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Balanced Literacy » Guided Reading

Guided Reading
Students reading independently at their 'instructional' level with teacher support, when needed~

The ultimate goal in guided reading is to help children learn how to use independent reading strategies successfully.
                ~ Fountas & Pinnell, Guided Reading


Our continued learning this year has lead us to this book~



Comparison of Traditional and Guided Reading Groups

Traditional Reading Groups

Guided Reading Groups

Whole class group remains stable in composition.

Small groups are dynamic, flexible, and change on a regular basis.

Students progress through a specific sequence of stories and skills.

Stories are chosen at appropriate level for each group; there is no prescribed sequence.

Introductions focus on new vocabulary.

Introductions focus on meaning with some attention to new and interesting vocabulary.

Skills practice follows reading.

Skills practice is embedded in reading.

Focus is on the lesson, not the student.

Focus is on the student, not the lesson.

Teacher follows prepared "script" from the teacher's guide.

Teacher and students actively interact with text.

Questions are generally limited to factual recall.

Questions develop higher order thinking skills and strategic reading.

Teacher is interpreter and checker of meaning.

Teacher and students interact with text to construct meaning.

Students take turn reading orally.

Each student reads text silently or whisper reads.

Focus is on a specific predetermined skill.

Focus is on understanding meaning.

Students respond to story in workbooks or on prepared worksheets.

Students respond to story through personal and authentic activities.

Readers are dependent on teacher direction and support.

Students read independently and confidently.

Students are tested on skills and literal recall at the end of each story/unit.

Assessment is ongoing and embedded in instruction.

           

docx Cues and Prompts for Reading Strategies.docx (docx file  103kb)

Strategy

Teacher Talk to Facilitate the Strategy

One-to-One Matching

Readers at emergent level use one-to-one matching to help control visual attention to print.

  • "Point and read."
  • "Did it match?"

Meaning

Reading is supported to make sense. This is the semantic cue system.

  • "Are you thinking about what's happening in the story while you're reading?"
  • "You said _____. Does that make sense?"
  • "Where can you look?"

Structure

Structure is the knowledge of how language works. This is the syntactic cue system.

  • "You said _____. Does that sound right?"
  • "Do we say it that way?"

Graphophonic

This is the understanding and using the sound/symbol relationship of language.

  • "What would you expect to see at the beginning? At the end?"
  • "Do we say it that way?"

Self-correcting

Self-correcting is the process of going back and accurately rereading text when it is not making sense. Self-correction does not take place unless there is an error.

  • "I like the way you fixed that."
  • "You made a mistake. Can you fix it?"

Cross-Checking

Cross-checking is checking one cue system against another.





  • "It could be ____ but look at ____." (For example, it could be Cyclops but look at the "m".)
  • "Check it! See if what you read looks right (or looks right and makes sense or sounds right and makes sense)."
  • "Could it be _____?" (Teacher inserts two possible words that need to be confirmed using meaning and structure first, then checks on graphophonics.)

Searching

Searching is integrating all cue systems.



  • "There is something wrong. Can you find it?"
  • "What's wrong?"
  • "How did you know? Is there any other way we could know?"
  • "Where else can you look?"

Self-Monitoring

Self-monitoring is the student's ability to monitor his/her own reading by rereading.




  • "Why did you stop?" (when student hesitates)
  • "What did you notice?"
  • "I like the way you did that, but can you find the hard part?"
  • "Are you right: (after correct or incorrect words) How did you know?"
  • "Try that again."

Stopping at a New Word

This strategy allows the student to problem solve.




  • "What could you try?"
  • "Do you know a word that starts like that?"
  • "Is there a part of the word that can help you?"
  • "What are you going to do?"
  • "Go back and reread, think about the story and start to say the word."

Fluency and Phrasing

Reading is like talking. Encourage students to read text naturally, pausing appropriately with intonation.

  • "Can you read this quickly?"
  • "Put them all together so that is sounds like talking."
  • "Read the punctuation."

http://instech.tusd.k12.az.us/balancedlit/handbook/blcomp.htm adapted from


D-K Guided Reading Q&A:

Text Leveling Correlation including adjustments for Common Core

 
Q: How do the Guided Reading Levels compare to Accelerated Reader and other text leveling systems?

Q: What Guided Reading Levels should my students be able to read at my grade level? What level should students be able to read by Trimester?

A: Download this matrix

*Take Note
Different assessment systems, use different 'languages', to name each level:
• DRA is numerical 1-74
• Fountas and Pinnell is alphabetical
• Rigby is leveled 1-30

(D-K uses the Rigby Kit changed to match DRA levels.)

