voice go up at the question mark?”
Prompt
Provide short, explicit support for the student to engage in successful problem-solving actions and become independent in their use. The prompts provide a range of teacher support from very explicit to more general.
Remind the reader to do what he has been taught to do to problem-solve
Examples:
Searching/Using Information: “Try that again and think about what would make sense.”
Solving Words: “Say this much. (Show part by part.)”
Monitoring and Correcting: “Find the part that is not quite right. Check it. (demonstrated where to check)”
General Problem Solving: “Look carefully and think about what you know.”
Maintaining Fluency: “Read it again and read the punctuation.”
Reinforce
Reinforce newly emerging behaviors so they will become consistent. Your language confirms the reader’s independent use of problem-solving actions.
Examples:
Searching/Using Information: “You read that again and started the tricky word.”
Solving Words: “You got your mouth ready to say that word.”
Monitoring and Correcting: “You checked that with your finger all by yourself. You knew something was wrong.”
General Problem Solving: “You worked that out.”
Maintaining Fluency: “You put your words together. You made it sound like talking.”
Teach
Demonstrate or model for the reader an explicit way to think about the text and/or tell the reader explicitly what to do.
Examples:
Searching/Using Information: “You can read it again and start the word. (Model rereading and articulate the first sound.)”
Solving Words: “You can look for a part you know. (model)”
Monitoring and Correcting: “Watch me check it. (Reread, run your finger left to right under the problem word and say the word slowly.) Yes, that looks right (or no, that doesn’t look right).
General Problem Solving: “You can read that again and try something else. (model)”
Maintaining Fluency: “Listen to me read this. Can you hear my voice go up at the question mark?”
Prompt
Provide short, explicit support for the student to engage in successful problem-solving actions and become independent in their use. The prompts provide a range of teacher support from very explicit to more general.
Remind the reader to do what he has been taught to do to problem-solve
Examples:
Searching/Using Information: “Try that again and think about what would make sense.”
Solving Words: “Say this much. (Show part by part.)”
Monitoring and Correcting: “Find the part that is not quite right. Check it. (demonstrated where to check)”
General Problem Solving: “Look carefully and think about what you know.”
Maintaining Fluency: “Read it again and read the punctuation.”
Reinforce
Reinforce newly emerging behaviors so they will become consistent. Your language confirms the reader’s independent use of problem-solving actions.
Examples:
Searching/Using Information: “You read that again and started the tricky word.”
Solving Words: “You got your mouth ready to say that word.”
Monitoring and Correcting: “You checked that with your finger all by yourself. You knew something was wrong.”
General Problem Solving: “You worked that out.”
Maintaining Fluency: “You put your words together. You made it sound like talking.”