COMPREHENSIVE
LITERACY GUIDES
GRADES K-6
Read Alouds
n
Shared Reading
n
Small Group Reading Instruction
n
Writing
n
Phonological Awareness
n
Word Work
n
Speaking and Listening
n
Viewing,
Visualizing and Representing
n
Digital Literacy
n
Cross-Curricular Literacy
n
Independent
Reading
GRADES K-6
Image Source: Pinnell, G. S., & Fountas, I. C. (2011). The continuum of literacy learning, grades PreK-8: A guide to teaching
.
Portsmouth, NH: Heinemann.
STEPS TO IMPLEMENTING GUIDED READING
Before instruction:
1. Consult reading data from the previous year. If there is limited prior student data, administer
a running record, the Fountas and Pinnell Benchmark word test, DRA (Diagnostic Reading
Assessment) or a complete Benchmark assessment to determine an appropriate instructional
reading levels.
2. Divide students in small groups based on similar reading levels, ideally no more than four
students per group. Group members will shift as students progress with their reading.
3. Select a levelled text that students can make sense of and will likely enjoy. The text should be
challenging, but not so difficult that students will become discouraged - aim for 90-95%
accuracy. Each child needs his or her own copy of the book or text.
4. Organize a note-taking book for noting strategies that are taught during guided reading
lessons and observations of student progress.
5. Pre-read the chosen text and plan a guided reading lesson: introduction, teaching point,
comprehension questions, early finisher task(s).
Image Source: Pinnell, G. S., & Fountas, I. C. (2011). The continuum of literacy learning, grades PreK-8: A guide to teaching
.
Portsmouth, NH: Heinemann.
STEPS TO IMPLEMENTING GUIDED READING
Before instruction:
1. Consult reading data from the previous year. If there is limited prior student data, administer
a running record, the Fountas and Pinnell Benchmark word test, DRA (Diagnostic Reading
Assessment) or a complete Benchmark assessment to determine an appropriate instructional
reading levels.
2. Divide students in small groups based on similar reading levels, ideally no more than four
students per group. Group members will shift as students progress with their reading.
3. Select a levelled text that students can make sense of and will likely enjoy. The text should be
challenging, but not so difficult that students will become discouraged - aim for 90-95%
accuracy. Each child needs his or her own copy of the book or text.
4. Organize a note-taking book for noting strategies that are taught during guided reading
lessons and observations of student progress.
5. Pre-read the chosen text and plan a guided reading lesson: introduction, teaching point,
comprehension questions, early finisher task(s).
Image Source: Pinnell, G. S., & Fountas, I. C . (2011). The continuum of literacy learning, grades
PreK-8: A guide to teaching. Portsmouth, NH: Heinemann.
2
OVERVIEW
Small group instruction allows for students to receive
explicit instruction designed to meet their needs as a
learner. Ongoing assessment and observations guide
instruction. The groups can be organized by reading level
or can be created based on strategy needs. Through
ongoing student observation and monitoring, teachers
can restructure groupings based on data and evolving
student needs.
What is Guided Reading?
Guided Reading is an approach where teachers work with
alternating small groups of students who demonstrate
similar reading behaviors and read similar levels of texts.
Teachers are able to focus on specic student needs,
accelerating progress and beneting from time to observe
students as they read from texts at their instructional
reading level. Guided Reading is intended to teach
strategies, not focus on completing a book. The goal is to
develop reading strategies (do something with this text
that they can apply to other texts). The intent is to help
students read progressively more complex texts, initially
with support and then on their own. Guided reading
lessons are short, approximately 10-20 minutes, and may
feature a sequence of lessons over a number of days.
Lessons feature a similar structure no matter the grade or
level. (See planning template on last page),
What are Strategy Groups?
An alternative to providing dierentiated instruction is to
group students in small exible groups based on areas of
need. Students from dierent reading levels are invited to
meet with the teacher to work on a common strategy. They
apply learned strategies to their own independent level
texts. The Daily 5 / CAFE approach is based on Strategy
Groups.
SNAPSHOT:
Guided reading allows teachers to coach a group
of similar readers with intentionally planned
lessons tied to curriculum outcomes:
SMALL GROUP READING
RELEVANCE TO PROGRAM
OF STUDIES
General Outcome 2:
Comprehend and respond personally and critically to oral,
print and other media texts.
