This document summarizes a guided reading session that focused on using data to select appropriate texts. The session objectives were to understand how to use data to make decisions about guided reading texts, utilize resources like running records and leveled books to select texts that meet student needs, and articulate the importance of data-driven decision making. Most classrooms were using basal readers instead of selecting texts based on reading levels. The presenter showed examples of analyzing students' strengths and needs from running records to select a targeted text for instruction. Participants then practiced using data from running records to choose an appropriate book for a guided reading group.

1. Guided Reading
Session 2:
Data, Decisions, & Text Selection
Roni Becht
rbecht2638@columbus.k12.oh.us

2. “Guided reading is a teaching approach
designed to help individual students
learn how to process a variety of
increasingly challenging texts with
understanding and fluency.”
- Fountas and Pinnell

3. Today’s Objectives
 Develop an understanding of how to utilize data
to make decisions about Guided Reading texts
 Utilize various resources to select texts that
support students’ needs in Guided Reading
 Articulate the process and importance of
practicing data-based decision making related to
Guided Reading text selection

4. Your
Questions/Concerns
 Do running records take the place of Progress
Monitoring on mCLASS?
 Do we still have to assess on DIBELS?
 What do I do with the rest of the class when I
am doing Guided Reading groups?
 Why are we reinventing the wheel when we
already have leveled sets of books in our
classrooms?

5. Guided Reading
How’s It Going?
 Last two weeks – visited 25 classrooms at least once during
Guided Reading
 22 of 25 classrooms using Harcourt red-blue-green readers
for small group instruction to accompany Storytown lessons 20-
23
 2 of 25 classrooms using Rigby PM readers or Harcourt
red-blue-green readers leveled by guided reading level
 1 of 25 classrooms not implementing Guided Reading
during scheduled Guided Reading time

6. What Does the Data Say?
“AL”
 Strengths
Behaviors and understandings the student demonstrates
 Needs
Behaviors and understandings to teach and support
Handouts: Running Record Recording Form & Behavior Observation Notes

7. What Does the Data Say?
“Connor”
 Strengths
Behaviors and understandings the student demonstrates
 Needs
Behaviors and understandings to teach and support
Handouts: Running Record Recording Form & Behavior Observation Notes
Connor’s STRENGTHS Connor’s NEEDS

8. Appropriately Leveled Texts
for AL & Connor?
Grade K
Lesson 20
Grade 2
Lesson 23

9. Selecting the Appropriate
Text for Al
 ANALYZE running record to guide decision-making for
the lesson focus
 DETERMINE student’s strengths and areas of need
 UTILIZE The Continuum of Literacy Learning to obtain
information on specific reading behaviors for each
Guided Reading level
 SELECT a goal(s) for the reader and a text to teach
and support the reader’s need(s)
Continuum pages 294-295 – Guided Reading Level K

10. Data-Based Decisions
What did I do to to illustrate the
difference between…
Choosing A book vs.
choosing THE RIGHT book?

11. Guided Reading
Your Turn!
With your table group, please do the following:
Using the following tools, analyze data from one of your guided
reading groups (Connor) and select an appropriate text for
your next Guided Reading lesson:
 Student Running Records
 Leveled texts
 The Continuum of Literacy Learning Guided Reading section
Please be prepared to discuss your rationale for selecting the
book that you chose for your lesson

12. Guided Reading
I define reading as a message-getting,
problem-solving activity which
increases in power and flexibility
the more it is practiced. - Marie Clay
The ultimate goal in Guided Reading
is to help children learn how to use
independent reading strategies
successfully. - Fountas & Pinnell

13. Today’s Objectives
 Develop an understanding of how to utilize data
to make decisions about Guided Reading texts
 Utilize various resources to select texts that
support students’ needs in Guided Reading
 Articulate the process and importance of
practicing data-based decision making related to
Guided Reading text selection

14. Resources
 The Continuum of Literacy Learning – Fountas
and Pinnell, 2011
 Guided Reading – Fountas and Pinnell, 1996