Content Areas

T E A C H E R ’ S G U I D E

GAY SU PINNELLThe Ohio State University

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TABLE OF CONTENTSGuided ReadingUsing Your Guided Reading Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Factors Considered in Leveling Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7What Is Guided Reading? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Organizing Your Classroom for Guided Reading . . . . . . . . . . . . . . . . . . . . . . 12Setting Up Literacy Centers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Grouping Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Running Guided Reading Groups. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Prompts to Support Problem-Solving Strategies . . . . . . . . . . . . . . . . . . . . . . . 20Guided Reading in the Content Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Understanding Differences Between Informational Text and Nonfiction. . . . . 24Including Informational Text in Primary Classrooms . . . . . . . . . . . . . . . . . . . . 26Using the Teaching Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Assessment: Observation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Assessment: Running Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Story Retelling as a Formal Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Benchmark Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Reading Level Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Characteristics of TextLevel A . . . . . . . . . . . . . . . . . . . . . 68Level B . . . . . . . . . . . . . . . . . . . . . 69Level C . . . . . . . . . . . . . . . . . . . . . 70Level D . . . . . . . . . . . . . . . . . . . . . 71Level E . . . . . . . . . . . . . . . . . . . . . 72Level F . . . . . . . . . . . . . . . . . . . . . 73Level G . . . . . . . . . . . . . . . . . . . . . 74Level H . . . . . . . . . . . . . . . . . . . . . 75Level I . . . . . . . . . . . . . . . . . . . . . 76Level J . . . . . . . . . . . . . . . . . . . . . 77Level K . . . . . . . . . . . . . . . . . . . . . 78Level L . . . . . . . . . . . . . . . . . . . . . 79Level M . . . . . . . . . . . . . . . . . . . . 80

Level N . . . . . . . . . . . . . . . . . . . . . 81Level O . . . . . . . . . . . . . . . . . . . . . 82Level P . . . . . . . . . . . . . . . . . . . . . 83Level Q . . . . . . . . . . . . . . . . . . . . . 84Level R . . . . . . . . . . . . . . . . . . . . . 85Level S . . . . . . . . . . . . . . . . . . . . . 86Level T . . . . . . . . . . . . . . . . . . . . . 87Level U . . . . . . . . . . . . . . . . . . . . . 88Level V . . . . . . . . . . . . . . . . . . . . . 89Level W . . . . . . . . . . . . . . . . . . . . 90Level X . . . . . . . . . . . . . . . . . . . . . 91Level Y . . . . . . . . . . . . . . . . . . . . . 92Level Z . . . . . . . . . . . . . . . . . . . . . 93

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4 Table of Contents

TABLE OF CONTENTSAdditional ResourcesReading Logs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Evaluation Response for Text Gradient. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103Additional Leveled Books Available from Scholastic . . . . . . . . . . . . . . . . . . . 104Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109Home/School Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110Reproducible Nonfiction Bookmarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112Skills & Strategies Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114Guided Reading Research Base . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128

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22 Guided Reading in the Content Areas

GUIDED READING IN THE CONTENT AREASadapted from Five Keys to Understanding Nonfiction (Blevins and Boynton, 2003)

Research has shown that your students’ ability to comprehend nonfiction or informational text—text that explains facts and concepts—is critical to

their success on standardized tests, in their future education, and beyond.

But reading informational text can be challenging. Readers must comprehend, extrapolate, and remember main ideas to integrate them with prior knowledge. Informational text also requires readers to discover organizational patterns in order to comprehend relationships between ideas. Teaching these abstract thought processes can be intimidating.

Successful readers of nonfiction and/or informational text follow the same basic pattern every time they face a new book. This is a learned strategy, and it’s one that you can implement in your classroom by emphasizing five key areas—text features, text structure, background knowledge, vocabulary, and comprehension.

Help students understand that different types of informational text often contain particular features. Readers can learn to recognize and use these features to help them understand the information being presented. For example, maps usually feature a legend, a compass rose, and a coordinate grid. So whenever you present a new type of nonfiction or informational text, discuss the text’s typical features with your students and explain how they can use them to find and understand information.

Encourage students to recognize how ideas are organized, or the structure of the text. One way to help students identify nonfiction structures is to teach words and phrases that frequently signal organization. For example, if students know that words such as like, unlike, and in contrast are often used when one thing is being compared to another, they can readily spot the author’s intention and they’ll be better equipped to understand the text as a whole. Students’ own informational writing will also benefit when their knowledge of various text structures increases.