2.1 Uses Strategies and Cues
2.2 Responds to Texts
2.3 Understands, Forms, Elements and Techniques
GRADES K-6
SMALL GROUP READING
3
STEPS TO IMPLEMENTING GUIDED
READING
Before instruction:
1.Consult reading data from the previous year. If there is
limited prior student data, administer a running record,
DRA (Diagnostic Reading Assessment) or a complete
Benchmark assessment to determine an appropriate
instructional reading level.
2. Divide students into small groups based on similar
reading levels, ideally no more than four students per
group. Group members will shift as students progress with
their reading.
3. Select an instructional level text that students will
likely enjoy and that oers challenge and opportunity to
learn. The text should be challenging, but not so dicult
that students will become discouraged - aim for 90-95%
accuracy. Each child needs his or her own copy of the book
or text.
4. Organize a note-taking book for noting strategies that
are taught during guided reading lessons and observations
of student progress.
5. Pre-read the chosen text and plan a guided reading
lesson: introduction, teaching point, comprehension
questions, early nisher task(s).
During instruction:
1. Greet students and introduce the text.
2. Set a comprehension purpose question (CPQ)
for the students to focus on as they read.
3. Assign a section of the text to be read silently.
4. Observation of reading behaviours - As the
students read to themselves (Kindergarten
and grade 1 students may “whisper read”),
the teacher notes observations about reading
behaviours, and provides coaching to those who
hit a stumbling block. This guidance can take
the form of asking questions, giving prompts, or
providing a reading strategy.
• Choral reading is a good strategy to use for
one or two introductory pages to establish a
pattern in the book or to nd the answer to
the comprehension purpose question. Once you have
launched students into the text, they read independently
with no round robin reading.
5. Students who complete their reading passage before other
group members can re-read the text or complete an early
nisher activity such as look for new or interesting words in
the text, look for spelling patterns previously learned, retell
the story to themselves or draw something from the text.
6. Discuss the CPQ. Encourage students to share and discuss
their responses.
7. Have students support their opinions and reections by
returning to the text.
8. Reinforce eective actions - when you observe eective
reading strategies, share this with the student. Be specic,
such as “I like the way you paused for the punctuation”,
rather than “Good reading”.
9. Check for comprehension - ask questions, talk about what
happened in the text, draw the main ideas or write about
what they read.
10. Share a specic goal or strategy for students to work on
in their independent reading until you see them again.
http://literacyleadershipbookstudy.weebly.com
uploads/9/1/8/5/9185918/5681736_orig.jpg
During instruction:
1. Greet students, talk about the topic they will be exploring or reading goal they will be working
on today. Introduce challenging vocabulary and activate background knowledge. Show
students the cover of the book and invite students to make predictions. If helpful, point out
something unusual with the print, show how the organization of the text works or go for a
“book walk”.
2. Set a comprehension purpose question (CPQ) for the students to focus on as they read.
3. Assign a section of the text to be read silently.
4. Demonstration or guided teaching - As the students read to themselves (kindergarten and
grade 1 students may “whisper read”), the teacher notes observations about reading
behaviours, and provides coaching to those who hit a stumbling block. This guidance can take
the form of asking questions, giving prompts, or providing a reading strategy.
5. Choral reading is a good strategy to use for one or two introductory pages to establish a
pattern in the book or to find the answer to the comprehension purpose question. Once you
have launched students into the text, they read independently with no
round robin reading.
6. Students who complete their reading passage before other group members can re-read the
text or complete an early finisher activity such as look for new or interesting words in the text,
look for spelling patterns previously learned, retell the story to themselves or draw something
from the text.
7. Discuss the CPQ. Encourage students to share and discuss their responses.
8. Have students support their opinions and reflections by returning to the text.
9. Reinforce effective actions - when you observe effective reading strategies, share this with the
student. Be specific, such as “I like the way you paused for the punctuation”, rather than
“Good reading”.
10. Check for comprehension - ask questions, talk about what happened in the text, draw the
main ideas or write about what they read.
11. Share a specific goal or strategy for students to work on in their independent reading until you
see them again.
Image:
http://literacyleadershipbookstudy.weebly.com/uploads/9/1/8/5/9185918/5681736_orig.jpg
The Book Introduction Does: The Book Introduction Does Not:
●
Create interest in a topic or story.
● Assess students’ background knowledge
so that confusions can be cleared up if
needed.
● Help readers understand the text
structure as a support for
comprehending.
● Familiarize students with tricky
language structures.
● Draw readers’ attention to key
information and where they will find it.
