P11-Leach - Melissa-Differentiated Guided Reading

Guided
Reading Handouts
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Stop and Jot: Guided Reading Knowledge Gradient

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Defining Guided Reading
“The goal of Guided Reading is comprehension of text and teaching for
independence. In Guided Reading, you bring together a small group of children
who have similar needs, introduce a new text or new part of a text to them, and
support their reading.”
–Fountas and Pinnell

comprehension of text

teaching for independence

small group

similar needs

new text/new part of the text

support their reading

Guided Reading is…
§ Teacher meeting with students to read a text that he/she has selected for their needs
and reading level
§ Differentiated instruction- different teaching for different groups
§ A time for students to read and process text in an independent way with support and
feedback from the teacher
§ Engagement on the part of the students
§ Planned and purposeful on the part of the teachers
§ Brief and focused lessons with a clear teaching point
§ 15-20 minutes with each group; as many groups as possible each day
§ Something teachers do daily in their classroom

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Teaching with Leveled Texts

Level Description A-K Range L-Z Range
Independent Level
95% to 100% accuracy 99% to 100% accuracy
(IND)
Instructional Level
90% to 94% accuracy 95% to 98% accuracy
(INS)
Frustration Level
less than 90% accuracy less than 95% accuracy
(FRU)

Understanding a Text Gradient
§ A text gradient is defined as a continuum of characteristics related to the level of support and
challenge a reader is offered.
§ The Text Gradient A-Z is a tool that was created by Fountas and Pinnell in collaboration with
teams of teachers in school districts almost thirty years ago with the intention of exploring what
makes one book easier or harder for readers.
§ The Text Gradient helps us think about the skills a reader needs to have at each level to read with
accuracy, understanding, and fluency and provides clear definitions of each level so we can
better understand the demands on the developing reader at each level.
§ “Easy” and “hard” are relative terms when referring to a Text Gradient; these characteristics are
assigned in relation to an individual reader.
§ The teacher’s role is to balance the tension between text level and the amount of support he or
she provides the reader in the first reading of a given text.
§ While reading assessments are used to determine reading levels and serve as the basis for
designing Guided Reading groups, Guided Reading groups are not strictly formed according to
reading levels. Rather, it is at a teacher’s professional discretion to build groups within a range,
or to strategically group students for specific Guided Reading lessons.

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Matching Texts to Readers
Texts are not matched to Phonics Objectives.
§ Phonics will be part of the Guided Reading lesson because phonics skills are in books.
§ Phonics, however, should not drive a lesson as it does not in itself enhance a reader’s
comprehension.
§ Therefore, a teacher should not go looking for Guided Reading books that have a specific word
pattern or vowel pair.
§ The best place for phonics in a Guided Reading lesson will be differentiated for individual readers
as they process text, or after the reading through authentic word work.
Texts are not matched to Classroom Themes or Textbooks
§ While teachers may find books for Guided Reading that are in line with learning topics in the
classroom, more often than not, there will be no connection between the content of texts read in
Guided Reading and the topics being studied in other parts of the ELA/R block.
§ Additionally, while textbook adoptions provide books for each story, labeled approaching level,
on level, and beyond level, a teacher can use those books any week for any group.
Texts are matched to students!
§ Match texts to the readers in your group.
§ You are not just looking for a “Level P.” You are looking for a “Level P” for specific students in
that group.
The following characteristics are important when considering which texts to select for Guided
Reading lessons:
§ Genre/Form
§ Text Structure (e.g., chronological sequence, comparison/contrast, cause/effect,
problem/solution)
§ Content (subject or topic of focus)
§ Themes and Ideas (concrete or abstract? accessible or complex?)
§ Language and Literacy Features (e.g., dialogue, figurative/technical language)
§ Sentence Complexity
§ Vocabulary
§ Words (number and difficulty)
§ Illustrations
§ Book and Print Features (e.g., length, size, layout, glossary, table of contents)

Textual obstacles exist in every text in the leveled book room – it is important to be aware of
these challenges, as well as the supportive elements when choosing texts for Guided Reading
lessons.
Possible Supports Possible Demands (Challenges)
Known Words/Vocabulary New Words/Vocabulary
Illustrations Confusing (or lack of) Illustrations
Background Knowledge Lack of Background Knowledge
Familiar Genre Unfamiliar Genre
Secure Reading Strategies Unsecure Reading Strategies
Clear Print Layout Comprehension Demands of the Text

