1. Jennifer Evans
Assistant Director ELA
St. Clair County RESA
Evans.jennifer@sccresa.org
http://www.protopage.com/evans.jennifer

3. Agenda
What:? Guided Reading Why? Guided Reading
How? Start with Lesson
Plans
Observation/Assessment
Drives Instruction

4. 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

5. Why Guided Reading?
Students have a
high accuracy rate
in reading when the
appropriate level
text is chosen for
them.
Students are
provided with the
necessary strategies
to overcome
“reading road
blocks.”
Students have the
opportunity to
apply independent
reading strategies
with the guidance
and support of their
teacher and observe
proper reading
strategies, as
modeled by their
teacher and peers.

6. Guided Reading…
 IS………..
 Small group
 Leveled text
 Homogeneous groups
 Students are reading
 Flexible groups
 Essential component of a
reading program
 IS NOT…………..
 Whole group
 From the basal reader
 Heterogeneous grouping
 Teacher reading
 Inflexible grouping
 Optional

7. Guided Reading is not…
 http://www.schooltube.com/video/a9540582c0a5418a
b1ca/Introduction%20and%20Guided%20Reading:%2
0What%20It%20Is%20Not (7 min)

8. Chips In:
Name one example from the video
and share how you feel about it.
Explain why it is not an example of
Guided Reading.

9. Examples from the video of what
Guided Reading is not:
1. Whole class reading
with the same novel
2. Meeting with the
same small group all
year
3. Isolated
skill/vocabulary
lessons that take up
most of the group
time
4. is not vocabulary
introduced in
isolation
5. in not round robin
or popcorn reading
6. Guided Reading is
not lead by students
7. in not silent
reading and
worksheets
8. in not teacher
focusing only on the
book and follow-up
questions
9. is not a teacher
introducing the text
and then sending the
students back to their
desk to read silently

10. Daily Reading Process
Mini-lesson: teacher modeling and explanation
guided practice
independent practice accompanied by feedback
application of the strategies in real reading situations
Dr. Pearson emphasizes that comprehension instruction must
be embedded in texts rather than taught in isolation through
workbook pages.

12. Essential Elements for Effective Guided Reading
Bring children with similar reading ability together in small groups for
focused, efficient instruction.
Select texts that are “just right”.
Provide introductions that show children how the text “works,” explain
difficult words or concepts, and prepare them to read independently (Before).
Support independent reading with brief, specific prompts to help
children use the strategies you have previously demonstrated (During).
Help children revisit and reflect on the text to support comprehension,
processing strategies, and extending meaning of text (After).
Work explicitly on word-solving strategies (Word Study).

13. Characteristics of Readers
Emergent
Early
Transitional
Self-Extending
Advanced
See Reading Strategies Flip Book

14. Emergent
Pre K – 1 (Levels A-B)
Rely on language and meaning as they read simple texts
with only one or two lines of print.
Are beginning to control reading behavior, such as
matching spoken words, one by one, with written words
on the page.

15. Early
K-2 (Levels B-H)
Have achieved control of early behaviors such as reading from left to
right (directionality) and are beginning to do some reading without
pointing.
Have acquired a core of frequently encountered words.
Can read books with several lines of print, keeping the meaning in
mind and solving simple words.

16. Transitional
2-3 (Levels H-M) 3-4(Levels M-R)
Have early behaviors well under control and can read texts with many
lines of print.
Use multiple sources of information while reading for meaning.
Read fluently.
Do not rely heavily on pictures.
Have a large core of frequently used words they can recognize quickly and
easily.
Are working on solving more complex words through a range of word
analysis techniques.

17. Self-Extending
4-6 (Levels R-Y)
Make use of all sources of information flexibly in a smoothly orchestrated
system.
Can apply strategies to reading longer, more complex texts.
Have a large core of frequently used words.
Can solve many other words, including multi-syllable ones, quickly.
Are still building background knowledge and learning how to apply what
they know to longer, more difficult text.

19. Activity
Talk about how the teaching of
strategies will differ for emergent, early,
transitional, and self-extending
readers. Take notes as necessary.
Discuss the role of word work and how
to integrate it into the lessons.