● Draw readers’ attention to key
vocabulary if needed.
● Prompt thinking in response to the text.
● Poise the readers to problem-solve their
way through the text.
●
Laboriously preview every page.
● Pre-teach vocabulary words.
● Consist of a “picture walk” in which
students look through the text and
examine the pictures either individually,
or as a group with the teacher.
● Remove the challenges from the text by
communicating all information in
advance.
● Tell readers what to think during and
after reading the text.
● Take longer than it takes to read the
text.
Fountas, I., & Pinnell, G. (2017). Guided reading: Responsive teaching across the grades. Portsmouth,
NH: Heinemann.
INCLUDE THE BOOK REFERENCE BELOW THE TABLE. ALSO, ADD THIS BOOK TO
OUR BOOK LIST IN THE RESOURCES SECTION.
GRADES K-6
SMALL GROUP READING
4
CONSIDERATIONS – PLANNING
TIPS – CLASSROOM DESIGN
• Build in time to conference with a number of students
every day. Aim for short, frequent touch points rather
than an extended session with one child every few
weeks.
• Create a space where small groups can sit with
teacher, e.g., kidney shaped table
• Establish routines, a positive classroom climate, and
meaningful options for tasks so that all students are
actively engaged.
• Centers or using the Daily 5 structure are invaluable
because they allow time for the rest of the class to
practice and reinforce skills while the teacher works
with small groups and provides targeted instruction.
Centres should be purposeful, not just busy work
(e.g. literacy centres, independent reading, word
work, listening to reading, partner reading, grammar,
writing and inquiry projects).
• Preserve the integrity of guided reading materials.
Levelled texts are typically packaged in multi-packs
with 6 copies of each book and should be stored in
a central book room. They should not be used for
whole class instruction.
• Be critical in the selection of guided reading materials.
Aim for texts that will connect to student interests and
backgrounds. You do not need to limit the reading to
books, you may use other materials such as: posters,
brochures, and news articles.
• Become familiar with available titles/genres in your
guided reading series, text features used in the books
and reading behaviours to develop at each level:
Scholastic Behaviours to Notice and Support
Levels A-J and Levels M-U
http://rosemore-literacy.blogspot.ca/2009/04/book-room.html
STEPS TO IMPLEMENTING
STRATEGy GROUPS
Before instruction:
Analyze reading assessments and observations to
determine what a student is already able to do and decide
on a teaching point that is a stretch from what the student
can do independently. Group students in small groups
according to their reading needs.
During instruction:
1. Tell the readers why they have been gathered into the
small group and state the strategy for the lesson.
2. Provide a brief demonstration by modelling the
strategy for the students to observe.
3. Coach each student as they begin to practice the
strategy independently in their own self-selected
reading materials or materials you have provided that
meet each individual student’s need.
4. Once you are condent that the students are applying
the strategy correctly, conclude the lesson by restating
the purpose of the strategy and encouraging students
to continue to use this strategy on their own.
5. Continue to work with the group over multiple days
to observe and reinforce their use of the strategy and
reading progress.
GRADES K-6
SMALL GROUP READING
5
Fountas & Pinnell Reading Assessment Checklist –
Behaviors to Notice, Teach and Support
Levels A-Z
Levelled Literacy Instruction - Overview of Reading
Behaviours:
http://www.heinemann.com/fountasandpinnell/
supportingMaterials/lli/LLIOverviewOfBehaviors.pdf
• Do not overlook stronger readers when forming small
groups. All children need support enhancing their
reading skills as texts become more complex.
• Regularly revisit groupings and consider numerous
factors when deciding to move students to a new reading
group: results of running records and observations,
reading strategies observed in use, evidence of uency
and appropriate reading rates, comprehension, stamina,
reading behaviours and overall enjoyment. Students
should feel condent at their current level, having
successfully mastered a number of books at their level,
before we increase the level of challenge.
RESOURCES
Jamison Rog, L. (2003). Guided reading basics: Organizing,
managing and implementing a balanced literacy program in
K-3. Portland, ME.: Stenhouse.
Sample Guided Reading Lessons - Elk Island Public Schools:
http://is.eips.ca/resources#category/1151
Jamison Rog, L. (2012) Guiding Readers: Making
the most of the 18 minute guided reading lesson.
Markham, ON: Pembroke.