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Activity: Previewing a Text for Supports and Demands

Supports in the Text Demands in the Text

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The Introduction: Four Easy Steps

A Guided Reading lesson has three distinct components:

A Guided Reading lesson begins with a text introduction that can be broken into four steps:

Step Explanation Personal Notes
Step 1: Ask a question that gets students talking:
Activate • “Based on the cover, what do you predict this book will be
Background about?”
Knowledge • “Have you ever…?”
• “What do you already know about…?”
Step 2: Teachers take this opportunity to do a variety of things:
Build • Discuss critical vocabulary.
Background • Direct students to a specific part of the text (e.g. a picture or a
Knowledge paragraph).
• Explicitly provide necessary background knowledge.
• Address some (but not all) anticipated challenges.
• Explain how the book “works” (i.e., genre, graphics, etc.).
• Discuss text characteristics (i.e., dialogue, themes, ideas, etc.).
• Take a “picture walk” or “passage walk.”

Step 3: Every Guided Reading lesson has a Teaching Point. Effective
State the Teaching Points are differentiated and varied by group and are
Teaching created with data and observations in mind.
Point
It is not uncommon to identify more than one possible
Teaching Point for a text or a lesson; the challenge is
identifying the right one for the students in the group.
Step 4: Drive comprehension by defining the purpose for reading.
Set the While a teaching point could work with several texts, the
Purpose for purpose for reading will be specific to one text.
Reading • “Read to find out…”

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Guided Reading Teaching Points

“It’s not enough just to create opportunities for children to do things they
can already do. Instead, it’s up to us to provide powerful teaching so
children can move forward.” – Fountas and Pinnell (1996)

A teaching point could be a state standard, a Comprehension Strategy, or a Reading Behavior
according to reading levels.

Teaching Points: The Basics
• Every Guided Reading lesson will have a Teaching Point.
• Teaching Points will vary by Guided Reading group.
• Every text has many possible Teaching Points; the teacher must choose the most appropriate
Teaching Point for the group/lesson.

High Quality Teaching Points:
• Teaching Points will be based on standards, Comprehension Strategies, or Reading
Behaviors. However, they need to make sense with the text and for the student.
• They often times need to be rewritten in clear language in order to be more easily used by
readers at the table.
• Sometimes the teaching point will need a demonstration in order to be clear to students.
Teachers often say, “Let me show you what I mean…”

Examples of High Quality Teaching Points:

Today when you read, think about places in the story where you have
a question for a character or the author.

Today when you read, stop at the places marked with a post-it note

and summarize what you have read so far.

Today when you are reading, pay attention to when you say

something that doesn’t make sense. Stop reading and fix your mistake.

Let me show you what I mean.

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Activity: Teaching Point Extreme Makeover

Read the teaching points below. Work with your partner to give them a “makeover” so they are
more specific and will make more sense to readers that would be part of a lesson in which they
are used.

State Standard: (an example from Texas)

Today when you read, monitor accuracy of

decoding.

Comprehension Strategy:

Today when you read, make inferences.

Reading Behavior According to Reading Level:

Today when you read, use multiple strategies

to figure out new words quickly.

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Activity: Dissecting an Introduction
Sample Introduction: Polly Got Out
Have you ever seen an animal get out of their cage or a dog get off its leash? In this story, Polly is
going to fly around and just enjoy being free! She is going to see lots of things! Let’s look at the
pictures and see some of the things she flies over. Let’s look at page 4. One word on this page is flew.
Can you find flew and frame it with your fingers? Sometimes when you are reading, there are words
you have to stop and figure out. Sometimes the pictures help you do that. But they are just ONE clue
that helps you. When you are a reader you have to find lots of clues to help you know the word.
Watch me show you what I mean. So when you are reading today make sure you are searching all
the clues to figure out tough words. Read and find out what makes Polly fly back into her cage!

