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Guided reading is reading with students in a small group based on similar strengths, needs, and interests. Guided reading is used to teach students how to use reading strategies to improve their reading from an instructional level to an independent level. Guided reading allows the teacher to work with a small group on a story rather than the whole group approach. Guided reading also allows the teacher to provide "prescriptive instruction" or "differentiated instruction" to students based on needs and strengths. No longer are students grouped simply according to reading level.

The teacher uses guided reading for continuous observation and assessment. This assessment is important because Guided Reading is done in flexible groups that reflect children's changing abilities and needs. Guided reading groups change frequently and do not necessarily have students grouped together that are on the same reading level. For example, you may have a group that contains a level F reader, level G reader and a level D reader because all three require instruction in the area of creating mental images.

How is Guided Reading Taught?

First of all, leveled books or stories are a must before Guided Reading can take place. Books should be selected based on children's individual needs, strengths, and interests. The more books available, the better. However, keep in mind that the books will be read more than once. Revisiting a text is also part of guided reading so it is not uncommon to have a child read a text that he/she has already read.

Next, children should be grouped based on assessment results. Those assessments can range from a Running Record to a Developmental Reading Assessment. The groups should be formed with children based on specific needs. As stated earlier, groups may not necessarily contain students reading on the same level.

A Guided Reading lesson lasts about fifteen minutes and groups meet approximately two-three times a week. Struggling readers will need to meet much more frequently. Each child has his/her own copy of the book. The teacher then introduces the story to the students. This can be done by making and discussing predictions, taking a picture walk, discussing strategies, introducing a specific skill to be focused on, etc. Each child then reads the whole text aloud in a whisper voice. Whisper phones (made from pvc pipe and pvc elbows) could come in handy at this time. The teacher then can use this time to focus on a specific reader and make observations. The teacher can prompt and offer support when needed. Remember that early and emergent readers will read a book more than once. Revisiting a text is common in guided reading. This will help build fluency and provide practice for skills/strategies that were emphasized using that particular text.

After the lesson, take a moment to note observations, reflect, etc. You should probably have a notebook in which you have your guided reading lessons printed

Was the text appropriate for the skills/strategies that were taught?
Did the text meet the student's needs?
Was the text appropriate for each student?
Does a student need to move to a different group?
Did the students grasp the strategy/skill being taught?
Should the strategy/skill be re-taught?
Can this text be used for another skill/strategy?

1. Basic Guided Reading Lesson

Begin lesson by having the students take 2-3 minutes reading a familiar text. During this time you may do a running record, make observations, prompt, etc.
Spend the next few minutes introducing the new story/text. You can do this by taking a picture walk, making predictions, look at noticings, make connections, etc.
Spend a few minutes reading the story. Have the students read softly to themselves during this time. Whisper phones, as mentioned earlier, could come in handy at this point. During this time you may make observations, complete a running record, correct inaccuracies, revisit a strategy, etc. with an individual student in the group.
Spend a few moments having the students retell the story in their own words. Be sure to ask the students for details from the text to support their statements.
Spend the remaining few minutes focused on the strategy/skill you wish to emphasize.

2. Facts/Questions/Answers involving non-fiction texts

Read a nonfiction text with the students.
Provide them with a piece of paper with three columns (example) OR have them fold a piece of paper in to three columns.
Label the columns as follows: Facts, Questions, and Answers
Have the students write down any facts they have learned on a post-it note and then place under the facts column.
Have the students then come up with questions they want answered regarding the text. They are to post those questions on the column marked "Questions" using sticky-notes.
They may then research to find the answers to their questions. Place the answers under the "Answers" column with stick notes.
To extend this activity, allow the students to use what they have learned and written down to write a report on the topic.

3. Questions and Answers

A variation to the activity above would be to have 2 column paper (example).
Have the student simply list any questions he/she might have as they read the text using post-it notes.
Then they can locate answers in the text or elsewhere and then list them using post-it notes.

4. Read, Cover, Remember and Retell

First have the students cover a portion of the text using his/her hand.
They are to then read only what their hand can cover.
They are to the retell what they read to a partner.
The partner can then do the same.

5. Buddy Reading Entries

Give each pair of students two sheets of paper. They are to fold the paper in half. They are to then each read his/her book independently.
Once they have read, each student is to then write on the top of his/her paper a brief summary, any noticings or wonderings, areas of confusion, and other noteworthy items from the text. Each student is to then trade with the other student and write a response to what was written on the bottom of the paper.
It helps if both students are reading the same text. However, this can be done even if the students are not reading the same text.