GUIDED READING Content Areas

Teach Text Structure

Identify Text Features

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Guided Reading in the Content Areas 23

Help students connect new information to what is already known. One way to get students to start making these key connections is to use a Smart Chart. A Smart Chart is similar to a three-column KWL chart that has the three headings: “What We Know,” “What We Want to Know,” and “What We Learned.” The difference is that a Smart Chart features a fourth column, labeled “Background.”

• After completing the “What We Know” column as a class, share facts that your students did not list but could be useful for them to keep in mind while reading the text.

• Explain where you got the additional information and discuss where students might look for this background material if they were approaching the text on their own.

• Write the new information in the “Background” column.

Informational text often contains specialized vocabulary. To support students’ reading, pre-teach a set of key vocabulary words that students will need to know in order to understand a text. Words selected should be those that students most likely won’t be able to determine from context alone.

Teach students to self-check for understanding. Strong readers of informational text continually ask themselves whether they have really understood the main ideas of what they have read. Beginning readers should practice checking their comprehension by putting what they have learned into writing. For an after-reading activity that works as a comprehension check for all grades, give students the main idea of a text and ask them to write down the details that support it. This strategy mirrors the thought processes that more advanced readers find automatic.

GUIDED READING Content Areas

Develop Students’ Vocabulary

Emphasize Comprehension

Activate Background Knowledge

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GUIDED READING Content Areas24 Understanding Differences Between Informational Text and Nonfiction

UNDERSTANDING DIFFERENCES BETWEEN INFORMATIONAL TEXT AND NONFICTION

adapted from Reading & Writing Informational Text in the Primary Grades (Duke and Bennett-Armistead, 2003)

Guided Reading: Content Areas Edition includes a variety of nonfiction and informational texts. Often the terms “informational text”

and “nonfiction” are used interchangeably but they are not the same. Informational text is a type of nonfiction—a very important type. Nonfiction includes any text that is factual. (Or, by some definitions, any type of literature that is factual, which would exclude texts such as menus and street signs.) Informational text differs from other types of nonfiction in purpose, features, and format.

The primary purpose of informational text is to convey information about the natural or social world, typically from someone presumed to know that information to someone presumed not to, with particular linguistic features such as headings and technical vocabulary to help accomplish that purpose. Therefore:

• biography is nonfiction but is not informational text, because its primary purpose is to convey information about an individual’s life.

• procedural or how-to text is nonfiction, but not informational text because its primary purpose is to tell someone how to do something, not convey information about some thing.

• nonfiction narrative or “true stories” are also nonfiction but not informational text, because their primary purpose is to tell of an event or series of events that have occurred.

Purpose of Informational Text

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Understanding Differences Between Informational Text and Nonfiction 25

It is important to talk about the different types or genres of nonfiction not only because they have different purposes, but because they have different features to achieve those purposes. For example, biographies typically focus on a single individual and specific points in time. In contrast, informational texts, as we define them, talk about whole classes of things and in a timeless way (for example, “Sharks live in water.”); they therefore have a generalizing quality.

Other common features of informational texts include:

• presentation and repetition of a topic or theme;

• descriptions of attributes and characteristic events;

• comparative/contrastive and classificatory structures;

• technical vocabulary;

• realistic illustrations or photographs;

• labels and captions;

• navigational aids such as indexes, page numbers, and headings;

• various graphical devices such as diagrams, tables, and charts.

Within informational text, there are several different types of text that might be considered informational text genres or subgenres.

• There are reference books such as encyclopedias, field guides, and so on.

• There are “all about” books, on topics such as spiders or dinosaurs.

• There are books we call process-informational books. These include books about how a particular animal develops from conception to adulthood or about how some substance is created or transformed.

• There are magazines or newspapers, posters or pamphlets, Web sites or CD-ROMs, and so on.

GUIDED READING Content Areas

Features of Informational Text

Format of Informational Text

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Introduce the topic of the book by showing the cover and by clarifying the meanings of the words thunder and lightning. Lead children to discover the word light embedded in lightning, and brain-storm together other words that contain light. Next, page through the book, pointing out and nam-ing images of content-related words represented in the pictures: cloud, lightning, water, storm, and so on. Encourage children to understand that captions underneath pictures are great places to learn the names of content-related words.

