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Guided Reading Professional Development
Guided Reading Professional Development
Guided Reading
Small groups (6 or less) of students are brought together based on similar
reading levels
Students are at a similar stage of reading and language development.
Teacher selects short text that offers opportunities to use strategies.
Higher readers: Balance level of text difficulty (concepts and language) with
difficulty of strategy
Teacher scaffolds text so all students read by themselves, for themselves (no
round robin).
Grouping is fluid and flexible based on assessment data
Jan Richardson
Lesson Templates
Pre-A Readers
Pre-A Readers
Reading
Strategies
1:1
matching
Using
meaning
(picture
clues) and
Workin
g with
Sound
s- 2-3
min.
Workin
g with
Books
(1-2
teachi
ng
C points)
l -5
a min.
p
C
p
i
o
n
n
g
c
s
e
y
p
ll
t
a
o
b
f
Workin
g on
Writing
-5
min.
1) D
i
c
t
a
t
e
s
e
n
t
e
n
Emergent Stage
Reading
Stage
Text Level
Grade
Level
Emergent
A-C
Kindergar
ten
Early
D-I
1st
Transition
al/Early
Fluent
J-P
2nd-3rd
Fluent
N-X
4th-6th
Emergent Readers
Emergent Readers
Emergent Readers
Emergent Readers
Early Stage
Reading
Stage
Text Level
Grade
Level
Emergent
A-C
Kindergar
ten
Early
D-I
1st
Transition
al/Early
Fluent
J-P
2nd-3rd
Fluent
N-X
4th-6th
Early Readers
Early Readers
Early Readers
Early Readers
Guided Reading
Planning Ideas
Tidbits of information
Progression through levels:
Levels D-I: Progress Through a reading level a month
-
Levels J-P: Move through a reading level about every 8-9 weeks
December/January- Word lists to start placement in instructional reading level (unless come in as a
reader and you should do this earlier.
During Reading
Reminder of the purpose
Read together or teacher listens to students read (anecdotal notes)
May be all the book or only a portion
How you read depends on the need within the group (chorally, read in whisperphone/aloud
to self, read silently)
After Reading
Discuss reading
Guided Reading/Strategy
Group/Skill Group
Skill Group- Work focused on a skill that students are unable to do independently, which
supports ability to read (something with grammar, decoding, etc.
Blank Copy
Reciprocal Teaching-Reciprocal teaching refers to an instructional activity in which students become the
teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions
using four strategies: summarizing, question generating, clarifying, and predicting.
http://www.readingrockets.org/content/pdfs/reciprocal_teaching_bookmark.pdf
http://www.readingrockets.org/content/pdfs/reciprocalteaching_worksheet.pdf
http://www.readingrockets.org/content/pdfs/reciprocalteaching_handout.pdf
Literature Circles
http://www.lauracandler.com/strategies/litcirclemodels.php#BasicLitCircle
http://www.readwritethink.org/classroom-resources/lesson-plans/literature-circles-getting-started-19.h
tml?tab=3#tabs
http://www.litcircles.org/Overview/overview.html
LEVEL 1 DOK
FOR READING
Students
can recall or
locate facts
from the text
Students
show a
shallow/liter
al
comprehens
ion, not any
analysis or
interpretatio
n
Students
may be able
to have
verbatim
recall, or
may copy
portions of
the text
Students
show
LEVEL 2 DOK IN
READING
Students
demonstrate
literal
comprehens
ion and may
show some
inferential
comprehens
ion
Student
understands
concept but
without
depth
Students
should be
able to
paraphrase,
summarize,
interpret,
infer,
classify,
organize,