What is Guided Reading?

Guided reading is an approach where the teacher works with a small group of students
who can all read similar levels of texts and demonstrate similar reading behaviors.
The text (developmentally appropriate books called leveled readers) should be easy enough
for students to read with a teachers support.
The approach recognizes that a wide range of reading abilities exists within any grade
level or age group, and that reading at the appropriate levels ensures success.
The teacher monitors and guides the reading of each child as needed.
The text should offer challenges and opportunities for problem solving, but also should be
easy enough for students to read with some fluency.
Each session, 15 to 25 minutes, begins with the teacher introducing a book, eliciting prior
knowledge, and building background.
Discussion of the book follows, and the child keeps the book to read repeatedly.
Subsequent lessons at the lower levels usually use an entirely new book.
Guided Reading History
Guided Reading was pioneered in New Zealand in the 1960s. It was developed by two literacy
educators - Myrtle Simpson, an inspector of schools, and Ruth Trevor, the National Adviser on
Reading.
Their work formed part of a 1972 N. Z. handbook: Suggestions for Teaching Reading in
Primary and Secondary Schools.
Internationally, guided reading is being recognized as a successful approach that can make
a real difference to student achievement.
Guided Reading developed in the United States after Tom Wright of the Wright Group
secured the rights to The Sunshine series of leveled books from New Zealand.
As Guided Reading has proven to be a successful approach to teach reading, the major basal
publishers are publishing Guided Reading programs, or incorporating the approach into
their basal programs.
Guided Reading Groups
Guided Reading groups are determined by the teachers assessment of individual student
needs.
A Guided Reading group could be made up of students of different ages and grade levels.
The determining factor is their reading level not their grade level.
To determine groups for Guided Reading, the teacher must be aware of each readers
progress as determined by individual running record analysis, and teacher observations
during reading.
Students are not expected to demonstrate progress in the beginning stages of each level or
with each book. Students should have multiple opportunities to read a wide variety of books,
both fiction and non-fiction before they progress to the next level.
Guided Reading Books
Leveled books (or little books as they are sometimes called) are used with beginning readers
in guided reading, children are matched with books.

 Guided reading is used to get the children to explore the meaning in the text, to look at the
pictures to predict how/what is happening and how the characters feel. At all levels children are
grouped depending on needs and use of strategies are balanced with text difficulty.

Guided Reading Lessons

The teacher will gather a small group of 4 to 6 children that have similar needs and work with
them in a book chosen just for this group for approximately 20 minutes through the following
sequence.
Introducing the Book (Pre)
Guided Reading groups of beginning readers generally begin with a book introduction which
includes a picture walk. The teacher creates a scaffold for children to read the book and
connects the students background knowledge and experiences with the text. A statement is
made by the teacher of what strategy is the focus of the lesson. The students do not have the
book in hand at this time but are focusing their attention on the teacher-held book.
Stating the reason the book was chosen and the purpose of the lesson.
Providing a book introduction.
Giving meaning statement for what the book is about.
Implanting language of the book.
Attending to print with visual support.
Evaluating and connecting children's prior knowledge to the book.
Making a strategy statement.
Reading the Book (During)
Goals for reading are set or reviewed (e.g., one-to-one correspondence, using initial lettersound correspondence). The students then move into a simultaneous and independent oral
reading (not choral reading) of the text. As the students read, the teacher responds to each
students reading, praising and guiding individuals in the use of concepts of print, and reading
skills and strategies. Notes on each reader can be gathered at this time that aid in
conferencing with the reader and on choosing the next book and specific need for each
learner. Many of the students will have read the book several times during this portion of the
lesson.
Reading individually by the students.
After Reading (Post)
During the discussion and mini-language lesson that follows, explicit connections between the
text and the students lives are made and strategy uses are highlighted. The teacher will ask,
"What were you thinking as you read?" During this time, the teacher will focus on a few of the
words that troubled the children. Some time with "working with words" will clarify and reinforce
some important skills needed for word identification. It is very important that students take time
to reflect on themselves as readers and how they are meeting the goals they have set for
themselves. Each child might answer; "How will what you learned today help you to read other
books?"
Discussing and reflecting on the reading process and problem solving strategies.

"What were you thinking about as you read?"

"How will what you have learned today help you read other books?"

 Giving instruction through a mini-language lesson and/or interactive word work.

Providing independent practice/follow-up
Paired Reading
Independent Reading
Sequencing
Cloze with the same story
Written response to reading
Written reflections on reading processing/goals
Comprehension reinforcement through interpretation-art, music or drama.
Source: http://www.readingprograms.info/guidedreading.html

Why Use Leveled or Guided Reading Books in the Classroom?

By Lionel Braud, eHow Contributor

Teachers use guided or leveled reading to align with the child's current reading level.
Students start with easy reads, and gradually acclimate towards more difficult works.
This guided or leveled reading process makes students better readers.
Fluency
Guided or leveled reading increases fluency. When a teacher chooses a book that
gauges towards a student's current reading ability the student reads quickly and with
90% accuracy.
Enjoyment
This approach enables the student to readily enjoy the story without the obstacles of
more difficult books. Difficult books only elicit frustration in the student and deters him
from reading.
Comprehension
The student's increased enjoyment with the story also raises comprehension. The more
she engages with the story the more she understands.
Scaffolding
Teachers use this method to scaffold students towards a more difficult reading level. In
other words, the first easy read acts a temporary spring board from which students
progress towards harder books.
Adaptive
The teacher can modify the guided or leveled reading strategy easily to fit the needs of
all learners. Each student differs with respect to learning style or disability. Teachers can
change the reading materials, construct learning centers and offer individual support.

Read more: Why Use Leveled or Guided Reading Books in the Classroom? | eHow.com
http://www.ehow.com/facts_5833468_use-guided-reading-booksclassroom_.html#ixzz1Ihv43xV5

>> Basal Reading Programs are comprehensive core reading programs. They are
produced by the major U.S. educational publishers
>> They currently are scientifically-based reading programs. Reading First legislation
demands that reading programs in Kindergarten through grade 3 are based on
scientifically-based reading research
>> Core elements of scientifically-based reading programs include:
Phonemic awareness instruction
Systematic explicit phonics instruction
Fluency instruction
Vocabulary instruction
Text comprehension instruction
>> Basal reading programs have many different components and are very
expensive. They are sold directly to school districts
>> Widely criticized because the literature is highly edited and watered down to
satisfy state adoption textbook selection committees, who are pressured by advocacy
groups from both the left and right. See The Language Police by Diane Ravitch and new
link to come
>> States of California and Texas have a big say in what goes into reading programs.
Other states tend to follow their lead.
>> Adoption of reading and literature programs took place in the major two states of
Texas (2007) and California (2008).
>> Major basal reading and literature programs
Elementary
Houghton Mifflin Reading 2008
Treasures Reading (Macmillan, 2005)
Scott Foresman Reading Street (Pearson, 2008)
Trophies (Harcourt, 2005)
Reading Mastery (SRA / McGraw, 2009)
Middle/High School
Pearson Language Central
Glencoe Literature
Holt Literature and Language Arts
>> Many teachers are becoming dissatisfied with basal programs and are turning to
supplemental and guided reading programs, where they have greater freedom to
custom programs to suit their students and their teaching philosophies.
Source: http://www.readingprograms.info/basal.html