GUIDED READING Content Areas28 Using the Guided Reading Teaching Cards

USING THE TEACHING CARDS

Builds rich content area vocabulary.

Meets standards and makes real world connections.

Easily adapts lessons to meet the needs of English-Language Learners.

Each card provides teachers with a quick and essential analysis of the book students will read.

Thunder and Lightningby Wendy Pfeffertext type: Informationalword count: 250+content area: Earth Sciencetopic: weather

Summary & StandardThis fact-filled book takes a close look at thunderstorms—how they develop, and how to stay safe during a violent storm. Children will learn how weather changes from day to day and over the seasons.Level J

Making Connections:Text to World Children will have considerable real-life experi-ence with storms, thunder, and lightning to draw upon as they read this book. Have them share any observations and questions.

Extend the real-world connection by talking about weather broadcasts. Encourage children to watch one and to note the language that the meteorolo-gist uses and how the weather is depicted on the map.

For more information on thunderstorms, see www.wildwildweather.com, the Web site for Dan’s Wild Wild Weather Page.

VocabularyContent Words: cloud, lightning, scientist, static electricity, storm, water vapor

Essential Words: billion, join

Related Words for Discussion: systems, water cycle

Nonfiction Text Features: boldface words, captions, glossary

Supportive FeaturesText This book is filled with beautiful photo-graphs that clearly illustrate the text. Although some pages contain a lot of text, the text is clearly positioned and difficult words are followed by their phonetic pronunciations.

Content This book presents complex scientific concepts using a topic children know well from their daily life, providing a high-interest entry point and scaffolding.

Praise children for specific use of “Behaviors to Notice and Support” on page 61 of the Guided Reading Teacher’s Guide.

Challenging FeaturesText Some of the long sentences may be chal-lenging for children. A lot of information is some-times covered in a short space. Pages often have a few paragraphs and topic changes.

Vocabulary There are several specialized words, multiple-meaning words, and science concepts that may require further explanation. These include the water cycle, static electricity, gas, limbs, blue jets, and the causes of thunder.

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GUIDED READING Content Areas Using the Guided Reading Teaching Cards 29

Builds the reading skills required by No Child Left Behind.

Extends meaning through writing and expanded reading lists.Helps students

understand text features unique to informational passages.

Comprehension StrategyGenerating QuestionsHelp children develop in-the-head processes for assimilating new information by modeling how to generate questions. Encourage children to predict answers to the questions. Guide them to recognize when the questions are answered by the text. Invite children to ask their own questions about the text.

p. 3 I wonder why dark clouds and wind always come before a storm.

p. 7 I wonder what happens to the water vapor once it goes up into the clouds.

p. 20 I wonder why lightning always comes before thunder if they are made at the same time.

For more prompts and ideas for teaching in-the-head strategies, see page 18 of the Guided Reading Teacher’s Guide.

Phonics and Word-Solving StrategyReading Words With r-Controlled VowelsRemind children of the following:

• The letters er, ir, and ur stand for the /ur/ sound, as in her, bird, and fur.

• The letters ar stand for the /ar/ sound, asin farm.

• The letters or stand for the /or/ sound, asin horn.

Help children decode words with r-controlled vowels as they read. These words include storm (page 3); thunder, thunderstorm (page 4); form, water (page 5); together, another (page 11); starts, river (page 12); faster, before, hurt (page 23); dangerous, person (page 24); and during, computer, shower (page 25).

Text Features:Reading Captions Explain to children that captions are brief com-ments about photographs or illustrations that appear in small print beside or underneath them. Captions provide information about the picture. This information helps the reader learn more about the picture and relate it to the text. Captions should be read after the main text.

As you read the book, help children read thecaptions at the appropriate time and relate the information to the picture and main text.

Develop Fluency Model reading aloud the first three pages of the book. Emphasize punctuation, phrasing, and pace. Have children chorally repeat. Then have partners reread the book, alternating reading one page at a time.

Content Area ConversationTalk About Weather Cycles Point out that events in the natural world that seem separate are often connected, or part of a cycle or system. Rainfall, thunder, rainbows, and other parts of a storm are part of a cycle and follow a predictable pattern.

