What is Guided Reading Instruction?

 So! You're in the lion's den.  You've been told to teach guided reading, given some materials and set free to create reading miracles.  Cool.  But as you sit at your desk, do you ask yourself, "How do I do guided reading anyway?"  You are not alone!

I struggled for months trying to get it right.  I went to workshop after workshop, read everything I had time to read about guided reading, (not a ton of time, I assure you) and set to work trying one thing and then another to find strategies that work with my reading groups.  

To answer the question posed by this post, guided reading is small group reading instruction that uses a group of strategies to help students increase to higher and higher levels of difficulty and achievement. Sounds straight forward, but it takes knowledge about the process.  It's not magic, it's teaching at its best. 

Take a deep breath.  Your guided reading program may be a little different from other teachers.  That's ok. Like everything else in teaching, it's an art.  There are basic principals that work, and elevate your instruction to a level that helps student learning not only take place, but soar.  Guided reading really does work, and it works well.  Below are links to five guided reading posts that take on five areas that will set you on the right path to guided reading mastery.  There are freebies included with most posts, and lots of information you can implement today.  So, if you are just starting your guided reading program, or if you are looking to make it run better and smoother, The posts below will take you step-by-step through the process.

Getting Started!

Searching for Guided Reading Materials

Don't Hide from Running Records

Guided Reading: What Are the Other Kids Doing?

Creating a Guided Reading Schedule That Works

Here Comes Guided Reading

Take a Closer Look At Guided Reading

If you want a detailed resource that will lead you step-by-step through the guided reading process, check out:

5 Simple Steps to Make Guided Reading Work Better!

Is that even possible? Yes it is!  Basically, there are 5 "shifts" that need to happen in every classroom. Fortunately, these shifts reflect the kind of teaching our students need in the 21st century. So how does that translante into our teaching? Below are the five shifts, and what they look like in the classroom.  (adapted from "Eye on Education" by Lauren Davis. For original article see: http://ped.state.nm.us/ped/ccdocuments/5thingsccss_davis.pdf)
Artwork from Ron Leishman Digital Toonage

1. Lead high-level, text based discussions: When students discuss a text as a group, start with questions grounded in the text. Opinions should come only after good text understanding. Teachers can start by discussing word choice, details and arguments given in the text. Make sure questions promote deeper thinking of the text.

Many students will need to learn how to be good participants in this type of discussion. Before starting any text discussion go over the following goals for student discussion:
      a. speak at least three times
      b. Agree or disagree with someone, but use details to support your view
      c. Ask a question
      d. Keep an open mind…changing your opinion can show a willingness to learn.

2. Focus on process, not just the content: The Common Core Standards stress the importance of student discovery. Of course they need content, but how students come to understanding is crucial. For example, students should not memorize a list of words and their meaning. Instead they should be given the opportunity to connect new vocabulary to their own lives. Use notebooks, blogs and opportunities in the classroom to incorporate new vocabulary organically.

When it comes to research, the Common Core stresses that students should have "extensive practice" in doing short purposeful research. As a result of repeated practice, students will understand the process of research and use it to become self-directed learners.

3. Create assignments for a real audience and with a real purpose: Students need experiences writing to real people with real concerns and ideas. The idea of "pretend you are writing to…" should be limited. For example, if there is a concern within the school (food, bell, recess etc.) discuss with students possible solutions, how to address the person being written too (you get more bees with honey than vinegar!), and how to construct a logical argument. These skills serve students as life-long skills, rather than simple writing assignments that do not have a real purpose.

4. Teach argument, not persuasion: The Common Core draws a distinction between persuasion and an argument. Persuasion appeals to the audience's self-interest, wants or emotions. An argument, on the other hand, uses logic and reason to support a view and change minds. It is also they type of writing needed in college. For example, instead of persuading the principal that students need a longer recess, they should construct an argument based on research that shows the effects of recess on students and their learning.

5. Increase text complexity: Research shows that our students have not had an opportunity to read enough complex texts. Don't rely just on the Lexiles or formulas you find. Use your own judgment. If you have a child that loves baseball, he or she will be willing to work through more complex text than on something he or she has no interest in. Look for balance. It shouldn't be so easy that it isn't challenging, or so hard that students give up.

Ok, That will make your guided reading lessons work better, but how about easier.  We all need at least a little "easy" to keep sane!  Check out these sites from my guided reading series. You will need to click on the picture once to pull up the pinterest repin, then click on the picture again to get to the site.

Still have questions?  Don't miss these great sites! Click on the picture.

Reading Rockets has answers to most all of your questions!

Reading Simplified helps guide you through the guided reading process.  This includes re-reading, word work and more!

This blog post  really does help you plan your guided reading!

This article from the NWEA is about how to close reading gaps with differentiation and scaffolding.

This short and sweet article from Scholastic is called, "5 steps for Success with Guided Reading"

This great article is perfect for new teachers!!

If you need resources for your guided reading program, check out these resources by clicking on the cover!