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Guided Reading

Lesson Planning

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Before Reading

Video Sample: http://www.eworkshop.on.ca/edu/core.cfm?p=modView.cfm&L=1&modID=15&c=2&navID=modView

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1. Activate Prior Knowledge

• Make connections• Ask for predictions

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2. Book Title/Main Idea

• Teacher is in control of book while reading the title, author, illustrator and introducing the main idea.

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3. Picture Walk

• Teacher addresses story meaning through the illustrations. All book pictures should be discussed. Predictions may be made. Plant vocabulary and unusual language structures.

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4. Word Framing/Unusual Language

• Hand out the books. Have students locate 2-3 words (that might cause them difficulty) and frame them.

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5. Possible Teaching Point

• It is the teacher’s decision whether to make a teaching point in advance of the book reading or afterwards. The goal is to choose the most advantageous time for student comprehension.

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During Reading

Video Sample: http://www.eworkshop.on.ca/edu/core.cfm?p=modView.cfm&L=1&modID=15&c=2&navID=modView

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6. Reading the book independently

• Students should be reading independently at this point in the lesson.

• We are working toward silent reading.

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7. Reading with the teacher

• Teacher pulls one student at a time, listening to a sample of text and intervening as necessary to provide support. This is an opportunity to ask individual comprehension questions prepared ahead of time or based

• Anecdotal records are taken to note strengths and weaknesses.

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After Reading

Video Sample: http://www.eworkshop.on.ca/edu/core.cfm?p=modView.cfm&L=1&modID=15&c=2&navID=modView

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8. Comprehension

• Students should use the book for text evidence to support answers. Teacher does one or two of the following:

• 1. Reviews or makes a teaching point2. Asks comprehension questions

• (prepared in advance; specific/critical)3. Has students retell story4. Guides interactive writing to create class wall story or big book

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Readers are always meeting greater demands at every level because:•texts are increasingly challenging. •content load becomes heavier.•themes and ideas are more mature.•knowledge of genres expands. However,•the specific descriptions of thinking within, beyond, and about text do not change dramatically from level to level.

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How can I support young readers in the learning process?

Early readers:– Read it with your finger.– Did you have enough (or too many) words?– Did the word match?– Were there enough words for what you read?– Did you run out of words?– Try _______. Does it make sense?– Try _______. Does that sound right?– Do you think it looks like _______?– Can you find _______?– Read that again and start the word.

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To support use of self-monitoring or checking behaviors:

– Were you right?– Where’s the tricky word? What can you do?– What did you notice?– Why did you stop?– What letter(s) would you expect at the

beginning or end?– Would _______ fit there?– Would _______ make sense?– Do you think it looks like a word you know?– It could be ________, but what’s different?– You almost have it, maybe you could try

________.– Try that again.

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Questions to support the use of self-correction behaviors:

• Something wasn’t quite right, can you find it?

• Try again.• I liked the way you worked

that out. What did you do?

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Guiding Questions to support use of all sources of

information:• Did you check the picture?• Does it make sense? Reread and try

again.• Does that word sound right?• You said _______. Do we say it that way?• Read it again and try and think of word

that would make sense.• Do you know a word like that?• What else could you try?• What can you do to help yourself read it

by yourself?

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Activity

• Take a leveled reader from the table. • In your groups, develop a lesson for

the book. Be sure to include the following parts: before reading, during reading, and after reading. Include any extensions that you want the students to complete following the lesson.

• Be prepared to share your lessons with the entire group.