Develop Specialized Vocabulary Ask children to describe in their own words the water cycle. Suggest that they start with a puddle of water and finish with a thunderstorm. Encourage them to use words such as water vapor, lightning, cloud, and spark. Ask them why they think it is called a water cycle. Ask:

What might happen if rainwater didn’t evaporate?

Other Books Down Comes the Rain by Franklyn N. Branley

I Can Read About Thunder and Lightning by Paddy Cutts

• Have children write cause-and-effect sen-tences. They can relate information about thunderstorms, the water cycle, or storm safety. You might provide the following sample to get children started: Water pud-dles disappear because the hot air turns the water into water vapor. The water vapor is a gas that rises into the air. (Expository)

• Have children create a thunderstorm safety poster. They should list the safety tips they learned from the book and other tips they may know. (Persuasive)

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30 Assessment: Observation

ASSESSMENTOBSERVATION

We define assessment as the collection of information about a student’s learning, and evaluation as the judgment about the student’s

strengths and specific needs based on this information. Assessment should be continuous—based on observation and informal measures of reading performance. Evaluation should provide a guide for teaching decisions that will help the student’s learning.

To assess and evaluate a student’s literacy development, information needs to be collected to demonstrate the following:

• how a student uses and responds to oral language in various settings.

• what a student knows about reading and writing.

• how a student uses reading and writing in various settings.

• how a student values reading and writing.

The Guided Reading Program is structured to give information on different kinds of literacy skills for students with varied learning needs. The program supports literacy development in reading, writing, listening, and speaking. These literacy activities provide a wealth of assessment information.

As a student progresses from a beginning reader and writer to a fluent reader and writer, assessment may have several purposes:

• to establish what a student initially knows about literacy.

• to identify a student’s instructional reading level.

• to monitor a student’s pattern of strengths.

• to establish a student’s facility with informational text.

Assessment needs to take place at the beginning of the school year to know what foundational skills students have and to identify potential skill needs. All school-age students know something about oral and written language and are ready to learn more. Some may have knowledge about environmental print but little experience with books or with writing. Others may be confident with books and with some writing.

One of the best ways to assess an individual student’s learning is through observation. For a well-rounded view of the student, try to observe him or her throughout the day in a variety of settings, such as during small-group and whole-class instruction, during independent reading time, or in the classroom library. What exactly can you observe?

GUIDED READING Content Areas

Overview

Purposes of Assessment

Observation

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Assessment: Observation 31

Some suggestions include:

• oral language ability • interests

• attitudes • book-handling behaviors

• choices during “free time” • peer relationships

• specific behaviors related to print

Ask yourself questions such as the following when observing a student’s behaviors related to print:

• When the student reads or works with print, does he or she approach the task confidently?

• Does the student have a strategy for attempting unfamiliar words in reading and writing?

• Does the student read and write for different purposes?

• Can the student retell what he or she reads in a logical order?

• Does the student select reading materials suited to his or her personal interests?

• Does the student select reading materials suited to his or her level of reading development?

Answers to these kinds of questions will help you make instructional decisions and set goals for an individual student, and will help the student progress in learning.

Make your observations systematic rather than random. Decide whom to focus on. Select one student or several at a time to closely watch. Keep a record for each student, noting what you see by recording it on self-adhesive stickies or peel-off labels that can be attached to the student’s personal folder. Alternatively, keep a class list for easy referral.

When behaviors are observed, a check (✓) may be used. You may also wish to make a slash (/) the first time the behavior is observed and convert the slash to an X when you feel the behavior is performed with frequency. Indicating dates is helpful.

Decide when to observe. Observe during a time students are normally using books, when they first come into the room in the morning, or during a time they are involved in various learning centers. You may need to initiate the experience with students who do not independently go to books. Collect pertinent data, including written work samples and recordings of oral reading, and keep anecdotal records. Speak with parents for additional input.

GUIDED READING Content Areas

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50 Assessment: Running Records GUIDED READING Content Areas

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Running Record Sheet Five True Horse Stories

Name Date 144 Words Level M Accuracy Rate

Page 5 Justin Morgan walked along a dirt road in

Massachusetts. He was too poor to own a

horse. This was two hundred years ago, so he

had to walk wherever he wanted to go.

Justin had come all the way from Vermont to

collect some money a man owed him. But

when he got there the man said, “If you want

money you’ll just have to wait. I can give you

something else though.” He pointed to two

horses in a field nearby. Justin was a teacher.

