Guided Reading is my favorite part of the day because it was designed to meet the needs of the students. I keep everything organized in my Guided Reading Binder. I've tried many different systems, but I like having a binder for each group.
Introduction to Guided Reading
Guided reading should be focused on what the students are needing. Even though I start the week off with specific word work words, I may add additional words later in the week, depending on their running records.
For pre-emergent and emergent readers, I try and complete two books a week. Completed books are put into fluency bags. Students can use their fluency bags at work stations. I've also had students read their fluency books for the first 2-3 min of guided reading if I am needing to help make sure the next set of work stations are off to a smooth start.
I always try to do word word, book introductions, independent reading (that's when I take running records), comprehension, and writing.
The majority of my strategies for guided reading have been adapted from The Next Step in Guided Reading and Strategies that Work! Jan Richardson also has videos where she is modeling specific strategies for sight words and word work!
Important Notice: I NEVER let students round robin read or choral read during guided reading. (Sorry, I didn’t mean to shout, but I wanted to get my point across). The purpose of guided reading is for students to read and problem solve. If they round robin read, they spend the majority of guided reading listening and not reading. If students choral read, they can “fake” read. By having every student read every word of the text, they are getting the most out of their guided reading time.
Lesson Plan Format Pre-Emergent Readers
For this group, lessons consist of five parts: working with letters, working with names, phonemic awareness, reading books, and mixed up sentences.
We do lots of activities with letters and picture cards, as well as working with their names. This group is really focused on phonemic awareness and quite a bit of time is spent working on letters and sounds. We also read books and then write sentences, cut them up, and finally we build them back together. I also use quite a bit of beginning sound activities from my Preschool Bundle.
We do lots of activities with letters and picture cards, as well as working with their names. This group is really focused on phonemic awareness and quite a bit of time is spent working on letters and sounds. We also read books and then write sentences, cut them up, and finally we build them back together. I also use quite a bit of beginning sound activities from my Preschool Bundle.
Emergent Readers: Levels A-E
Emergent lessons include fluency practice, sight word and word work activities, reading, and guided writing. For word work, I have a word bag for each student. I use Jan Richardson's sight word lists. They make the most sense, because the lists match the words you find in books at each level. In addition, anytime they miss a sight word on a running record, the word gets put in their word bag for extra practice. This has really helped students improve their sight words, and we are using the sight words in the context for real text.
I also include fluency pages. We usually take the first two minutes while I'm getting everything out for that group to practice fluency. Reading A to Z has great fluency passages.
I also include fluency pages. We usually take the first two minutes while I'm getting everything out for that group to practice fluency. Reading A to Z has great fluency passages.
We will also build words, look for words in our stories, and practice reading our words with a partner. It is very important that students have access to their own magnetic letters for word work and sight word practice.
When students are reading, I ask them lots of questions about their reading, to help them think about what good readers do.
Why did you self-correct?
How did you know that word was *?
How did you know that word was *?
Let’s try that again. What would make sense that start with the * sound?
Sometimes I dictate sentences (see below), but most of the time, I let them write about something that happened in the book. Depending on the guided reading level, I will scaffold this activity with a sentence frame if it is needed. I always have them read their sentence to a partner.
Sometimes I dictate sentences (see below), but most of the time, I let them write about something that happened in the book. Depending on the guided reading level, I will scaffold this activity with a sentence frame if it is needed. I always have them read their sentence to a partner.
This is also a great time to practice specific decoding strategies. My favorite posters to use are these by Lisa Mattes at Growing Firsts.
I also build fluency bags for students. These fluency bags are usually used during work stations. These are completed books that we’ve done, so they have some familiar rereads.
Early Guided Reading Levels F-I
This is when I really, really make sure I’m focusing on comprehension. I also make sure to have students incorporate writing.
Students have a response journal. This is what they write in while I’m taking running records or other students are finishing reading.
Some ideas for Reponse Journal:
Make a prediction. Confirm if you were correct or not.
What was one new idea that you learned (nonfiction).
List three words to describe a character in the story.
How might one event change the entire story.
What was the author's purpose for writing this story? How do you know?
One of the strategies we use when we read fiction is Somebody Wanted But So Then. This is a great way to teach problem and solution and help students summarize a story. Students can use this free graphic organizer to help them map the story.
Transitional Levels J+
For these levels, we spend quite a bit of time reading and using comprehension strategies.
One area I like to work on is asking and answering questions. I have found that the “Facts Into Questions” is a great strategy to use. Students first identify facts. Then from those facts, they create questions.
Fact: Rosa Parks was arrested in Montgomery, Alabama.
Question: Where was Rosa Parks arrested.
This strategy can be used for both fiction and nonfiction and really helps students understand what questions are asking them.
As students get more and more practice with this strategy, it is great for helping them answer questions that involve inferences.
As students get more and more practice with this strategy, it is great for helping them answer questions that involve inferences.
Guided Reading Organization
These bins from Big Lots work great for keeping each groups materials organized.
They have lasted a few years and are tall enough that they don't tip over!
I've also used a rolling carts with six to eight drawers. This keeps additional resources organized. For example, I'll keep laminated graphic organizers in the Comprehension Drawer
I've also used a rolling carts with six to eight drawers. This keeps additional resources organized. For example, I'll keep laminated graphic organizers in the Comprehension Drawer
Other materials that I like to keep
handy:
Highlighter tape
Pocket Folders
Pocket Folders
Post it Notes
Comprehension Question Cards
Dry Erase Markers
Dry Erase Markers
Strategies
The majority of my strategies for guided reading have been
adapted from The Next Step in Guided Reading and Strategies that Work!
I also think that using anchor charts as a reference during guided reading helps students anchor their thinking and the teacher can scaffold strategies in a small group. Here is my Pinterest Board with my favorite anchor charts!
Important Notice: I
NEVER let students round robin read or choral read during guided reading. (Sorry, I didn’t mean to shout, but I wanted
to get my point across). The purpose of
guided reading is for students to read and problem solve. If they round robin read, they spend the
majority of guided reading listening and not reading. If students choral read, they can “fake”
read. By having every student read every
word of the text, they are getting the most out of their guided reading time.
Collecting Data
This is a sample of anecdotal notes. If I'm taking notes, instead of a running record, I will write down words they missed and a strategy I want to teach them next.
Professional Resources
Next Step in Guided Reading and Next Step Forward in Guided Reading are by far my favorite guided reading resource. They both have excellent strategies to help students in all grade level improve their reading comprehension. There are also a number of word work activities to help students build their visual memory. If you only buy one "reading resource" this is your book!
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