Jennifer Evans, an assistant director of ELA, presented information on guided reading. She discussed what guided reading is, including the definition that it is a teaching approach to help students learn to process increasingly challenging texts with understanding and fluency. Evans explained what guided reading is not, such as whole class reading of the same novel or isolated skill lessons. She covered the essential elements of guided reading including organizing small groups of similar ability, selecting "just right" texts, and providing introductions, support during reading, and opportunities to revisit texts after reading. Evans also discussed characteristics of different types of readers and included examples of lesson plans and reflections on implementing guided reading.

1. Jennifer Evans
Assistant Director ELA
St. Clair County RESA
Evans.jennifer@sccresa.org
http://www.protopage.com/evans.jennifer

3. Agenda
What:? Guided Reading Why? Guided Reading
How? Start with Lesson
Plans
Observation/Assessment
Drives Instruction

4. “ 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
WHAT IS GUIDED READING?

5. Guided Reading is not…
 http://www.schooltube.com/video/a9540582c0a5418a
b1ca/Introduction%20and%20Guided%20Reading:%2
0What%20It%20Is%20Not (7 min)

6. Reflection:
Name one example from the video
and share how you feel about it.
Explain why it is not an example of
Guided Reading.

7. Examples from the video of what
Guided Reading is not:
1. Whole class reading
with the same novel
2. Meeting with the
same small group all
year
3. Isolated
skill/vocabulary
lessons that take up
most of the group
time
4. is not vocabulary
introduced in
isolation
5. in not round robin
or popcorn reading
6. Guided Reading is
not lead by students
7. in not silent
reading and
worksheets
8. in not teacher
focusing only on the
book and follow-up
questions
9. is not a teacher
introducing the text
and then sending the
students back to their
desk to read silently

8. Daily Reading Process
Mini-lesson: teacher modeling and explanation
guided practice
independent practice accompanied by feedback
application of the strategies in real reading situations
Dr. Pearson emphasizes that comprehension instruction must
be embedded in texts rather than taught in isolation through
workbook pages.

10. Essential Elements for Effective Guided Reading
Bring children with similar reading ability together in small groups for
focused, efficient instruction.
Select texts that are “just right”.
Provide introductions that show children how the text “works,” explain
difficult words or concepts, and prepare them to read independently (Before).
Support independent reading with brief, specific prompts to help
children use the strategies you have previously demonstrated (During).
Help children revisit and reflect on the text to support comprehension,
processing strategies, and extending meaning of text (After).
Work explicitly on word-solving strategies (Word Study).

11. Characteristics of Readers
Emergent
Early
Transitional
Self-Extending
Advanced
See Reading Strategies Flip Book

12. Emergent
Pre K – 1 (Levels A-B)
Rely on language and meaning as they read simple texts
with only one or two lines of print.
Are beginning to control reading behavior, such as
matching spoken words, one by one, with written words
on the page.

13. Early
K-2 (Levels B-H)
Have achieved control of early behaviors such as reading from left to
right (directionality) and are beginning to do some reading without
pointing.
Have acquired a core of frequently encountered words.
Can read books with several lines of print, keeping the meaning in
mind and solving simple words.

14. Transitional
2-3 (Levels H-M) 3-4(Levels M-R)
Have early behaviors well under control and can read texts with many
lines of print.
Use multiple sources of information while reading for meaning.
Read fluently.
Do not rely heavily on pictures.
Have a large core of frequently used words they can recognize quickly and
easily.
Are working on solving more complex words through a range of word
analysis techniques.

15. Self-Extending
4-6 (Levels R-Y)
Make use of all sources of information flexibly in a smoothly orchestrated
system.
Can apply strategies to reading longer, more complex texts.
Have a large core of frequently used words.
Can solve many other words, including multi-syllable ones, quickly.
Are still building background knowledge and learning how to apply what
they know to longer, more difficult text.