Fountas and Pinnell Prompting Guides 1 & 2:
http://www.heinemann.com/products/E04389.aspx
F & P Prompting Guides 1 & 2 - iOS App:
https://itunes.apple.com/ca/app/fountas-pinnell-prompting/
id591514635?mt=8%20-%20Continuum
● Regularly revisit groupings - students typically advance one to three reading levels per year,
but at varying rates
● Consider numerous factors when deciding to move students to a new reading group: results
of running records and observations, reading strategies observed in use, evidence of fluency
and appropriate reading rates, comprehension, stamina, reading behaviours and overall
enjoyment. Students should feel confident at their current level, having successfully mastered
a number of books at their level, before we increase the level of challenge.
RESOURCES:
● Sample Guided Reading Lessons - Elk Island Public Schools:
http://is.eips.ca/resources#category/1151
● Fountas and Pinnell Prompting Guides 1 & 2:
http://www.heinemann.com/products/E04389.aspx
● F & P Prompting Guides 1 & 2 - iOS App:
https://itunes.apple.com/ca/app/fountas-pinnell-prompting/id591514635?mt=8 - Continuum
● Dibels (Screening Tool) https://dibels.uoregon.edu/assessment/index/material/
● A-Z Reading (Raz Kids) - www.raz-kids.com
● Oczkus, L. D. (2004). Super six comprehension strategies: 35 lessons and more for reading
success
. Norwood, MA: Christopher-Gordon.
● Jamison, L. (2003). Guided reading basics: Organizing, managing and
implementing a balanced literacy program in K-3
. Portland, Me.: Stenhouse.
● Adams, G. N., & Brown, S. M. (2007). The six-minute solution: A reading fluency
program (intermediate level) grades 3-6
. Longmont, CO: Sopris West Educational
Services.
● First Steps - Guiding Practice Activities for Reading Strategies - p.133
http://assets.pearsonschool.com/asset_mgr/current/201340/0135012813_fsil_rrb.pdf
● Keene, E. & Zimmermann, S. (2007). Mosaic of thought
. Portsmouth, NH: Heinemann.
● Harvey, S. & Goudvis, A. (2000). Strategies that work
. York, Me.: Stenhouse Publishers.
● First Nations, Métis and Inuit levelled literacy books:
○ http://www.raventales.com/books
○ http://www.eaglecrestbooks.com/
● Regularly revisit groupings - students typically advance one to three reading levels per year,
but at varying rates
● Consider numerous factors when deciding to move students to a new reading group: results
of running records and observations, reading strategies observed in use, evidence of fluency
and appropriate reading rates, comprehension, stamina, reading behaviours and overall
enjoyment. Students should feel confident at their current level, having successfully mastered
a number of books at their level, before we increase the level of challenge.
RESOURCES:
● Sample Guided Reading Lessons - Elk Island Public Schools:
http://is.eips.ca/resources#category/1151
● Fountas and Pinnell Prompting Guides 1 & 2:
http://www.heinemann.com/products/E04389.aspx
● F & P Prompting Guides 1 & 2 - iOS App:
https://itunes.apple.com/ca/app/fountas-pinnell-prompting/id591514635?mt=8 - Continuum
● Dibels (Screening Tool) https://dibels.uoregon.edu/assessment/index/material/
● A-Z Reading (Raz Kids) - www.raz-kids.com
● Oczkus, L. D. (2004). Super six comprehension strategies: 35 lessons and more for reading
success
. Norwood, MA: Christopher-Gordon.
● Jamison, L. (2003). Guided reading basics: Organizing, managing and
implementing a balanced literacy program in K-3
. Portland, Me.: Stenhouse.
● Adams, G. N., & Brown, S. M. (2007). The six-minute solution: A reading fluency
program (intermediate level) grades 3-6
. Longmont, CO: Sopris West Educational
Services.
● First Steps - Guiding Practice Activities for Reading Strategies - p.133
http://assets.pearsonschool.com/asset_mgr/current/201340/0135012813_fsil_rrb.pdf
● Keene, E. & Zimmermann, S. (2007). Mosaic of thought
. Portsmouth, NH: Heinemann.
● Harvey, S. & Goudvis, A. (2000). Strategies that work
. York, Me.: Stenhouse Publishers.
● First Nations, Métis and Inuit levelled literacy books:
○ http://www.raventales.com/books
○ http://www.eaglecrestbooks.com/
● Regularly revisit groupings - students typically advance one to three reading levels per year,
but at varying rates
● Consider numerous factors when deciding to move students to a new reading group: results
of running records and observations, reading strategies observed in use, evidence of fluency
and appropriate reading rates, comprehension, stamina, reading behaviours and overall
enjoyment. Students should feel confident at their current level, having successfully mastered
a number of books at their level, before we increase the level of challenge.