He didn’t need a horse. And the man owed

him much more money than Justin would get

Page 6 from selling those two horses. But he had

come a long way. Two horses were better than

nothing. Finally Justin nodded and started

home with the horses.

Comprehension: 1)

2)

PAGE TEXT RUNNING RECORD ANALYSIS

RUNNING RECORDBENCHMARK BOOK LEVEL M

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66 Benchmark Books GUIDED READING Content Areas

BENCHMARK BOOKS

Level Benchmark Book

Level A Flowers Have Colors

Level B Whose Bones?

Level C We Like Summer!

Level D How Many Ducks?

Level E On the Job

Level F My Goldfish

Level G From Seed to Pumpkin

Level H The Wheat We Eat

Level I Where Do Puddles Go?

Level J The Field Mouse and the Dinosaur Named Sue

Level K A Girl Named Helen Keller

Level L Solar System

Level M Five True Horse Stories

Level N Becoming a Citizen

Level O Rosa Parks: Freedom Rider

Level P A Drop of Water

Level Q Paul Revere

Level R The Great Fire

Level S The Water Cycle

Level T Lost Star: The Story of Amelia Earhart

Level U The Watsons Go to Birmingham—1963

Level V Color Me Dark: The Story of Nellie Lee Love . . .

Level W Dear Dr. Bell . . . Your Friend, Helen Keller

Level X Up Before Daybreak

Level Y Indian Chiefs

Level Z Bat 6

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Behaviors to Notice and Support

Uses multiple sources of information to figure out words rapidly while focusing on meaning

Flexibly applies word-solving strategies to more complex, multisyllabic words

Demonstrates facility in interpreting text while reading orally, with fluency and phrasing

Reads orally with high accuracy in most instances, not stopping to self-correct errors in the interest of fluency and phrasing

Reads silently, except during assessment or to demonstrate text interpretation

After reading longer sections of text, predicts outcomes, problem resolutions, and character changes

Remembers details and sustains attention to meaning through a longer text

Demonstrates understanding and facility at interpretation after silent reading

Makes connections between the text read and other books

Goes beyond the text to make more sophisticated interpretations

Stud

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80 Characteristics of Text

Characteristics of TextLevel M books have a variety of formats. Topics vary widely, and include subjects that will be familiar to students and those that are new. Literary selections have complex language and subtle meanings that require interpretation and background knowledge.

Chapter books are longer with few pictures. This requires readers to have mastery of the text. Many books have small print and little space between words. Vocabulary is expanded, and many words require background knowledge for comprehension.

GUIDED READING Content Areas

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M USING THE GUIDED READING PROGRAM

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112 Reproducible Nonfiction Bookmarks GUIDED READING Content Areas

Quick Clues for Reading Graphs

✓ Read the title of the graph. Think about the topic.

✓ Look at each part of the graph and read each label.

✓ Think about what informa -tion is being represented.

✓ Look at the labels. Think about what the numbers stand for.

✓ For line graphs, use your finger to trace from each dot to the side and the bottom.

Quick Clues for Reading

Reference Sources✓ Look up your topic in

the table of contents or index.

✓ Preview the text.

✓ Use the special features as you read.

✓ Think about how the information from the source fits with what you know.

Quick Clues for Reading Magazine

Articles✓ Read the title, deck, and

subheadings to learn the main ideas.

✓ Predict what the article will be about.

✓ Notice any special features.

✓ Pay attention to bold-faced words.

✓ Study the graphic aids and read the captions carefully.

Quick Clues for Reading Nonfiction✓ Preview the article.

✓ Read the title, introduction, and headings to discover the main ideas.

✓ Make a prediction about the article’s subject.

✓ Pay special attention to bold-faced words and extra graphic features.

✓ Study the graphic aids and read the captions carefully.

Quick Clues for Reading Maps

✓ Read the map title.

✓ Find the symbols.

✓ Look at the map key.

✓ Read the labels.

✓ Find the map scales.

✓ Find the compass rose.

Quick Clues for Reading Primary

Sources✓ First, read the title.

✓ Preview the text to learn about the topic.

✓ Read the main article.

✓ Read the primary source material. Ask yourself, “How does this informa-tion add to what I know about the topic?”

Reproducible Nonfiction BookmarksShare these bookmarks with your students to remind them of some of the key features of nonfiction text.

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