Are you reading to teach reading? Time-honored strategies and skills for teachingevery child to read are included in this powerpoint.

1. Bookroom
Buddy

2. Pair/ Share:
Share ways you are currently using gradual release

3. GRL=Guided Reading Level
Perfection Learning titles have been
leveled according to the guidelines
recommended by Fountas & Pinnell.
©Fountas, Irene C. & Pinnell, Gay Su and
Heinemann, Portsmouth, NH, 2012.
EIL=Early Intervention Level
DRA=Developmental Reading
Assessment Level Developmental Reading
Assessment Resource Guide, Joetta Beaver
©1997, Celebration Press
EDL=Evaluación del Desarrollo de
la Lectura The Spanish version of
the Developmental Reading
Assessment Levels.
“Lexile” and “The Lexile
Framework” are trademarks of
Metametrics, Inc.

4. Let’s Take a
Look at Your
Bookroom
Organization!

5. • Know the students
• Know the reading process
• Know the texts
PLANNING FOR GUIDED READING

6. Know the students
PLANNING FOR GUIDED READING
• Assessment
• Form Groups – and “Reform Groups”
Assessment will help in deciding the strategy-
focus for groups
• Determine strategy focus

7. Know the students
PLANNING FOR GUIDED READING
Discussing
Your Current
Data

8. Know the students
PLANNING FOR GUIDED READING
When matching text to readers – Here are some
questions to use to guide your text selection:
• What is the instructional level of the lowest student in the group?
• What are the supports and challenges?
• How does that compare to the strengths and needs of the group?
• Will students have sufficient background knowledge?
• Are the learning opportunities present to address my purpose?

9. Know the Reading Process
PLANNING FOR GUIDED READING
In order for students to move from simply
decoding words to reading with automaticity
takes practice. Once the reader has moved to
reading with fluency and automaticity, then they
can focus their attention on the true importance
of reading which is comprehension.

10. Know the Reading Process
PLANNING FOR GUIDED READING
CUES
• Meaning
• Structure
• Decoding
MSV (Meaning/ Structure/ Visual) cues

11. Know the Reading Process
PLANNING FOR GUIDED READING
Let the meaning and structure lead our reading
rather than the visual process.
The idea is that they can “get the word” without
trying to solve it phonetically, 40% of our language is
phonetically irregular. We don’t lift meaning from
text, we assign meaning to it. We need to let the
meaning and structure lead our reading rather than
the visual process.

12. Know the Reading Process
PLANNING FOR GUIDED READING
• Re-read to confirm meaning
• Behaviors (anecdotal records)
Examples of behaviors:
• Unknown word and stops, but looks at picture-> using visual aids in
text
• Read right through but can’t answer any ?s-> not getting meaning
• Chunking-> looking for the little word
• Skills
(ex: punctuation, phonics…) important, but need to be shown how to
utilize in the writing and reading process.

13. Know the Reading Process
PLANNING FOR GUIDED READING
Comprehension
• Making Connections (Using Prior Knowledge
and Experiences)
• Visualizing (Using Sensory Images)
• Ask questions
• Predicting

14. Know the Reading Process
PLANNING FOR GUIDED READING
Comprehension
• Inferring (Draw inferences)
• Determine importance (Determining What is
Important in Text)
• Summarizing and Synthesizing
• Monitoring Comprehension (Using fix – up
Strategies)

15. • Check the picture
• Get your mouth ready
• Look for chunks
• Does it look like a word
you know?
• Try Again
Does it make sense?
Does it sound right?
Does it look right?
Lovetoteach.org

16. PLANNING FOR GUIDED READING

17. Know the Texts
PLANNING FOR GUIDED READING
• Theme
• Subject Area
• Readability Level
• Interest Level
• Standards

18. Know the Texts
PLANNING FOR GUIDED READING

19. Know the Texts
PLANNING FOR GUIDED READING

20. Contact Information:
Kim Moore
moore@perfectionlearning.com
678-323-5500