1. Compiled by Tawna Robinson, Diane Jensen, Jody Sulser, and Jodi Ervin Guided Reading

2. Purpose: Help readers to develop reading behaviors and strategies that will support them in becoming proficient readers Explicitly teach skills based on students’ needs Guided Reading

3. Teacher’s Role: Determine groups based on assessments and needs Select and introduce text May observe and listen to individual students while they read Prompt the reading at points of difficulty Teach specific focused skills after the reading Explicitly teach word attack/acquisition skills Guided Reading

5. Reasons to group: Need or skill Reading Level Interest Level Size and Frequency: Four to six students Flexible grouping Frequency varies depending on purpose Before Guided Reading

7. Assessments: What assessments will be used and how? Formal: DRA STAR SRI NWEA Informal: Oral Reading Record Anecdotal Notes Before Guided Reading

8. Text Selection Considerations: Is the text at their instructional level? Do student’s have background knowledge for text? Will the book be of interest to the students? What skills/strategies do I want to teach? What vocabulary will I teach? Read the Book! Before Guided Reading

10. Book Introduction Pass Out Books Teacher Listens/Watches While Students Read Take Anecdotal Notes During Guided Reading

14. Discussion Comprehension Probes Teaching Points Evaluation/Reflection After Guided Reading

15. Student’s Role: May whisper read part or whole text at the table with teacher Actively apply the new skills being taught Make use of their comprehension skills before, during, and after reading Reflect on and evaluate their reading performance and skill use Guided Reading