RESOURCES:
● Sample Guided Reading Lessons - Elk Island Public Schools:
http://is.eips.ca/resources#category/1151
● Fountas and Pinnell Prompting Guides 1 & 2:
http://www.heinemann.com/products/E04389.aspx
● F & P Prompting Guides 1 & 2 - iOS App:
https://itunes.apple.com/ca/app/fountas-pinnell-prompting/id591514635?mt=8 - Continuum
● Dibels (Screening Tool) https://dibels.uoregon.edu/assessment/index/material/
● A-Z Reading (Raz Kids) - www.raz-kids.com
● Oczkus, L. D. (2004). Super six comprehension strategies: 35 lessons and more for reading
success
. Norwood, MA: Christopher-Gordon.
● Jamison, L. (2003). Guided reading basics: Organizing, managing and
implementing a balanced literacy program in K-3
. Portland, Me.: Stenhouse.
● Adams, G. N., & Brown, S. M. (2007). The six-minute solution: A reading fluency
program (intermediate level) grades 3-6
. Longmont, CO: Sopris West Educational
Services.
● First Steps - Guiding Practice Activities for Reading Strategies - p.133
http://assets.pearsonschool.com/asset_mgr/current/201340/0135012813_fsil_rrb.pdf
● Keene, E. & Zimmermann, S. (2007). Mosaic of thought
. Portsmouth, NH: Heinemann.
● Harvey, S. & Goudvis, A. (2000). Strategies that work
. York, Me.: Stenhouse Publishers.
● First Nations, Métis and Inuit levelled literacy books:
○ http://www.raventales.com/books
○ http://www.eaglecrestbooks.com/
Dibels (Screening Tool)
https://dibels.uoregon.edu/assessment/index/material/
First Steps - Guiding Practice Activities for Reading Strategies
- p.133
http://assets.pearsonschool.com/asset_mgr/
current/201340/0135012813_fsil_rrb.pdf
Oczkus, L. D. (2004). Super six comprehension
strategies: 35 lessons and more for reading success.
Norwood, MA: Christopher-Gordon.
Adams, G. N., & Brown, S. M. (2007). The six-minute solution:
A reading uency program (intermediate level) grades 3-6.
Longmont, CO: Sopris West Educational Services.
Keene, E. & Zimmermann, S. (2007). Mosaic of Thought.
Portsmouth, NH: Heinemann.
Harvey, S. & Goudvis, A. (2000). Strategies that work. York,
ME.: Stenhouse Publishers.
A-Z Reading (Raz Kids) - www.raz-kids.com
First Nations, Métis and Inuit levelled literacy books:
http://www.raventales.com/books
http://www.eaglecrestbooks.com/
Pearson Canada - Aboriginal Resources (e.g. Turtle Island
Voices)
Daily 5 Resources (Strategy Groups - see menu on next page):
www.thedailycafe.com
Serravallo, J. (2010). Teaching reading in small
groups: dierentiated instruction for building
strategic, independent readers. Portsmouth,
NH: Heinemann.
2
Add a period after Pembroke on the third resource (Jamison Rog - Guiding Readers).
p. 7 See It In Action
Please add these links at the top of the list:
Guided Reading Video Clips - Jan Richardson
http://www.janrichardsonguidedreading.com/video-clips
Strategy Lesson - Jennifer Serravallo
https://www.youtube.com/watch?v=XUdCUtHCKRI
To make room for these new links, you can delete the top right photo of the child reading with a weird pen and the girl on
the bottom right with the ruler.
Siobhan Murphy, M.Ed.
Educational Consultant
Edmonton Regional Learning Consortium
Room 20, 16325 - 83 Avenue
Edmonton, AB T5R 3V8
GRADES K-6
SMALL GROUP READING
6
○ http://www.pearsoncanadaschool.com/index.cfm?locator=PS1kXy
For detailed suggestions on how to get Strategy Groups started, refer to Daily 5 resources:
www.thedailycafe.com
GRADES K-6
SMALL GROUP READING
SELECTING GUIDED READING
TExTS
• How many challenging words is the reader
likely to struggle with?
• Is the reader likely to have the necessary
background knowledge to understand the
material?
• Are the text structure and features likely to
add an additional challenge for this reader?
• Is the reader likely to be interested in the topic
and motivated to read this material?
