teaching and learning rubric guided reading

Teaching and Learning RubricGuided Reading

Created by Wendy TaylorK-6 Literacy Coach

[email protected] 2791 (Upper Providence)

mailto:[email protected]

Why Guided Reading?

Guided reading gives students the chance to apply the strategies the teacher has been teaching in the whole group to a new text. The teacher provides the support so student can understand text at their instructional level. With the teacher introduction to the book, students can use problem-solving strategies to figure out unknown words, deal with difficult sentence structure and understand new concepts and ideas.

Who are Fountas and Pinnell?

Irene C. Fountas and Gay Su Pinnell are researchers and authors of many

teaching resources (including books, video, professional development materials and assessments). They began using A-Z continuum over 30 years ago, to match readers with text to provide

differentiated reading instruction for all levels of readers.

Cookies and Gradual Releaseof Responsibility

demonstration“I do.”

guided practice“We do.”

independentpractice

“You and partner do.”

application“You do.”

Reading and Gradual Releaseof Responsibility

Read aloud/Shared Reading

“I do.”

Guided Reading“We do.”

Read to Someone/Partner Reading/Literature Circles

“You and partner/others do.” Read to Self/

Classroom Library“You do.”

COMPREHENSION STRATEGY INSTRUCTION

Interactive Read AloudShared Reading

-whole group instructionTeacher models use of strategy and labels their thinking “This reminds me of … I am making a connection. Good readers connect to what they read.”-guided practice- “Turn and talk to your partner about a connection you made.”

Guided Reading -small group instructionTeacher encourages students to utilize their strategies while reading text with a slight challenge. “Today when you read I want you to write down questions you have while your reading. Jot them down on a post-it. If you find the answer, mark it with an A for answered.”

Literature Circles -independent practice with peer supportStudents read a text and prepare for a discussion with their peers. Sometimes teachers assign roles or jobs. “Your job as illustrator is to draw a scene you visualized. Your job as summarizer is to pick out the important parts and put them into your own words.”

Independent Reading -independent practiceStudents read a self-selected text and apply strategies. Some students keep track of their thinking in a reader’s notebook. “Today when you read at the classroom library, jot down some inferences you make. List the clues from the text and your own experience that helped you infer.”

Guided Reading Continuum

Spring-Ford Area School District Guided Reading Level Continuum

Developmental Level Emergent Emergent/ Early Early Early Fluent Fluent

Grade Level

1st Grade 3rd Grade 5th Grade

Kindergarten 2nd Grade 4th Grade 6th Grade

Guided Rdg LevelA B C D E F G H I J K L M N O P Q R S T U V W X Y Z

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

Kindergarten

June approaching meets exceeds

1st Grade

Sept. approaching meets exceeds

Nov. approaching meets exceeds

Jan. approaching meets exceeds

April approaching meets exceeds

June beginning approaching meets exceeds

2nd Grade

Sept. beginning approaching meets exceeds

Nov. beginning approaching meets exceeds

Jan. beginning approaching meets exceeds

April beginning approaching meets exceeds


3rd Grade






4th Grade



Jan. begiinning approaching meets exceeds



5th Grade






6th Grade



June beginning approaching meets

Not Effective Getting Started Developing Highly EffectiveGROUPING to form small groups of students who are similar in their reading development by identifying particular needs for focused lessons. The teacher:

Has not grouped students and does not meet with groups of students regularly. Instruction is delivered to the whole class.

Groups students based on beginning of year assessments, but does not meet with all groups regularly.

Groups students based upon ongoing student assessment and meets regularly with several groups.

Meets multiple times per week with each group based upon interpretation of student data;students are regrouped, as needed, based on ongoing assessment and observation.

TEXT SELECTIONto select texts that are the appropriate level for students and offer opportunities to extend learning. The teacher:

Selects a text that is not the appropriate level for the group.

Selects a text based on approximate instructional level of students.

Selects text based on- students’ instructional level- students’ language level.

