Before meeting with each of your groups select texts that are on your students instructional reading level. Many teachers restrict themselves to only choosing picture books or chapter books for guided reading groups. A misconception many teachers have is that you must read the text cover to cover or in it's entirety. When selecting your text you may just want to focus on a chapter or two of a novel, a few lines or stanzas of a poem, a paragraph in a passage, or a section of a large article.
The resources for guided reading groups are endless! If it contains text Now you will plan your purpose and focus for using this particular text with your guided reading group.
There are hundreds of guided reading lesson plan templates out there on Google, TpT, and other educational websites. I suggest finding a template that works for you. Almost all of the templates help you plan the following:. Purpose: How will this text challenge your readers? How will it help them with comprehension skills?
During Reading: Plan prompts and questions, model a strategy, etc. Your guided reading lesson for Early and Transitional Readers will look slightly different than your lesson with your Fluent Readers. Please note that these are suggested times, some groups may meet longer than others. The purpose of Guided Reading in the intermediate grades is to help create solid independent readers. For example the focus might be actions by the main character that help you identify the theme of the text.
You will call on individual students to whisper read aloud to you as the rest of the group continues to silently read. As the student reads aloud to you you are making notes about the strategies the student is using rereading, context clues, etc. You might also reinforce strategies previously taught to help your student with decoding or engage in a discussion to assist in constructing meaning of the text. You might also complete a running record for progress monitoring purposes on a student while the rest of the group reads silently.
This product includes videos and a teaching guided for each video. She models a transitional and fluent reading group. I used these videos during my Guided Reading PD this year, my teachers learned a lot from each clip. Other questions from teachers about Guided Reading in the intermediate grades I often get are, "What are the rest of my students doing when I'm with a group?
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This means it should fit organically into our curriculum with texts we are already reading with students, or other sources that can enhance our units of study. The complexity of a text is important because it gives them more opportunities to think deeply about its content and craft.
But a factor equally important that we sometimes overlook in our instructional planning is coherence : how things fit together. I believe the goal of close reading is not just to teach the skills involved in reading closely, but to help students acquire robust bodies of knowledge and insights into issues capable of transforming their thinking.
For this reason, my go—to sources for close reading are often high—quality picture books, both literary and informational, classic poetry, short stories such as fables and myths, and informational articles. I also like to add video, photographs, and illustrations when applicable. I do not put random close reading worksheets and lists of follow—up questions in front of kids because I think these miss the mark in their authenticity, the depth of thinking they inspire, and the connections students can make between their reading and their world.
This brings me to my next critical close reading component: the questions we ask students—or the ones they ask themselves. Close reading is not simply getting the evidence from a text. Close reading should help students dig deeper—into both content and craft. Why do you think the author included this paragraph?
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