Sample Introduction: Hugs for Daddy
Do you know anyone in the military? This is a story about a little girl and her dad who is in the
military. When you are reading this book, there are a lot of places where the characters are talking.
Look at page 5. Can you tell me how you know someone is talking on that page? Let’s look at it
together. (Show a sentence from the text with dialogue on the white-board). There is a word I want
you to find in the book, it’s on page 5 too. It is the word treasure; can you frame it with your fingers?
What is a treasure? Why would her daddy call her a treasure? One thing that good readers can do
after they have read a story, or a part of a story, is they could tell someone else about it. That’s
called retelling. Today, we are going to practice retelling. I want you to stop before you turn the
pages today- and I want you to practice in your head like you were telling someone else about the
story. Let me show you what I mean. Read the first paragraph aloud and demonstrate how you
would tell that information to someone else. Let’s mark in the book with an ! places I want you to
STOP and retell before you keep reading. Guide students in marking the bottom of every page with
an !. Turn to page 9 for me. Look at the little girl’s face. How is she feeling? Read until you find out
why she is sad.

Sample Introduction: Arthur’s Bad News
Have you ever been told bad news? Tell your partner what the bad news was. This is a story about
Arthur and he is going to tell you about his bad news. Arthur uses a lot of words to say “bad” in this
story. Can you think of some other words that mean bad? Generate a list. Stop and jot what you
think his bad news might be. When you get to a word you don’t know, what do you do to figure the
word out? Ask students to tell you their strategies. Today when you are reading, remember we are
making sure that we find all the words that we don’t know from the text. I want you to use your
highlighter and highlight the words you did not know when you were reading. Good readers know
when they don’t know a word and they tell other readers. We will work on some of those words
together after we read. Read to find out what his bad news is.

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During Student Reading in a Guided Reading Lesson

“This section of the lesson is much less about the planning and more about the
execution. When it comes to planning your lesson, you’ll simply decide how much
of the text students will read and for how long.”
–Bambrick-Santoyo, Settles, Worrell (2013)
During the Reading
“Guided Reading is not round-robin reading where everyone takes a turn and reads a line aloud
while everyone else waits. It’s not choral reading where everyone reads the text aloud in unison.
And it’s not a lesson where a teacher reads to the children and the children repeat what she
read. Rather, guided reading is a teacher-supported technique to help children gain their own
meaning from a text they are reading by themselves in a low voice!”
–Mary Cappellini
A Comparison of Different Methods

Reading at the Guided Reading Table Other Forms of Reading
1. Whisper Reading 1. Choral Reading
Students read the text at the same time by whispering All students read the same text aloud at the same time.
to themselves. - Primarily useful for building fluency.
- Students read at their own pace, without the - Does not give information about individual
pressure of peers listening to them. students.
- Teacher listens and takes notes to understand each - Not for use at the Guided Reading table because
student’s reading behaviors and strengths. students do not process text independently.
2. Silent Reading 2. Round-Robin Reading
Students read selections of the text silently. Students take turns reading aloud, without advanced
- Students read silently at their own pace without preparation.
embarrassment. - Students may be self-conscious about reading in
- Teacher checks-in on students by asking them to front of their peers.
read audibly and will monitor decoding and - Potential for teachers to get false data, based on
comprehension. which part of the text students are asked to read.
- Not a recommended reading practice at any time in
our ELA/R classrooms.

Expect the Unexpected

Students in a Guided Reading Group will not finish reading at the same time and will also need help at
different times. Teachers also want to be careful not to get caught only listening to one reader during
this part of the lesson. Teachers must expect the unexpected, and have the skills and systems in place to
think on their feet. For these reasons, this can be the hardest part of the lesson to “manage”.
Respond to students who finish reading early…
• For example, prepare an “I Can” List for the Guided Reading table.
Responding to students who need help…
• Establish an environment where “not knowing a word in Guided Reading is a good thing!”
• Consider teaching your students how to use yellow/red chips to notify you when they are
problem-solving a word as they read silently or in a whisper.
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Anecdotal Notes at the Guided Reading Table

Teachers take notes while they listen-in to each student read in order to track reading behaviors
and students’ reading progress. Anecdotal Notes are unique to each student and inform the
teacher’s instruction. A collection of these notes provides data and trends that teachers can use
to regroup students for Guided Reading lessons.