20. Practice
 At the Zoo
 James and the Giant Peach reading
 The Big Bad Wolf
 Strategies Flip Book

21. Small Group
Name Reading
Level
Interests Strengths Skills/
Strategies
Needed
QSI
Level

22. Lesson Plans
Choose
appropriately
leveled
lesson plan
for your
group

23. Guided Lesson Format
Before the
Reading:
Fluent
Reading /
Writing
Introduce
the Text
New
Vocabulary /
Concepts
During the
Reading:
Support
effective
reading
After the
Reading:
Discuss and
revisit the
text
Teach for
processing
strategies
Extend the
text
Conduct
word work

24. Before Reading:
 Picture walk
 Text Structure
 Genre
 Share Reading response from day before to
review/connect learning
 Purpose for reading
 Preview/ Review Vocabulary
 Discussion – build prior knowledge
 Book introduction
 Prediction Chart
 Reread previous guided reading book (k-2)
 Build sentences from a previous guided reading
book(k-2)
 KWL Chart , Thinking Map etc. to activate schema

25. During Reading:
Focus on Comprehension
Strategy While…
 Students read / reread
text through:
 Choral
 Echo
 Partner
 Independent
 Paraphrase
 Summarize
The comprehension strategy used during
guided reading should have been taught to
students, whole group; during guided
reading students are able to practice the
strategy with teacher support and in
instructional level text.
As children independently whisper read
the text, teachers will record anecdotal
records and interact briefly with students
to prompt, facilitate, and encourage their
use of strategies and problem-solving
actions.
The primary purpose of reading is to
obtain meaning from text. Even at the K-2
level students need to be reading to make
meaning from text.
NOT ROUND ROBIN!

26. After Reading:
 Independent reading
 Graphic organizer
 Questioning
 Summarize
 Discussion of text
 Graphic Organizer
 Sort
 Redo the ending of the story
 Act out the story
 Rebuilding/rereading sentences from text
 Draw or write a response to the story
 Extend learning
 Appropriate Learning Centers

27. Starting a Guided Reading Lesson
 https://www.youtube.com/watch?v=17mnwPrCTFQ
(3 min – Overview Q & A)

28. First Grade Lesson
 http://www.schooltube.com/video/c73b68cace3e477b
8108/Primary%20Guided%20Reading (1st grade guided reading lesson
8min)

29. Before Reading: Video Observations
What is the
purpose of the
introduction?
What are the
characteristics
of effective
introductions?
How can you
support
strategies
through text
introductions?
What aspects
of the text
should you
notice, think
about, and
introduce?
What do you
need to know
about the
children in the
group?
Turn and Talk – Continue to think about these points in every lesson you watch

30. Observations to Focus On:
 The introduction is a conversation about the book.
 Teachers plan introductions to support problem
solving.
 Introductions are planned with particular readers in
mind.
 Introductions may focus on meaning, language
structure, and/or visual information in the text.

31. General Principles for Introductions to Focus on
Showing children how the
book works – how it’s
organized.
Include:
Give children an idea of
what the entire story is
about.
Draw attention to
language structures and
vocabulary children will
need to use and point out
new and important words.
Build interest in the story.
Help children make
connections with their
own background
experiences and
knowledge.
Point out aspects of print
or layout that are
important.
Show how illustrations
support the meaning.

32. Second Grade Lesson
 https://www.youtube.com/watch?v=3AHxqggc-yI&
index=1&list=PL95DC4FBFA0DC457C (9 min. inference guided
lesson in 2nd grade)
 CD Essential Elements of Guided Reading (Fountas &
Pinnell) (skillful teacher (Erik) beginning – 15 min.)
Next Steps in Guided Reading Videos:
http://www.janrichardsonguidedreading.com
/video-clips (Scroll down to “Early” introducing the book 2nd grade 4:53min)

33. During Reading Video Observations
How did the teacher
prompt children to
build background
knowledge for the
text they will be
reading?
How did the teacher
weave pertinent
vocabulary and
concepts to support
readers in
understanding
words in context?
How does the
teacher support and
reinforce effective
reading?
How do the
elements of the
lesson work together
to support effective
reading?

