Preparing for Guided Reading5 Big Ideas:- Purpose: to move readers & grow strategy- Consistency: must be consistent to be effective- Instructional Level Text: prompt at the point of difficulty- Focus on Strategy: Accuracy, Comprehension, or Fluency- Deliberate Choices by the Teacher: space, records,and planning

Grouping & Scheduling Tips:Students can be grouped within a level or two if necessary. Groups should ideally be 3-5 students. I have had groups of 6 when necessary, and groups of even 1 or 2 when those students are not compatible with other students’ reading levels.

Then I use the schedule on the following page to plan my group sessions..During a regular Reader’s Workshop Independent Reading block, I can meet with two groups (about 18-20 minutes per group). I schedule my more struggling groups more frequently than my more able groups. My highest group (usually well above grade level) often participated in a novel study rather than a traditional guided reading group.

We’ve had to adjust our schedule due to our new ELA/ELD times, but it’s still important to be consistent with groups!

Documentation:In your binder, keep your....

- Guided Reading Schedule- Lesson Plans (completed)- Running Records (for all students K-2, intervention or most struggling group 3-5)- Assessments per student: WRAP/DRA

Guided Reading Binder

Teacher: _________________

2014-2015

Level:18Names:

Christian (18)Alex (20)

Gabriel (18)

Level: 24Names:

Cristina (24)Peter (24)Paulina (24)Ricky (24)

Level:28-30Names:

Kimberly (28)Jazmine (30)Ezequiel (30)

Level:34Names:

Devon (34)Marcus (34)David (34)Terri (34)

Christy (34)

Level:38Names:

Shannon (38)Krista (38)Emma (38)

Level:40 - 44Names:

AleynaDanielleAndrewEvanKaren

Sample Grouping Sheet

Level:___Names:

Level:___Names:

Level:___Names:

Level:___Names:

Level:___Names:

Level:___Names:

Grouping Sheet

POSSIBLE Guided Reading ScheduleTeacher: ______________

Monday Tuesday Wednesday Thursday Friday

Inter-vention

Intervention Group

Intervention Group

Intervention Group

Intervention Group

Intervention Group

G. R. Session

OneGroup Two

Intervention Group Group Two

Intervention Group Group Two

G. R. Session

TwoGroup Three Group Three Group Four Group Four Group Five

Monday Tuesday Wednesday Thursday Friday

Inter-vention

G. R. Session

One

G. R. Session

Two

Guided Reading ScheduleTeacher: ______________

The following page is the K-2 guided reading lesson plan.

Strategy Focus: Good Readers...

Good readers... Good readers...

Text Introduction/Background Knowledge

This text is about... This text is about...

Picture Walk & New

Vocabulary

Text Walk & Anchor Words

Purpose

Read to find out... Read to find out...

Review Strategy

Guided Reading Lesson Plan K-2 Text: _______________________________ Level: ______Group: _____________ Members: ___________________________________________________

Prompts to Support Strategy

Check for Understanding

Before Reading

During Reading/Scaffolded Reading

After Reading

Date: __________________ Date: __________________

Running Record

Teaching/ Praise Point

The following page is the 3-5 guided reading lesson plan. Remember, there are two

versions: one with annotations and one without.

Word Work

Strategy Focus: Good Readers...

Good readers... Good readers...

Text Introduction/Background Knowledge

This text is about... This text is about...

Text Structures, Language, & Text Walk

Purpose Question

Guided Reading Lesson Plan Text: ___________________________________ Level: _______Group: _____________ Members: ___________________________________________________

Prompts to Support Strategy

Retelling

Response to Question

Praise Points & Teaching

Point

Before Reading

During Reading

After Reading

Date: __________________

Running Record

Date: __________________

Word Work

_Prefixes _Suffixes _Root words _Base words _Scooping _Tapping _Word families _Sight words _Matching words _Vocabulary _Context Clues_ Blends _ Digraphs _ R-controlled _ Vowel Teams

Strategy Focus: Good Readers...

Good readers... _Visualize _ Ask Questions _ Sequence _Summarize _ Find Evidence _Predict & Confirm _Draw inferences _ Identify themes _Describe relationships _Find causes/effects _Find 5 elements of fiction _ Use nonfiction features _Find Main Ideas

Good readers...

Text Introduction/Background Knowledge

This text is about... (give introduction to book that includes essential information and proper names)Then, _Preview cover, chapters, blurb (in nonfiction, preview features) _Preview pictures _Predict possible events/5 elements of fiction _Connect to experiences

This text is about...

Text Structures, Language, & Text Walk

_Make a finger frame around new words _Create pictures/definitions for new vocabularyFiction: _Predict using Freytag’s pyramid _Predict 5 element of fiction Nonfiction: _Predict using text features

Purpose Question

Write a purpose question (probably STAAR-like) that relates to your Good Readers strategy. Students will use this strategy to try to respond to the question during their reading.

_Post- its _Dry erase board _STAAR question format

Guided Reading Lesson Plan Text: ___________________________________ Level: _______Group: _____________ Members: ___________________________________________________

Prompts to Support Strategy

Students can... (but don’t have to, unless it supports the strategy) _Mark thinking/evidence with post-its _Sketch-to-stretch (pictures) _Complete a graphic organizer/Freytag’s pyramid/5 elements map _Read-cover-remember-retell

Retelling

_Verbally retell at the table. On their own, after reading, students may..._Put post-its together to make a summary _Write a structured summary _Graphic organizer/Freytag’s pyramid/5 elements of fiction map

Response to Question

How did students respond to the question? Were they able to answer it? Did they need a lot of support or were they mostly independent? Make a note of which students responded appropriately and which needed support/had misconceptions. This will help you plan your next lessons.