Teachers may take notes related to the following:
• Reading behaviors
• Miscues/Errors
• Self-corrections
• Comprehension success/struggles
• Fluency/expression
• Any other details about student reading

Anecdotal Note #1:

Anecdotal Note #2:

Anecdotal Note #3:

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Coaching Students in Guided Reading

“What makes Guided Reading so valuable is the in-the-moment coaching that
addresses each student’s most urgent needs as a reader.”
-Bambrick-Santoyo, Settles, Worrell (2013)

When working with individual students, teachers could coach through the following actions:
• Check for student use of strategies as they whisper-read.
• Reinforce the Teaching Point.
• Talk briefly with individual students about the text to clarify meaning and help them with
understanding.
• Ask a student to share their thoughts at a given point in the text.
• Prompt for deeper understanding.
• Help a student decode individual words or understand difficult vocabulary.

“When we talk about teaching for strategies, we are talking about a repertoire of
responses you (the teacher) can apply at any time to help the child learn from
reading text.”
-Fountas & Pinnell (1996)

During the Guided Reading lesson…
1) Listen-in on individual students as they read
2) Record Anecdotal Notes while you listen
3) Coach students: Be ready to respond with a prompt from your “tool belt.”

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After Students Read in a Guided Reading Lesson

“Think of this as the comprehension conversation. Refrain from saying, “my next
question is…” as that doesn’t sound much like a conversation.”
– Bambrick-Santoyo, Settles, Worrell (2013)

Action Activity
Revisit the Purpose Ask a question that addresses the Purpose for Reading and a few other
for Reading and questions to get students engaged in a comprehension conversation.
Discuss the Text
Revisit the Teaching Ask a student to demonstrate how they used the day’s strategy or practiced the
Point Teaching Point while reading that day.
Clarify Teacher might write a word on a dry erase board with which several students
Misunderstandings struggled and discuss problem-solving attempts.
Praise Solving
Attempts Praise problem-solving students did while reading if you observed any.
Extend (Optional) Engage in word work, have students increase fluency by rereading, or explore a
concept in greater detail through writing. Sometimes the extension work
happens after the Guided Reading lesson in Work Stations.

Timing of a Guided Reading Lesson
Guided Reading lessons have clear before, during, and after components in a fifteen to twenty
minute time frame. There’s not an official amount of time to spend on each part of the lesson.
However, teachers should try to ensure that students are engaged in the act of reading for the
majority of the lesson.

Guided Reading Lesson Plans
“Guided Reading lesson plans do not happen overnight. If a teacher commits to
writing a few lessons each week, he or she will slowly build their own treasure of
effective lesson plans.”
-Bambrick-Santoyo, Settles, Worrell (2013)
Before any Guided Reading lesson the teacher must:
• read the text
• determine the supports and demands in the text
• think about an introduction to the text
• identify the Teaching Point for the lesson
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Guided Reading Lesson Plan (K-2 Video)

Title: New Rule Level: G

Before Reading: Teacher introduces the text and provides scaffolding
Activate Background Knowledge:
Have you ever played hide and seek? Turn and tell someone how to play that game.

Introduction
Build Background Knowledge:

This is a story about some kids who are playing hide and seek. Let’s look at their names together. (Show
names on white board: Ike, Abdul, Eliza)

Something else you need to know before you read this book is that there is a lot of talking. In a book, when
people are talking we call that dialogue. Do you know how to tell when people are talking? Show me.

Teaching Point:

When you are reading a book with dialogue, it’s important that you keep track of who is talking and read it like
people are speaking. Let’s try this together. Turn to page three with me. Who is talking on this page?
Listen- I’m going to read it like him. Now I want you guys to try reading it like someone is talking on page four.
Teaching Point
Go ahead. Practice on your own. I’m going to listen.

(Reading Behavior for level G: Uses punctuation to read with phrasing)

Set Purpose for Reading:

As they play, they make up a lot of “new rules”. Read to find out what new rules they make up for hide and
seek.

During Reading: Students read the text, teacher listens in and “coaches” or prompts
• What would make sense? Check the picture. Reread the sentence.
• Does that sound right? Check the ending.
• This word sounds like _____ in the middle. Try again.
• Show me a part you know. Tap out the rest. Put it together.
• Do you know another word that looks like this one?
• What can you try? What can you do to help yourself?
• How would the character say that?
• Show me the punctuation. What does that mean? Read it again with the punctuation.
• Try it without your finger.
• Put the words together so it sounds smooth.
• Tell me what you’re thinking. (comprehension)

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After Reading: Students discuss the text
Revisit the Purpose for Reading:

What were some of the new rules they made up as they were playing hide and seek?