Uses student information and data to select a text that is the appropriate level and is very well matched to the learning needs of the group and provides many opportunities to learn.

TEXT INTRODUCTIONto talk about the book prior to reading it. The teacher:

Does not engage children with the text; assigns students to read without support.

Engages students in some predicting and discussion about what the book might be about.

Activates students’ background knowledge by predicting from their experience and their knowledge about the story structure.

Guides students in making personal connections, activatingbackground knowledge, developing vocabulary and setting purposes for reading.

Teaching and Learning Rubric: Guided Reading Teacher: _______________________Grade Level: K 1 2 3 4 5 6 Date: __________________________Start time:___________ End time: _____________

Not Effective Getting Started Developing Highly Effective

DURING to provide time for students to read and comprehend the text. The teacher:

Reads text to the students orhas students read independently without interaction.

Engages the students in round-robin reading of the text.

Listens to individual students read quietly with some interaction.

Listens to individual students read quietly and reinforces with prompts (as needed) for effective reading behaviors and problem-solving actions while taking notes on their use of strategies and comprehension.Students may use post-its or notes to interact with the text.

AFTER to revisit the text for discussion and specific teaching points. The teacher:

Provides no follow-up opportunities.

Engages students in discussion after reading, but talk is unfocused.

Engages students in discussion related to the text and their predictions.

Engages students in discussion that uses higher level thinking skills to apply skills and strategies. Follow-up practice includes re-reading for fluency and reading response activities.

MANAGEMENTto engage other students in productive reading/writing while working with groups during the guided reading time. The teacher:Has not established a management structure (i.e., work stations, Daily 5) for students during guided reading time.

Has begun to use some independent activities, but routines have not been established.

Has established a management system and routines so s/he can work with guided reading groups on a regular basis

Has established a management system and routines that engages all students in purposeful literacy activities so s/he can work with multiple guided reading groups.

Grouping to form small groups of students who are similar in their reading development by

identifying particular needs

Has not grouped students and does not meet with groups of students regularly. Instruction is delivered to the whole class.

Groups students based on beginning of year assessments, but does not meet with all groups regularly.

Groups students based upon ongoing student assessment and meets regularly with several groups.

Meets multiple times per week with each group based upon interpretation of student data;students are regrouped, as needed, based on ongoing assessment and observation.

How do I become highly effective?Create weekly plan regularly includes small group instructionList my groups by instructional levelDevelop some recording system for anecdotal recordsEstablish a place to have guided reading-small table, rug areaChange groups as needed-keep groups flexible

Student Level Student Level Student

Level

1 H 10 P

2 L 11 P 19 R

3 L 12 P 20 R

4 M 13 P 21 R

5 O 14 Q 22 S

6 O 15 Q 23 T

7 O 16 Q 24 T

8 O 17 Q

9 O 18 Q

How can the literacy coach help?

• Provide examples of weekly plans (see SF Lit Lounge wiki)

• Sit down and develop weekly plan together• Provide resources like Spaces and Places

(classroom set up)• Analyze FandP results together• Share informal assessment ideas• Create guided reading binder (lessons,

assessment plans) together

Text Selectionto select texts that are the appropriate level for students and offer opportunities for

extended learning

Selects a text that is not the appropriate level for the group.

Selects a text based on approximate instructional level of students.

Selects text based on- students’ instructional level- students’ language level.

Uses student information and data to select a text that is the appropriate level and is very well matched to the learning needs of the group and provides many opportunities to learn.

How do I become highly effective?Use a variety of leveled texts from different genres (SF leveled readers,

Scholastic, novels)Form groups based on instructional level but can also base groupings on

student need (group who needs work on fluency)Develop some system for keeping formal (FandP) and informal (running

record, anecdotal records) assessment results


• Provide lesson plans using reading room materials

• Hold meetings in book rooms to check out books and other resources

• Develop assessment record keeping system together

Text Introductionto talk about the book prior to reading it

Does not engage children with the text; assigns students to read without support.

Engages students in some predicting and discussion about what the book might be about.