For more on AR click: Accelerated Reader~ AR Endurance Reading!

xls text level guide editable with ccss lexile bands.xls (xls file - 61 KB)

pdf text levels independent and instructional ccssl.pdf (pdf file - 302 KB)

Text Complexity Grade Bands and Lexile Bands

Grade
Band
Current
Lexile Band
"Stretch"
Lexile Band*
 K–1  N/A N/A
 2–3  450L–725L 420L–820L
 4–5  645L–845L 740L–1010L
 6–8 860L–1010L 925L–1185L
9-10 960L–1115L 1050L–1335L
11–CCR  1070L–1220L 1185L–1385L

For more specific Lexile-to-Grade Correspondence~
http://www.lexile.com/about-lexile/grade-equivalent/grade-equivalent-chart/


What Literacy Behaviors and Understandings should I Notice, Teach & Support within leveled text?

pdf lliscope&sequence A-N .pdf (pdf file - 327 KB)

The last two pages, sequence letter/word work as patterns appear in leveled text, assisting with the planning of purposeful student practice of Word Work/spelling.

I emailed The Fountas & Pinnell Team to find out where the remaining scope and sequence could be located.

Here's the scoop~(Right now, only Levels A - N are available in the LLI systems. However, that chart is an abbreviated summary of what you'll find in The Continuum of Literacy Learning, which covers all levels, A - Z, in much more useful and nuanced detail than a chart could convey. Levels L - Q will be (available October 2012) Levels O - T (forthcoming) Levels R - W (forthcoming) Levels U - Z (forthcoming).
edited by The Fountas & Pinnell Team on 6/7/2012

 Q: How do I determine student independent/guided reading level?
A: Assessment kits are available to
individually assess students.
Here are three options~
Rigby:
The Rigby Pm Ultra Benchmark
:
K-5

Fountas and Pinnell’s Benchmark Assessment System:
Two kits: K-2 & 3-8
 
DRA Benchmark
Two kits: K-3 & 4-8
 

Q: What does Guided Reading
look like at Dyer-Kelly?
A: Look at these ppts prepared
by Renee Harris, D-K Title 1 Teacher
ppt Guided Reading ppt grades K-2 (ppt file - 472kb)


ppt Guided Reading ppt grades 3-5 (ppt file - 428kb)
4th Grade Guided Reading Lesson by Renee Harris~
D-K, SJUSD
                                                 
This lesson was filmed during a 40 minute intervention block.
It has been edited down to 23 minutes, focusing on the 'teacher/guided'
minutes.  The remaining time was spent with students reading
loud enough for the teacher to hear, allowing her to
support and cue when needed.

GR Lesson 4th medium.m4v (m4v file - 282,775kb) 23 minutes

 

Houghton Mifflin DRA
Correlations

by grade level and themes
with pictures
 

pdf HM K-2 stories & pics with

DRA level legal size.pdf (pdf file - 9,179kb)

pdf HM 3-6 stories & pics with DRA

levels legal size.pdf (pdf file - 8,358kb)




Q: How do I know the Guided Reading Level of the Houghton Mifflin anthology stories?
A: Download your grade level guide below~



Houghton Mifflin DRA Correlations
Matrix by Grade Level

pdf HM GRL levels 1st Grade (pdf file - 63kb)

pdf HM GRL levels 2nd grade (pdf file - 34kb)

pdf HM GRL levels 3rd grade (pdf file - 27kb)

pdf HM GRL levels 4th Grade (pdf file - 27kb)

pdf HM GRL levels 5th Grade (pdf file - 29kb)


• http://www.readinga-z.com

Reading A-Z.com - Your Reading Resource Center

Reading A-Z is a D-K favorite!!!


                        
Characteristics of G.R. Leveled Text
Q: What characteristics of text are appropriate in Guided Reading, using leveled text?  What skills and behaviors should I notice and support through my teaching, during Guided Reading?
A: Look at these documents for details by DRA ranges~

pdf File Characteristics of Text in Guided Reading using leveled Text- DRA.pdf (pdf file - 2,876kb)



Q: What do Guided Reading lesson plans look like?
A: Here is one example of a planning sheet~




 GR Elements Planning Sheet 

docx Essential Elements of Guided Reading.docx (docx file - 65kb)





Q: Can you recommend any links or additional information to plan and teach Guided Reading?

   A: This should get you started...

• http://www.readinglady.com

• http://www.readinglady.com/mosaic/tools/tools.htm#5


• http://classroom.jc-schools.net/read/guidedr.html

• http://www.jmeacham.com/guided.reading/guided.reading.htm 

• http://sanchezclass.com/home.htm >then click >

>

Strategy Support:

Super Six Comprehension & Good Reader Strategies
Printable Posters to support Reciprocal Teaching
 
• Click here for more information on Reciprocal Teaching

A Powerful  Approach to Questioning:
Question Answer Relationships 
 
http://www.readingquest.org/strat/qar.html
Q:  What are the rest of the students doing while
I rotate Guided Reading groups within my classroom?