Comprehension Discussion Prompts:
What makes this story realistic?
Turn to page 10. Why is this illustration included? How does it help you understand the text?

Revisit the Teaching Point:

Look through the text and find a page where you know you did a good job reading it like one of the characters. Tell
us the page, tell us the person who is speaking, and then read that part for us.

Extending Understanding (OPTIONAL): Students continue to practice various skills with the text.

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Checklist for Observing Guided Reading

Check Environment Evidence

Guided reading materials are organized; area is free of
clutter.
Other students are engaged in meaningful activities in
literacy work stations.
Before Reading Evidence
Each student has a copy of the same book, which is at the
students’ instructional reading level.
Teacher activates and builds background knowledge, and
encourages students to make connections to the text to
build students’ interest in the reading.
Teacher establishes a purpose for reading and states a
teaching point.
If applicable:
• Teacher reviews/introduces sight words
• Teacher introduces unknown vocabulary and/or
concepts
• Teacher engages students in brief word work
During Reading Evidence
Each student reads the book at his or her own pace.

Teacher “listens in” to individual students as they read and

records observational notes of students’ reading behaviors.

Teacher engages in brief teaching interactions, as
necessary:
• Demonstrates a specific action (“Watch how I…”)
• Prompts student to take an action (“Look for a part
you know…”)
• Reinforces student’s strategic action (“I saw you…,
keep it up!”)
• Asks student about his/her thinking (“Why did…?”)
After Reading Evidence
Teacher asks a pre-planned question to address the
purpose for reading.
Teacher reinforces the teaching point and asks students to
demonstrate how they used or practiced the objective.
OPTIONAL: Teacher may assign a text-dependent extension
task or engage students in word work, as necessary.

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Guided Reading in Review: True or False

Guided Reading is optional within the Balanced Literacy
Framework.
Students should be grouped heterogeneously (mixed ability) for
Guided Reading.
It’s best to do Guided Reading with 3-5 students.
Guided Reading books are picked based on phonics objectives.
During the reading of the text, students read on their own not
having to wait, take turns, or read with others.
Teachers should plan on 30 minutes per group for a Guided
Reading lesson.
Struggling students need Guided Reading lessons in the
classroom regardless of whether they receive intervention.
Teachers should meet with every group every day for Guided
Reading.
The introduction is when the teacher activates thinking,
addresses supports and demands, outlines a teaching point and
provides a purpose for reading.
Guided Reading should provide frequent opportunity for
students to do the work of reading.
Guided Reading is the reading by students in the Balanced
Literacy Framework.
A Guided Reading teacher assesses students every Friday.
Guided Reading is how we differentiate our classroom reading
instruction.

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Pause and Reflect: Stars and a Step
Give yourself STARS!
What are you doing well at the Guided Reading table?

________________________________________________________________________________
________________________________________________________________________________

________________________________________________________________________________
_______________________________________________________________________________

________________________________________________________________________________
________________________________________________________________________________

__

What is a STEP?
What is a step you could take to improve your teaching at the Guided Reading table?

________________________________________________________________________________
________________________________________________________________________________

________________________________________________________________________________
________________________________________________________________________________

________________________________________________________________________________
________________________________________________________________________________

_

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Ticket out the Door

Learning Statement:

Guided Reading is _____________________________

___________________________________________.

Goal Statement:

One goal I have to improve my Guided Reading

teaching is___________________________________

___________________________________________.

Please leave this on your table.
Thank you for teaching and learning with Leach’s Literacy Training today.
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Guided

Level Description A-K Range L-Z Range

The Introduction: Four Easy Steps

• Address some (but not all) anticipated challenges.

• Explain how the book “works” (i.e., genre, graphics, etc.).

• Discuss text characteristics (i.e., dialogue, themes, ideas, etc.).

• Take a “picture walk” or “passage walk.”

Guided Reading Teaching Points

Activity: Teaching Point Extreme Makeover

During Student Reading in a Guided Reading Lesson

Expect the Unexpected

Anecdotal Notes at the Guided Reading Table

Coaching Students in Guided Reading

After Students Read in a Guided Reading Lesson

Guided Reading Lesson Plan (K-2 Video)

Build Background Knowledge:

Go ahead. Practice on your own. I’m going to listen.

Check Environment Evidence

Ticket out the Door

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