34. Observations to Focus On:
 During reading the teacher interacts briefly with
students to prompt and encourage their use of
strategies.
 During reading the teacher records observations to
help guide instruction.
 This is a perfect time for reciprocal teaching.
 These brief conversations are very powerful.
 Teachers use specific language to facilitate the reader’s
use of problem-solving actions.

35. After Reading Video Observations
How do the
elements of the
lesson work together
to support effective
reading?
What
comprehension
strategies are used
to support
understanding and
extending meaning
in text?
What relevant
activities will the
students continue
doing to support
effective reading
instruction?
How does/will the
teacher connect
today’s learning?

36. Observations to Focus On:
After reading, teachers
discuss and revisit the text
with children.
They engage children in
reflecting on the meaning
of the text and bringing
their own interpretations to
the process.
Teachers are asking
children to be active in
sharing meaning with the
group.
Teachers reinforce effective
processing strategies.
Teachers may also provide
purposes for rereading text
based on observations and
ask students to extend the
text in different ways.
It is important for students
to respond to what they
have read in many different
ways.

37. Other Video Lessons to Watch
 http://www.janrichardsonguidedreading.com/video-clips
 http://vimeo.com/tcrwp/albums (Teacher’s College Reading and Writing Project
Video’s)
 http://www.youtube.com/watch?v=NBy6Bgo7lvg
( 3rd grade Heinemann 7 min)
 http://www.teachertube.com/video/227526 (Teacher Tube Level 20
13 min)
 http://www.youtube.com/watch?v=jk0RWfD59yQ (13 min
Level 28)
 https://www.teachingchannel.org/videos/teaching-guided-
reading-groups (Guided Reading with Jenna 5th grade 6 min.)

38. Skillful Teachers…
1. Base grouping on assessment of children’s strengths
and needs in reading and regroup periodically as
they continue to observe children’s progress.

39. Skillful Teachers…
2. Plan text introductions by considering the supports
and challenges in texts, in relation to particular
readers. (Before)

40. Example: Water Works

41. Skillful Teachers…
3. Base lesson interactions on careful, systematic
observation of children’s reading behaviors. (During)

42. Example:

43. Skillful Teachers…
4. Plan to extend meaning of texts in ways that help
children think in different ways about their reading
and to connect writing and reading. (After)

44. Example:

45. Skillful Teachers…
5. Help children become more knowledgeable about how
words work by engaging in brief, explicit
demonstrations that are tailored to the particular
group of children.

46. Example:
 Silent e: Like (p 13)
“When I was reading this book _________________ last
night, I noticed the word “Like” was in it. I also
noticed __________ that has a silent e too. Let’s look
through this book _____________ to see if we can find
any more examples of words with silent e.”

47. Skillful Teachers…
6. Work for authentic, interesting conversations with
children; listen to what they have to say and respond.

48. Example:
Determining importance in text. Think aloud:
 I know that people drink water every day. I knew
water was important to people, but when I was
younger; I didn’t realize that people needed water to
live. I never really thought about that. My mother
would hand me a glass of water and I would drink it
not really thinking about why I was drinking it.”
 As you read this story, I want you to place a sticky note
on the page that you think is the most important.
When you are done reading, you are going to write why
you think that page is the most important on the
sticky note.

50. Review Teacher Self-Reflection for Reading
Workshop
Highlight Where you are on the Continuum
 Focus on page 2 to start
 Select one area to concentrate on
 For example in Teaching Strategies : My goal is to
successfully implement all components of a guided
reading lesson including before, during, and after
activities. Or
 Grouping: I am just beginning to observe students’
reading behaviors and to think about forming groups
based on levels of text; I have not identified other ways
that I use to group students. Usually I teach the whole
class

52. Plan how you will
integrate this chosen
goal into every lesson
you plan.

53. Keep This in Mind:

54. Guided Reading PD Plan
Day One:
Introduce concept
Day Two: Model
Lessons
Day Three:
Observe/Support
teachers teaching
guided reading
lessons

55. Questions?