• Levelled or non levelled materials?
Source: Rog, L.J. (2014). Struggling Readers: Why
band-aids don’t stick and worksheets don’t work .
Markham, ON: Pembroke..
https://s-media-cache-ak0.pinimg.com/originals/69/b8/53/69b8535b2e3d5b386
c2bf0d92ec701.jpg
7
CONSULTANT TIPS
• Basic implementation would look like this
…pre-assessment, decide how students will
be grouped, instruction of guided reading,
progress monitoring, post assessment
• A more impactful implementation would
look like this …focused strategies while
instructing groups, selecting strategies to
coach based on formative data; frequent,
scheduled meetings with groups; and
personalizing responses to students within
groupings (by student abilities, by outcome, by
interest, etc.)
• Create manageable groups. Aim for 4 or
5 groups. Groups may consist of students
across a few reading levels. Target number of
students per group is 3-5. It is not necessary to
meet with every group every day. Higher level
groups may receive less frequent support.
• Keep a selection of easier and more
challenging books on hand in case you nd
the one you were planning on using does not
appear to be a good match to student needs
and interests.
• Provide exible reading spaces - allow
students to opt for low stools, high stools or
under the table once they start reading. A
physical separation can help students read
independently and not focus on what their
peers are doing or coaching support you may
be providing to other individuals.
• Have a variety of tools on hand to support
guided reading: pointer tools, post-its,
highlighting tape, magnetic letters, whisper
phones, rubber ngers, lasers, anchor charts
describing the comprehension strategy (What
is it? What does it look like?) and reading rulers
(Return Sweep E.Z.C. Reader) *See images in
top right hand corner of page.
www.reallygoodstu.com
CONSULTANT TIPS:
Basic implementation would look like this
…pre-assessment, decide how students will be grouped,
instruction of guided reading, progress monitoring, post assessment
A more impactful implementation would look like this
…focused strategies while instructing groups,
selecting strategies to coach based on formative data; frequent, scheduled meetings with groups; and
personalizing responses to students within groupings (by student abilities, by outcome, by interest,
etc.)
★ Create manageable groups. Aim for approximately 4 or 5 groups. Groups may consist of students
across a few reading levels. Target number of students per group is 3-5. It is not necessary to meet
with every group every day. Higher level groups may receive less frequent support.
★ Keep a selection of easier and more challenging books on hand in case you find the one you were
planning on using does not appear to be a good match to student needs and interests.
★ Consider the option of a staggered start - group members can start reading at different points in
the book such as the front cover, back cover, inside page, middle section, etc. so they are not
choral reading.
★ Provide flexible reading spaces - allow students to opt for low stools, high stools or under the table
once they start reading. A physical separation can help students read independently and not focus
on what their peers are doing or coaching support you may be providing to other individuals.
★ Have a variety of tools on hand to support guided reading: pointer tools, post-its, highlighting tape,
magnetic letters, whisper phones, rubber fingers, lasers, anchor charts describing the
comprehension strategy (What is it? What does it look like?) and reading rulers (Return Sweep
E.Z.C. Reader
www.reallygoodstuff.com).
CONSULTANT TIPS:
Basic implementation would look like this
…pre-assessment, decide how students will be grouped,
instruction of guided reading, progress monitoring, post assessment
A more impactful implementation would look like this
…focused strategies while instructing groups,
selecting strategies to coach based on formative data; frequent, scheduled meetings with groups; and
personalizing responses to students within groupings (by student abilities, by outcome, by interest,
etc.)
★ Create manageable groups. Aim for approximately 4 or 5 groups. Groups may consist of students
across a few reading levels. Target number of students per group is 3-5. It is not necessary to meet
with every group every day. Higher level groups may receive less frequent support.
★ Keep a selection of easier and more challenging books on hand in case you find the one you were
planning on using does not appear to be a good match to student needs and interests.
★ Consider the option of a staggered start - group members can start reading at different points in
the book such as the front cover, back cover, inside page, middle section, etc. so they are not
choral reading.
★ Provide flexible reading spaces - allow students to opt for low stools, high stools or under the table
once they start reading. A physical separation can help students read independently and not focus
on what their peers are doing or coaching support you may be providing to other individuals.
★ Have a variety of tools on hand to support guided reading: pointer tools, post-its, highlighting tape,
magnetic letters, whisper phones, rubber fingers, lasers, anchor charts describing the
comprehension strategy (What is it? What does it look like?) and reading rulers (Return Sweep
E.Z.C. Reader
www.reallygoodstuff.com).
