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Small Group Guided Reading Instruction for a Successful CCSS-ELA Balanced Literacy Classroom

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Small Group Guided Reading Instruction for a Successful CCSS-ELA Balanced Literacy Classroom Author Monographs Small Group Guided Reading Instruction for a Successful CCSS-ELA Balanced Literacy Classroom by Kathy Rhea Bumgardner, M. Ed. National Literacy Consultant and School Improvement Specialist CEO and Lead Consultant, Strategies Unlimited, Inc. Introduction listen in to assess students as they practice applying skills and strategies while reading Small-group guided reading instruction is an independently. integral instructional component of a balanced literacy classroom. The small-group format Ford and Opitz (2001) indicate, “true guided provides differentiated support for students’ reading is increasingly perceived as an developing reading proficiency. Guided integral part of a balanced literacy reading reading allows teachers to help individual program designed to help all children become students learn to process increasingly independent readers” (p. 15). The importance challenging texts with understanding and of formative assessment and listening fluency as is required by the Common Core in regularly as students apply skills and State Standard for English, Language Arts & strategies sets balanced literacy apart from Literacy (CCSS-ELA). other traditional classroom approaches (Ford & Opitz, 2008). Guided reading also can help increase students’ motivation to read. Lyons (2003) expressed the importance of motivation when What Is Guided Reading? she wrote, “motivation is arguably the most critical ingredient for long-term success in The definition of small-group guided reading learning to read and write” (p. 84). is subject to interpretation. Burkins and Croft (2010) identify these common elements of Also, small-group guided reading provides small-group guided reading: an opportunity for the teacher to lean in and 1 Visit: mheonline.com/readingwonders • Working with small groups important as what you teach” (p. 417). Teaching • Matching student reading ability to decoding and basic comprehension skills appropriate text levels is not enough. Deep comprehension and connections to text are important as well. • Providing each student in the group with the same text • Introducing the text and setting a purpose Preparing for Guided for reading Reading Instruction • Listening to individual students as they read Some general tasks should be considered • Prompting students to apply learned before initiating guided reading instruction. reading strategies • Assessment: Use assessment tools, • Engaging students in conversations about such as running records, retellings, the text teacher observations, and anecdotal notes, along with Reading Wonders Placement and Diagnostic Assessments, DIBELS, or other recognized data, to Guided reading allows determine the students’ instructional teachers to help individual reading levels and placement in groups. In Reading Wonders, students can be students learn to process placed in one of four levels: Approaching, On, Beyond, or ELL (English increasingly challenging language learner). • Schedule: Make a plan for working with texts as is required by the your small groups to allow productive, CCSS-ELA. flexible use of classroom time. • Physical Set-up: Organize materials and set-up an area to allow small-group instruction to be as timely and productive Guided reading focuses on processes integral as possible. to reading proficiently, such as cross-checking text meaning rather than depending solely • Close Read the Text: Read and reread on picture clues. For example, a student sees the texts that you will be using. Check an illustration featuring a small dog and says to see what makes the leveled text “dog” when the text actually says “puppy.” complex and prepare questions for that After noticing the beginning letter p in puppy, lesson. Review anecdotal notes and the student is able to correct the mistake. formative assessments to review where students in the group may need During guided reading, teachers monitor additional support. In Reading Wonders, student reading processes and check that Leveled Reader Lesson Cards include texts are within students’ grasp, allowing this information and are available for each students to assemble their newly acquired of the levels in Grades 1–5. Also, skills into a smooth, integrated reading system differentiated Leveled Reader lesson (Clay, 1994). are available in the Teacher’s Edition for Iaquinta (2006) states, “in a truly balanced all grades. literacy program, how you teach is as 2 • Organize Independent Work: Plan for about what students should look for what other students will do while you are in the text. For example, students may with a small group. Independent work be prompted to notice the book’s format, should be closely connected to structure, a text feature or illustration. authentic reading and writing. It should • Introduce: Prepare an introduction include appropriate independent reading (a gist statement) about the text to and response. Consider using online motivate focus and provide appropriate or pencil and paper practice of skills and background. The introduction can include strategies taught in whole group. Prepare appropriate vocabulary scaffolding for additional activities, such as manipulating sight words, vocabulary in context, magnetic letters to explore word families. and other vocabulary strategies to Make a plan for how you will develop and prepare students for challenging and consistently monitor student accountability. possibly unknown vocabulary. The goal is to provide some background and promote interest and enthusiasm in the Teaching a Guided text without giving away too much Reading Lesson about it. Guided reading instruction is ultimately about • Review Whole-Group Lesson: Do a quick the instructional choices that the teacher review of the skill or strategy taught makes in a balanced literacy classroom. during the related whole-group read Guided reading instruction should be broken aloud or shared read. into manageable phases to allow enough time • Set a Purpose: Give students a purpose to listen in, coach, and confer with students for reading the text based on the CCSS frequently. The following is a general structure. reading or foundational skills standards, the essential question, genre, Before Reading (Mini Lesson) or comprehension skill or strategy appropriate for the specific text. Restate • Read Familiar Texts: Use familiar texts the reading purpose as needed from earlier guided reading lessons to throughout the lesson. lean in and listen in as students read. Make anecdotal notes about their progress. This step may not always be possible due to time constraints, but when time allows, it is a quick and Guided reading instruction valuable opportunity to do formative assessment of sustained learning should be broken into and application of learned skills and strategies. manageable phases to allow • Preview: For beginning readers, this enough time for the teacher can include a brief “picture walk” guided by the teacher encouraging students to to listen in, coach, and confer use picture clues for meaning and decoding. For Approaching-Level with students frequently. readers, this can preview the text with the teacher providing specific directions 3 During Reading • Encourage Independent Reading: Each student is Assign all students to read a specific section of text independently and read to accountable for reading the find meaning in the text. Each student is accountable for reading the text. Unlike text. Unlike “Round Robin” “Round Robin” reading, students read the whole text or a portion of it softly or reading, students read the silently to themselves. The teacher moves through the group to monitor and whole text or a portion coach each student. of it softly or silently to • Listen In and Assess: Rotate from student-to-student as they read to themselves. themselves. Ask each student to read quietly for you and listen closely. Make anecdotal notes about strategy use or “misuse.” Intervene and prompt • Anecdotal Notes: While listening in as only as needed, with broad questions students read and discuss the text, like, “what will you do next?” observe and take written notes of their • Ask Text-Dependent Questions: At reading behaviors, strengths, and needs appropriate points, ask text-dependent for support to guide next step instruction. questions. Have students reread to locate Use a clipboard with mailing labels to text evidence to support their thinking. allow you to jot down student progress Coach students as they reread and notes and then later transfer the noted scaffold your prompts to promote labels to your student files. deeper understanding. • Promote Collaborative Discussion: After Reading Periodically prompt students to discuss • Deepen Understanding: Prompt specific parts of the text collaboratively students to talk about what they noticed while you listen in. As students discuss, while reading. Support their efforts to prompt them as needed to locate text think deeply and connect ideas across evidence to support their ideas. the whole text. For example, a student Have partners share with the small may notice an opening illustration group periodically to compare and showing ingredients in a pantry, and by contrast responses and text evidence. the end, the ingredients are spread Keep this brief and meaningful. around the kitchen. Another student may • Support Students: Observe each notice how a character is changing reader’s behavior for evidence of and point out text evidence to support strategy use and make plans for future that observation. support. Interact with individual students to assist
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