Praise Points & Teaching

Point

Praise each student for the positive reading behaviors they had and teach each student one thing they should change in their reading for next time. This may happen during reading; you can just make anecdotal notes here.

Before Reading

During Reading

After Reading: these notes will help you plan your next lesson(s)

Date: __________________

Running Record

Choose one student to do a running record on each session. Write their name in the box. Use the running record form to record.

Annotated Version

Running Record Form

Student’s Name: ____________________________ Grade: _________ Text Level: _________

Date: __________________

Analysis of Errors Easy Instructional Hard 95 - 100% 90 - 94 % 89% or below

Accuracy Rate: _________ Fluency: _________ Comprehension Score: _________

Scores: Running Words _________ Error Rate: 1: Acc Rate: % SC Rate: 1: Errors

Pg. Title: E SCCues Used:

ECues Used:

SC

Error Rate

Percent Acc.

1:200 1:100 1:50 1:35 1:25 1:17 1:14 1:12.5 1:11.75 1:10

99.5999897969493929190

Good opportunities to observe children’s reading habits.

1:91:81:71:61:51:41:31:2

8987.585.58380756650

The reader tends to lose the meaning of the text: Frustrational Level.

Very Little6 7 8 9

Some 10 11 12 13 14 15

Adequate 16 17 18 19 20 21

Very Good 22 23 24

1 Tells 1 or 2 events or key facts

2 Tells some of the events or key facts

3 Tells many events, in sequence for the most part, key facts

4 Tells most events in sequence or tells most key facts

1 Includes few or no important details from text

2 Includes some important details from text

3 Includes many important details from the text

4 Includes most important details and key language from text

1 Refers to 1 or 2 characteristics or topics using pronouns

2 Refers to 1 or 2 characters or topics by generic name or label

3 Refers to many characters or topics by name in text

4 Refers to all characters or topics by specific name

1 Responds with incorrect information

2 Responds with some misinterpretation

3 Responds with literal interpretation

4 Responds with interpretation; reflects higher-level thinking

1 Provides limited or no response to teacher questions

2 Provides some response to teacher questions and prompts

3 Provides adequate response to teacher questions and response

4 Provides insightful response to teacher prompts or questions

1 Requires many question or prompts

2 Requires 4 - 5questions or prompts

3 Requires 2-3 questions or prompts

4 Requires 1 or no questions or prompts

revised Dec 2012

Pg. Continued book E SC Cues Used:E

Cues Used:SC

If a student... Good Readers Strategy focus for lesson Prompts

Says the first letter sound and guesses at the rest

Good readers read to the end of the word.

Look at the end. Does that match what you said?

Replaces sight words with other sight words

Good readers read the exact words on the page.

It could be ___, but look at ___.

Skips words or adds in words.Good readers point and say a word for each word on the page.

Did you read every word? Go back and reread.

Says the wrong beginning sound.Good readers get their mouth ready to make the sound at the beginning of the word.

Does that look right?

Reads words that don’t make sense in the text.

Good readers re-read and think about if it makes sense.

You said ___. Does that make sense?

Doesn’t read endings of words. Good readers read to the end of the word.

Look at the end. Does that match what you said?

Is overwhelmed by longer words and reads nonsense sounds.

Good readers look for parts, or chunks, they know.

Find a chunk/piece you know.

Replaces vowel sounds. Good readers check their vowels.

What’s the vowel? What’s the sound?

Reads words that don’t fit in the syntax/structure of the sentence.

Good readers whisper-read and listen to see if it makes sense.

You said ___. Does that sound right?

Reads each letter sound and doesn’t blend sounds into digraphs/blends.

Good readers use vowel teams/blends to read words.

Blend your sounds together to make a blend/digraph.

Reads each set of sounds and doesn’t blend sounds into words.

Good readers put sounds together to make words.

Blend your sounds together to make word.

Reads the same vowel sound every time (a is always long a, etc.)

Good readers try different vowel sounds if it doesn’t make sense.

What’s the vowel? What other sound can you try?

Guided Reading: Good Readers StatementsDecoding: My kid’s doing ____. What do I do?!

If a student struggles with... Good Readers Strategy focus for lesson

Main idea/determining importance.

Good Readers stop and think about what is important. They identify three-four important words/ideas in each paragraph.Look for repeated ideas.

Retelling/SummarizingGood Readers stop and think about what is important. They identify who did what and use it to retell/summarize beginning, middle, and end.

Recognizing text structureGood Readers notice patterns in the text. They look for clue words to identify how the author organized information.

Visualizing Good Readers use information from the text (and only from the text) to create a picture of the text.

Monitor ComprehensionGood Readers stop and visualize to see if they understand the text. If you don’t, reread for details to picture in your mind.

Identifying a Theme

Good Readers know that authors often want us to learn a lesson. Look at how the characters solved a problem. What positive word would state what the characters learned?

Making character inferences.Good Readers look for evidence about characters. They notice what the character says, does, and what others say about him/her.

Make reasonable predictions about a character’s next actions

Good Readers use evidence about the character to make predictions. Look at what lesson the character learned and think about the next event that matches.

Identify cause-effect relationships.

Good Readers notice relationships between ideas. When you find an event, ask, “Why did this happen?” or “What will happen as a result?”

Guided Reading: Good Readers StatementsComprehension: My kid’s doing ____. What do I do?!

Leve

lA

12

34

68

1014

1618

20

24

28

30

Date

Nam

e: ________________________

Guided Reading

Level Tracker

Begin

ning

of

Year

Midd

le of

Yea

r

End

of Y

ear