SEE IT IN ACTION
Guided Reading Video Clips - Jan Richardson
http://www.janrichardsonguidedreading.com/video-clips
Strategy Lesson - Jennifer Serravallo
https://www.youtube.com/watch?v=XUdCUtHCKRI
Youtube Channel - Guided Reading - 63 videos of
classrooms:
https://www.youtube.com/watch?v=txC-
Qo_8GiU&list=PLB556418715BE1A76
Youtube Channel - Guided Reading - 200 videos of
classrooms: https://www.youtube.com/playlist?list=PLHNhta
pAJqPq5EZmtP83jAzP49ZSbGc6w
GRADES K-6
SMALL GROUP READING
8
DEVELOPING FLUENCy
Reading uency is an important skill that can be developed
through small group instruction. Fluency refers to the
ability to read accurately at a rate where decoding is
relatively eortless; procient oral reading should be
smooth, accurate and expressive (prosody). The primary
benet of uency is that readers are able to allocate more
attention to comprehension. (Wolf & Katzir-Cohen, 2001)
Six Dimensions of Fluency
Pausing - the reader’s voice, pauses and breathing is
guided by punctuation, e.g. short breath at a comma; full
stop with periods and dashes.
Phrasing - the way readers put words together in groups
to represent meaningful units of language. Phrasing
involves pausing at punctuation as well as chunking groups
of words that should be read together.
Stress - the emphasis readers place on particular words
(louder tone) to reect the meaning of the text as speakers
would do in oral language.
Intonation - the way the reader varies tone, pitch, and
volume to reect the meaning of the text and to mark
punctuation such as periods (falling inection) and
questions marks (rising inection).
Rate - the pace at which the reader moves through the
text. An appropriate rate moves along rapidly with a few
slowdowns, corrections or long pauses to solve words. The
pace is also appropriate to the text and purpose of the
reading--not too fast and not too slow.
Integration - the way the reader consistently and evenly
orchestrates pausing, phrasing, stress, intonation, and rate.
The reader moves smoothly from one word to another, from
one phrase to another, and from one sentence to another,
incorporating pauses that are just long enough to perform
their function. There is no space between words except as
part of meaningful interpretation. When all dimensions of
uency--pausing, phrasing, stress, intonation, and rate--
are working together, the reader will be using expressions
in a way that clearly demonstrates that he understands the
text and is even thinking beyond the text.
Six Dimensions of Fluency Rubric: http://www.dps.k12.oh.us/content/documents/Fluency-
rubric.pdf
Fountas, I. C. & Pinnell, G.S. (2006). Teaching for comprehending and uency K-8: Thinking,
talking, and writing about reading. Portsmouth, NH: Heinemann.
SUCCESS LOOKS LIKE…
aclear improvement in reading comprehension
a students using strategies independently
a students self-monitoring: self-correcting, rereading
a students moving up levels (able to handle more
challenging levels of texts)
a students are engaged
STUDENTS...
a know their strengths and know what they are
working on
a can describe what they are doing as a reader (reading
behaviors)
a use reading strategies and can describe what they did
to make sense of text
a enjoy reading
CHALLENGES/PITFALLS
! If students are disengaged (not focused, attentive, etc.)
• check reading levels
• keep lesson short
• pick more motivating content geared to their
interests - read more widely than little 16 page
leveled books.
• “sell the book” during the introduction
• have options for alternative seating
• provide dgets
! If lesson is taking too long:
• plan lessons so they progress eciently and you
do not have to rush closing the lesson
another, and from one sentence to another, incorporating pauses that are just long enough to
perform their function. There is no space between words except as part of meaningful interpretation.
When all dimensions of fluency--pausing, phrasing, stress, intonation, and rate--are working together,
the reader will be using expressions in a way that clearly demonstrates that he understands the text
and is even thinking beyond the text.
Six Dimensions of Fluency Rubric:
http://www.dps.k12.oh.us/content/documents/Fluency-rubric.pdf
Fountas, I. C. & Pinnell, G.S. (2006). Teaching for Comprehending and Fluency K-8: Thinking, Talking, and Writing About Reading
.
Portsmouth, NH: Heinemann.
SUCCESS LOOKS LIKE
…
✓ clear improvement in reading comprehension
✓ students using strategies independently
✓ students self-monitoring: self-correcting,
rereading
✓ students moving up levels (able to handle more
challenging levels of texts)
✓ students are engaged
STUDENTS IN ACTION...
