- Teaching reading IS rocket science. Learning to read is a little bit like learning to ride a bike — while you are balancing a person on the handle-bars, holding a pole, spinning plates, and focusing on the destination at the same time! Reading is a complicated process, which is why so many children struggle to become strong.
- Grade Level Guided Reading Level Expectations. Your child's growth in reading is often communicated using Guided Reading Level (GRL) and/or Lexile Ranges. Below, you will find the progress chart used at each grade level. Each grade level has specific reading expectations. Please note the rapid progression of GRLs at the first grade level.
- Shop the Scholastic Teachers Store for books, lesson plans, guides, classroom supplies and more. Shop by grade, subject or format to ensure your students have the resources they need!
With primary English resources for guided reading from Tes, you have a huge range of teaching ideas and activities for use in primary English lessons, including: - Guided reading activities - Games, flashcards, worksheets and challenges And that's just the beginning! Download extension for mac.
|Reading Process||Classroom Environment||Instructional Decision Making||Sample Lessons by Level|
How To Use The Guided Reading Module
This module explores small group guided reading instruction in the primary grades. In a small group setting, children are immersed in meaningful reading as they learn how reading works. Short, focused word work and writing are included in the lessons. This helps children benefit from the relationship between reading and writing and provides immediate application of skills to connected text.
Guided Reading is situated within a balanced literacy agenda. To establish the context for Guided Reading, we suggest viewing the Reading Process, Engagement and Independence: Creating Classroom Environment, and Formative Assessment sections of this module first, and then proceeding to Sample Lessons by Level.
The Sample Lessons by Level are intended to support teachers in meeting the many challenges that both novice and experienced teachers face in teaching Guided Reading. Although the children in a group are reading at about the same book level, their strengths and needs and rates of growth differ. Providing the right support for each child takes knowledge, skill, preparation, close observation and instantaneous decision-making. Therefore the sample lessons show how the focus in teaching guided reading shifts as beginning readers grow in their understanding and application of the reading process. Guiding questions are provided for reflection on the video clips. For many of the lesson segments, the teachers have also provided commentary on the goals and intentions of their teaching moves and language.
Please note that the book levels listed are Reading Recovery (RR) levels. Consult “Book and Reader Characteristics” under each module for correlations of these levels with Fountas and Pinnell Guided Reading (F&P) and Developmental Reading Assessment (DRA).
We would like to thank the following teachers from Anderson School District Five who are featured in the videos:
- Patsy McGregor at Homeland Park Primary (Levels 1-2)
- Amy Sanderson at Centerville Elementary School (Levels 3-5 and 10-12)
- Karen Branch at McLees Elementary School (Levels 6-9 and 13-16)
- Angela Rardon at Nevitt Forest Elementary School (Levels 17-20).
We would also like to acknowledge the support of Cindy Martin, Director of Elementary and Early Childhood Programs for Anderson Five; and Jean Ridley, Reading Recovery Teacher Leader in Anderson Five. And most of all, we thank the children in the guided reading groups and their parents whose support made their participation in this project possible.
What is Guided Reading?
'Guided reading is a teaching approach designed to help individual readers build an effective system for processing a variety of increasingly challenging texts over time.
Guided reading is not an exercise to practice reading skills. It is research-based, professionally energized, highly targeted, scaffolded reading instruction that propels all students toward confident, independent reading of high quality grade level books across a diverse array of literature and informational genres. Reading well means reading with deep, high quality comprehension and gaining maximum insight or knowledge from each source.
Using benchmark assessments or other systematic observation, the instructional reading level of each student is determined. The teacher forms a temporary group of students that are alike enough in their development of a reading process that it makes sense to teach them together for a period of time. In selecting a text for the group, the teacher uses the level designation; thinks about the strengths, needs, and background knowledge of the group; and analyzes the individual text for opportunities to support students' successful engagement with the meaning, language, and print of the text. The teacher uses the text to help the children expand what they know how to do as readers.'
Guided Reading Web Resourcesguided Reading 101 Reading
-Description taken from: http://www.fountasandpinnellleveledbooks.com/aboutleveledtexts.aspx#GR