A: For some options to get you started, click below....

Next step:  • Reading Workshop  meeting all students' needs      

Can't be without this book~

    &   
Teachers' D5 Cafe Share and Swap Stop
Graphic Organizers for Comprehension


 
 
Get Students talking about what they are reading!!! 
What does that look & sound like?
Oral Language Development
Student Talk 
           Norms Poster

        

Frames to support talk...
Literature Circle Information:
 
 


pdf Literature Circle Docs.pdf (pdf file - 954kb)

Bookmarks to Support Comprehension
Decoding, Strategies and Skill Scaffolding for Reading

     
Find a book's Lexile or search for books within a Lexile range>

http://www.lexile.com/fab/


Genre Support
 

This link is great to look up each type of GENRE and identify a strategy, skill and/or graphic organizer to use when planning/teaching!!!  


Create Literacy Response Products across Bloom's Taxonomy~
one idea:

   
pdf File Book-Instructions-ALL.pdf (pdf file - 223kb)
http://www.scrapbook-crazy.com/maze-book-instructions.html
• http://makingbookswithchildren.blogspot.com/



Related Files

    ppt Guided Reading ppt grades K-2 (ppt file - 46 KB)

    ppt Guided Reading ppt grades 3-5 (ppt file - 41 KB)

    ppt File Explicit Instruction.ppt (ppt file - 19 KB)

    ppt File Reading Strategies-Overview.ppt (ppt file - 11 KB)

    pdf HM GRL levels 1st Grade (pdf file - 62 KB)

    pdf HM GRL levels 2nd grade (pdf file - 34 KB)

    pdf HM GRL levels 3rd grade (pdf file - 26 KB)

    pdf HM GRL levels 4th Grade (pdf file - 27 KB)

    pdf HM GRL levels 5th Grade (pdf file - 28 KB)

    xls 1st grade DRA levels (xls file - 18 KB)

    xls 2nd grade DRA levels (xls file - 20 KB)

    xls 3rd grade DRA levels (xls file - 18 KB)

    xls 4th grade DRA levels (xls file - 18 KB)

    xls 5th grade DRA levels (xls file - 18 KB)

    pdf File Characteristics of Text in Guided Reading using Leved Text- DRA.pdf (pdf file - 2.74 MB)

    jpg File sample.guided.reading.plans.jpg (jpg file - 52 KB)

    doc File GRLessonPlan.doc (doc file - 29 KB)

    pdf bookmark (pdf file - 1.99 MB)

    doc File blank.template.guided.reading.plans[1].doc (doc file - 66 KB)

    pdf File GRLP.explanation.lesson.plan.timing[1].pdf (pdf file - 10 KB)

    pdf File Mystery Genre Graphic Organizer.pdf (pdf file - 31 KB)

    pdf File Literature Circle Docs.pdf (pdf file - 93 KB)

    pdf File Story Cube directions, rubric, graphic organizer and cube template.pdf (pdf file - 19 KB)

    pdf File Fable Summary Cube template and directions.pdf (pdf file - 30 KB)

    pdf File HM K-2 stories & pics with DRA level legal size.pdf (pdf file - 8.75 MB)

    pdf File HM 3-6 stories & pics with DRA levels legal size.pdf (pdf file - 7.97 MB)

    pdf File Book-Instructions-ALL.pdf (pdf file - 21 KB)

    docx File Cues and Prompts for Reading Strategies.docx (docx file - 10 KB)

    docx File Essential Elements of Guided Reading.docx (docx file - 64 KB)

    m4v File medium.m4v (m4v file - 269.68 MB)

    pdf File text_correlation_chart.pdf (pdf file - 122 KB)

    pdf File lliscope&sequence.pdf (pdf file - 327 KB)

    xls File text level guide cc 6-2012 editable .xls (xls file - 60 KB)

    pdf File text levels independent and instructional cc 6-2012.pdf (pdf file - 304 KB)

    xls .xls file: You need the Microsoft Excel Program or the free Excel Viewer 2003 to view this file type.
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    ppt .ppt file: You need Microsoft PowerPoint to view this file. Download a free PowerPoint viewer for PC or Macintosh.
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    m4v .mp4 files with the WRONG extension introduced by Apple for video+audio files, .m4v can be safely renamed to .mp4 (.m4v is used in Apple iTunes and iPod)

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