Activates students’ background knowledge by predicting from their experience and their knowledge about the story structure.

Guides students in making personal connections, activatingbackground knowledge, developing vocabulary and setting purposes for reading.

How do I become highly effective?Familiarize myself with the book and its organizationTeacher introduces the book— activate prior knowledge- “What do you know about whales?” make connections- “The character is lost in mall. Have you ever been lost, how did it make you feel?” point out vocabulary- “Can someone read this word on the white board? What does it mean? Let me read it in context on p. 6.” set a purpose for reading- “Today I want you to focus on the questions pop into your mind when you read. Jot one down on a post-it.”

During Readingto provide time for the students to read and comprehend the text

Reads text to the students orhas students read independently without interaction.

Engages the students in round-robin reading of the text.

Listens to individual students read quietly with some interaction.

Listens to individual students read quietly and reinforces with prompts (as needed) for effective reading behaviors and problem-solving actions while taking notes on their use of strategies and comprehension.Students may use post-its or notes to interact with the text.

How do I become highly effective?Allow students to read at their own pace-typically K-2 aloud (whisper

read)/whole book and 3-6 reading silently/portion of textListen in to students reading-stops student to ask a question or help

them decode a word “I noticed you keep reading the first letter and then guessing the rest of the word. Be sure to read the whole word and break into parts if you need to. Let’s try that word again.”

After Readingto revisit the text for discussion and specific teaching points

Provides no follow-up opportunities.

Engages students in discussion after reading, but talk is unfocused.

Engages students in discussion related to the text and their predictions.

Engages students in discussion that uses higher level thinking skills to apply skills and strategies. Follow-up practice includes re-reading for fluency and reading response activities.

How do I become highly effective?Revisit students’ predictions “Jake, you thought the boys would become

friends in the end. Were you correct? Reread the part that helped you confirm your prediction.”

Returns to the lesson focus- “Who had a question while they were reading? Can you share it with us? Were you able to find the answer?”

Provide follow up practice- “Let’s reread the dialogue with more feeling.”


• Facilitate book study in regards to small group instruction• Provide resources at Thinking Thursdays-related to

comprehension strategies• Provide lesson plans and lesson plan templates• Model lessons-You gives me level and strategy focus-I

plan lesson and bring materials• Observe your lessons and provide productive feedback• Attend a summer courses: Guided Reading K-1, Guided

Reading 3-6, Comprehension Strategies, Formative Assessment

Managementto engage other students in productive reading/writing while working with groups during

the guided reading time.

Has not established a management structure (i.e., work stations, Daily 5) for students during guided reading time.

Has begun to use some independent activities, but routines have not been established.

Has established a management system and routines so s/he can work with guided reading groups on a regular basis

Has established a management system and routines that engages all students in purposeful literacy activities so s/he can work with multiple guided reading groups.

How do I become highly effective?Utilize some kind of management boards so all children know what to

doDevelop rocedures for set up, clean up and transition Engage students in authentic reading and writing in partners, small

groups, and independently (stations, Daily 5 activities, color boards/Tic Tac Toes)

Work uninterrupted with the small group for about 15-25 minutes-perhaps wearing a hat, tiarra, necklace to signal you are working with others

Support for Teachers

• Provide resources: books, websites, videos• Create management board cards, I Can lists, Daily 5

I-charts etc. (see wiki)• Provide plans for kicking off stations and Daily 5• Help you gather materials for activities• Model mini-lessons introducing stations• Help with launching stations-extra adult in room• Attend Summer Courses: Literacy Work

Stations/Daily 5, Make It, Take It (fcrr.org)

Questions about lesson plans…

Possible elements:-skill or strategy focus-introduction to book (features of text, difficult

vocabulary)-discussion questions to ask while reading-follow-up activities-place to keep anecdotal notes (see formal plan and more of a checklist plan)

teaching and learning rubric guided reading

Documents

guided practicewe

guided readingwe

new text

selfselected text

problemsolving strategies

levels of readers

readers notebook

good readers