✓ know their strengths and know what they are
working on
✓ can describe what they are doing as a reader (reading behaviors)
✓ use reading strategies and can describe what they did to make sense of text
✓ enjoy reading
CHALLENGES / PITFALLS
! If students are disengaged (not focused, attentive, etc.):
○ check reading levels
○ keep lesson short
○ pick more motivating content geared to their interests
○ “sell the book” during the introduction
○ have options for alternative seating
○ provide fidgets
! If lesson is taking too long:
○ plan lessons so they progress efficiently and you do not have to rush closing the lesson
GRADES K-6
SMALL GROUP READING
MODIFICATIONS, SUPPORTS
AND TECHNOLOGy TOOLS
• Some students might benet from pre-
teaching before going into a guided reading
group, e.g., reading the chosen story with an
educational assistant prior to the lesson so
they already have some experience with it
• Provide visual vocabulary supports (English
Language Learners), e.g., have an iPad on
hand for quickly accessing images
• Read digital texts and model how you read
them, e.g., A-Z reading projectable books/
activities
• Tar Heel Reader has been designed to allow
students to use a variety of alternative access
methods to choose and read simple books on
a range of topics. Accessibility options include
mouse, touch screen, alternative pointing
devices, AAC devices with serial output,
IntelliKeys and switches.
http://tarheelreader.org/
• Use technology tools to digitize texts, simplify
reading levels, clear out extra distractions on
the page, and enlarge font, e.g. Simple English,
Too Long Didn’t Read - TLDR, Clearly, and
Readability
9
• explore which part of the lesson is taking too long
- lesson should be approximately 20 minutes long;
most components should only take 2 or 3 minutes.
(Refer to planning template at end of this document).
• avoid pitfalls: spending too much time on building
background knowledge, doing round robin reading
or getting sidetracked by student behaviours.
Prompt less.
• have positive routines in place
• videotape lesson
• have a timer on table
! Unclear what to coach students on:
• use Fountas & Pinnell Prompting Guide
• consult CAFE strategies
• preview chosen book - look at text features,
vocabulary, and which strategies might naturally
evolve from the text and gear book talk/mini-lesson
towards students’ abilities
• take anecdotal notes to inform next lesson
• collaborate with colleagues, discuss specic students
and strategies you are focusing on.
• use a Guided Reading lesson plan that lists reading
strategies, e.g. help students break inecient
reading habits.
! Students do not seem to be making progress:
• are you focusing on a supercial level of
understanding (asking ‘right there’ questions, not
inviting thinking about or beyond the text) ?
• are you challenging kids to go deeper in their
thinking (inferring, synthesizing)?
• are you overteaching one strategy?
• is instruction overly focused on phonological
awareness and patterns rather than making sense
of text?
• is instruction focused on understanding a specic
text, rather than development of transferrable
reading strategies?
• are students prompted to use strategies during
independent reading?
• are you holding one-on-one conferences as needed
to see what students are integrating and where they
still need support?
• have you recently done a running record to conrm
appropriate reading level?
• is it time to explore a more intensive level of
intervention and get additional support?
Planning for Guided Reading and Taking Observational Notes
Group:
New Text and Level:
Introduce the Text
◆
Engage student interest.
◆
Establish the overall meaning
of the text.
◆
Talk about the meaning.
◆
Introduce new language structures.
◆
Call attention to a few new and
important words if needed.
◆
Point out aspects that are
new or may cause confusion.
Students Read the Text
◆
Notice the behaviors of individual
readers.
◆
Prompt for problem solving actions.
Discuss and Revisit the Text
◆
Begin in an open-ended way.
◆
Have students talk about their
thinking (within, beyond, and
about the text).
◆
Revisit to clarify, locate information,
or provide evidence for statements.
Teaching Points
◆
Teach for one or two aspects
of the reading process—
within, beyond, about the text.
◆
Ground teaching in text.
Work with Letters/Words
◆
Provide 2-3 minutes active,
inquiry-based word work.
◆
Focus on any aspect of
word solving.
◆
Help readers develop quick
recognition and flexibility
Write About Reading
◆
Talk/write about the text.
◆
Use interactive, shared,
independent,
or dictated writing.
© 2017 by Irene C. Fountas and Gay Su Pinnell from Guided Reading, Second Edition. Portsmouth, NH: Heinemann. This page may be photocopied.