What is Guided Reading?
“An instructional context for
supporting each reader’s
development of effective strategies
for processing novel texts at
increasingly challenging levels of
difficulty” (Fountas and Pinnell
What is the structure of a
Guided Reading Lesson?
Rereading of a Familiar text and Running Record of 1 student
(Prior to the Lesson) Selection of a new text that will be just right to
support new learning for the group---at the instructional level (1 level
above independent…90-95% accuracy)
3. Introduction to the text to scaffold the reading for the learner but leaves
some problem solving for the reader to do.
4. Reading the text. Students read the text softly or silently. If students are
reading orally the teacher may interact briefly to teach for, prompt, or
reinforce strategic actions.
5. Discussion of the text. The teacher invites student to discuss the
text, guiding the discussion and lifting the students’ comprehension.
6. Teaching Points. The teacher makes explicit teaching points, grounded in
the text, and directed toward expanding the students’ strategic actions.
This is based on what the students do during the first reading.
7. Word Work. The teacher provides explicit teaching to help student
become flexible and efficient in solving words.
8. Writing about Reading. This usually happens every other lesson and
extends students’ understanding of the text and reinforces Common Core
Standards. This can be done away from the Guided Reading Table.
*Adapted from Fountas and Pinnell Guided Reading
What do I need to do to prepare for
a Guided Reading Lesson?
• Form Groups of your students based on levels and determine
• Select texts for your students to read.
• Read the texts and plan for questions, text based responses
(every other lesson), determine words that you would like to
practice with the students before the lesson, plan your
• Create a schedule for when you will meet with groups.
• Prepare differentiated independent learning activities for the
other students that are based on student needs.
What does a Guided Reading
Lesson Look Like?
• What did the teacher do before
the lesson, during the lesson, and
after the lesson?
• What were the goals of the
Guided Reading and MIL Video
What are the other students
• Managed Independent Learning or Reading Workshop that is
differentiated based on student needs that you have
determined during Guided Reading or in other areas of the
• Basic Centers include but are not limited to:
Reading, Writing, ABC/Word
Work, Listening, Fluency/Poetry, Writing about Reading
• Not every child should be doing the same activity even if it is
the same center, these should be literacy experiences that
reinforce what kids need to know.
Planning A Guided Reading
• Examine 1 Reading Level Description in the Continuum
• Select a text based on the text gradient located on the level
• Select the book based on reader needs and interests
• Read the book
• Look for any words or phrases the students may need support
with and note them as well as the page numbers
• Decide what the entire book is about and any key features you
may want to highlight for the students. “Today we are going
to read a book about a boy named Tom and what happens to
him on his way to the store. Let’s take a look at some of the
pictures. Good readers look at pictures to help them better
understand the meaning of the story and to also solve words.
Let’s read to find out…”
• Are there any teaching points you want to reinforce based on
what the students are demonstrating in other areas of the
reading block or from other readings they have done? 11, getting the mouth ready, look across the word, checking for
• Write out your introduction as well as 3-4 questions you may
want to ask the students as they read to guide thinking.
• The Prompting Guide can help with this as well
as what to do when they come to parts they do
not know…Take a look at Prompting Guide 1 and
2…how can these help?
Word Work and Writing About
• These happen after the lesson and are based on
what you see and hear the students doing or
want them to get better at.
• They are optional but you will most option
choose one of these to wrap up your lesson.
• Text based Response Questions
• Word Study from words they are struggling with
or the group’s Word’s Their Way Sorts
How often do I regroup
• Often! When students demonstrate mastery of a level as
indicated by characteristics at that level it is time to move
them up! The goal is to continuously increase the levels of
challenge for the students, if the texts are too easy for
students we are not helping them to grow strategically.
• Plan your first lessons for the students in your room.
• Create a schedule and select texts for next week.
• Create a system for managing your records and plans (these
can be in your data binder)