||Balanced Literacy » 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
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.
Cues and Prompts for Reading Strategies.docx (docx file 103kb)
Teacher Talk to Facilitate the Strategy
Readers at emergent level use one-to-one matching to help control visual attention to print.
- "Point and read."
- "Did it match?"
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 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?"
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 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 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 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 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
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! text level guide editable with ccss lexile bands.xls (xls file - 61 KB)
text levels independent and instructional ccssl.pdf (pdf file - 302 KB)
| 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~
What Literacy Behaviors and Understandings should I Notice, Teach & Support within leveled text?
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~
The Rigby Pm Ultra Benchmark:
Fountas and Pinnell’s Benchmark Assessment System:
Two kits: K-2 & 3-8
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
Guided Reading ppt grades K-2 (ppt file - 472kb)
Guided Reading ppt grades 3-5 (ppt file - 428kb)
4th Grade Guided Reading Lesson by Renee Harris~
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
by grade level and themes
HM K-2 stories & pics with
DRA level legal size.pdf (pdf file - 9,179kb)
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
HM GRL levels 1st Grade (pdf file - 63kb)
HM GRL levels 2nd grade (pdf file - 34kb)
HM GRL levels 3rd grade (pdf file - 27kb)
HM GRL levels 4th Grade (pdf file - 27kb)
HM GRL levels 5th Grade (pdf file - 29kb)
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~
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
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://sanchezclass.com/home.htm >then click >
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
Guided Reading ppt grades K-2
(ppt file - 46 KB)
Guided Reading ppt grades 3-5
(ppt file - 41 KB)
File Explicit Instruction.ppt
(ppt file - 19 KB)
File Reading Strategies-Overview.ppt
(ppt file - 11 KB)
HM GRL levels 1st Grade
(pdf file - 62 KB)
HM GRL levels 2nd grade
(pdf file - 34 KB)
HM GRL levels 3rd grade
(pdf file - 26 KB)
HM GRL levels 4th Grade
(pdf file - 27 KB)
HM GRL levels 5th Grade
(pdf file - 28 KB)
1st grade DRA levels
(xls file - 18 KB)
2nd grade DRA levels
(xls file - 20 KB)
3rd grade DRA levels
(xls file - 18 KB)
4th grade DRA levels
(xls file - 18 KB)
5th grade DRA levels
(xls file - 18 KB)
File Characteristics of Text in Guided Reading using Leved Text- DRA.pdf
(pdf file - 2.74 MB)
(jpg file - 52 KB)
(doc file - 29 KB)
(pdf file - 1.99 MB)
(doc file - 66 KB)
(pdf file - 10 KB)
File Mystery Genre Graphic Organizer.pdf
(pdf file - 31 KB)
File Literature Circle Docs.pdf
(pdf file - 93 KB)
File Story Cube directions, rubric, graphic organizer and cube template.pdf
(pdf file - 19 KB)
File Fable Summary Cube template and directions.pdf
(pdf file - 30 KB)
File HM K-2 stories & pics with DRA level legal size.pdf
(pdf file - 8.75 MB)
File HM 3-6 stories & pics with DRA levels legal size.pdf
(pdf file - 7.97 MB)
(pdf file - 21 KB)
File Cues and Prompts for Reading Strategies.docx
(docx file - 10 KB)
File Essential Elements of Guided Reading.docx
(docx file - 64 KB)
(m4v file - 269.68 MB)
(pdf file - 122 KB)
(pdf file - 327 KB)
File text level guide cc 6-2012 editable .xls
(xls file - 60 KB)
File text levels independent and instructional cc 6-2012.pdf
(pdf file - 304 KB)
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San Juan Unified School District
Twin Lakes Elementary, K-6
5515 Main Ave
Orangevale, CA 95662