17. Small Group
Name Reading
Level
Interests Strengths Skills/
Strategies
Needed
QSI
Level

18. How Do I Plan My Instruction Based on
Observations?
 At the Zoo
 James and the Giant Peach reading
 The Big Bad Wolf
 Strategies Flip Book Example
 Emergent Level
 Work with names (first box)
 Letters in names (third box)

19. Lesson Plans
Choose
appropriately
leveled
lesson plan
for your
group

20. Why Can’t I Just Use The Basal?
 Focuses on teaching isolated skills, rather than
fostering an enjoyment and appreciation of reading
for its own sake.
 More time is spent on the supplemental worksheets
than on actually reading authentic texts.
 Many times teachers read the story to the students or
play the tape as the students follow along because the
text is too difficult for many to read independently.
 The quality of the literature works are chosen mainly
to allow skills practice and may not be particularly
meaningful, authentic, or interesting.
 Controlled vocabulary

21. Question: What do I do about all of the
worksheets?
…as little as possible
Three criteria for a good worksheet…
1. Must involve
some reading
and/or writing
2. Majority of my
class (80%) must
be able to do it
independently
3. Students must
need work on that
skill

22. Guided Lesson Format
Before the
Reading:
Fluent
Reading /
Writing
Introduce
the Text
New
Vocabulary /
Concepts
During the
Reading:
Support
effective
reading
After the
Reading:
Discuss and
revisit the
text
Teach for
processing
strategies
Extend the
text
Conduct
word work

23. Showing children how the
book works – how it’s
organized.
Give children an idea of
what the entire story is
about.
Draw attention to
language structures and
vocabulary children will
need to use and point out
new and important words.
Build interest in the story
by building prior
knowledge, making
predictions, connecting to
previous lessons, etc.
Help children make
connections with their
own background
experiences and
knowledge.
Point out aspects of print
or layout that are
important.
Show how illustrations or
other strategies support
the meaning.
General Principles for Introductions (Before) to
Focus on Include:

24. During Reading Observations to
Focus On:
During reading the teacher
interacts briefly with students to
prompt and encourage their use of
strategies at their instructional
level.
Strategies should support whole
class mini-lesson instruction.
During reading the teacher
records observations to help guide
instruction.
This should be the longest part of
the lesson.
These brief conversations are very
powerful.
Teachers use specific language to
facilitate the reader’s use of
problem-solving actions.
As children independently
whisper read the text, teachers
will record anecdotal records and
interact briefly with students to
prompt, facilitate, and encourage
their use of strategies and
problem-solving actions.
No Round Robin Reading
The primary purpose of reading is
to obtain meaning from text.
Even at the K-2 level students
need to be reading to make
meaning from text.

25. After Reading Observations to
Focus On:
After reading, teachers
discuss and revisit the text
with children.
They engage children in
reflecting on the meaning of
the text and bringing their
own interpretations to the
process.
Teachers are asking children
to be active in sharing
meaning with the group.
Teachers reinforce effective
processing strategies.
Teachers may also provide
purposes for rereading text
based on observations and
ask students to extend the
text in different ways.
It is important for students to
respond to what they have
read in many different ways.
(ie. Graphic organizers,
reading response journals,
appropriate learning centers)

27. See additional handouts

29. Guided Lesson
 https://www.youtube.com/watch?v=3AHxqggc-
yI&index=1&list=PL95DC4FBFA0DC457C (9 min. inference guided
lesson in 2nd grade)
 http://www.schooltube.com/video/c73b68cace3e477b8108/Primary%2
0Guided%20Reading (1st grade guided reading lesson 8min)
 CD Essential Elements of Guided Reading (Fountas & Pinnell) (skillful
teacher (Erik) beginning – 15 min.)
 Next Steps in Guided Reading Videos:
http://www.janrichardsonguidedreading.com/video-clips (Scroll down to
“Early” introducing the book 2nd grade 4:53min)

31. Review Teacher Self-Reflection for Reading
Workshop
 Focus on page 2 to start
 Select one area to concentrate on
 For example in Teaching Strategies : My goal is to
successfully implement all components of a guided
reading lesson including before, during, and after
activities. Or
 Grouping: I am just beginning to observe students’
reading behaviors and to think about forming groups
based on levels of text; I have not identified other ways
that I use to group students. Usually I teach the whole
class.
Highlight Where you are on the Continuum

33. Plan how you will integrate this
chosen goal into every lesson you
plan just as you would support
your students in achieving their
goals.

34. Keep This in Mind:

35. Guided Reading PD Plan
Day One:
Introduce concept
Day Two: Model
Lesson
Day Three:
Observe/Support
teachers teaching
guided reading
lessons in
classroom

36. Questions?