logo banner
main
Guided Reading

In Guided Reading, teachers work with a small group of childen who are at the same developmental stage of reading. The teacher selects an unknown or unfamiliar book that provides just the right balance of support and challenges so that the children can read most of it independently. The students are reminded to use reading strategies they already know to problem-solve as they read for meaning.

David Hornsby, 2000

pix2
pix1
pic3
pix3
 

Tuesday, March 13, 2007
Planning a Guided Reading Lesson
Having previously looked at student data, analyzed text, and looked at the reading development continuum, participants plan a series of Guided Reading lessons with a specific focus in mind.  Table groups share co-created lesson plans.

Tuesday, March 13 , 2007
Analyzing Text to Plan for Guided Reading
How do I use text in Guided Reading if it has no level?  Participants engage in an analysis of text and its characteristics to determine whether it would be appropriate to use for Guided Reading.  Adults increase their knowledge of text complexity.  Professional text referenced:  Leveled Books K-8, by Fountas and Pinnell

Tuesday, March 13 , 2007
Planning for Guided Reading
In order to plan for Guided Reading lessons in their own classrooms, Katherine Casey models how to gather and use data from a variety of sources to formulate small groups of students that have similar needs.  The difference between Guided Experience and Guided Reading as well as the continuum of reading development is also addressed.

Thrusday, February 15, 2007
Guided Reading with 6th Grade Students Using: "Utzel and His Daughter, Poverty"
Using “Utzel and His Daughter, Poverty” a short story from student anthology, Holt, Katherine Casey demonstrates a Guided Reading lesson with 6th Grade students.  Lesson focus:  How character qualities affect the plot.

Thrusday, February 15, 2007
Guided Reading with 6th Grade Students Using: "In Your Dreams"
Before observing a Guided Reading lesson, adults are shown the variety of ways to collect data about students to create guided reading groups and inform instruction.  Using “In Your Dreams,” an article from the leveled magazine X-Zone, Katherine Casey demonstrates a Guided Reading lesson with 6th Grade students.  Lesson focus:  Using text features to support learning and determine main ideas.

Thrusday, February 15, 2007
Guided Reading in Middle School
What does current research have to say about Guided Reading?  The heart of this professional development session concentrates on five focus areas (1) Why all students benefit from Guided Reading, (2) Leveled readers to use during Guided Reading, (3) The difference between Small Group Instruction and Guided Reading, (4) How to group students, (5) What to teach during Guided Reading.  Texts referenced:  A Closer Look at Guided Reading by David Hornsby, Guiding Readers & Writers, Leveled Books K-8 by Fountas and Pinnell, and Teaching Reading in Middle School by Laura Robb
Tuesday, February 13 , 2007
Comparing Text: Levels J & K
In order to support students in Guided Reading, participants engage in an analysis of books leveled J and K.  Guiding questions:   What makes level K more challenging than level J?  What are the instructional implications for moving students from level J to K?
Tuesday, February 13, 2007
Guided Reading with 4th Grade Students Using: "Courage In The Snow"
Using “Courage In The Snow,”  an article from a Level S magazine, X-Zone, Katherine Casey demonstrates a Guided Reading lesson with 4th Grade Students.  Lesson focus:  reacting, interpreting and questioning informational text.
Tuesday, February 13 , 2007
Guided Reading with 4th Grade Students Using: "Stormy Weather"
Using “Stormy Weather,” an article from a Level Q magazine, X-Zone, Katherine Casey demonstrates a Guided Reading lesson with 4th Grade students.  Lesson focus: Capturing and questioning what you’ve learned from informational text.
Tuesday, January 16, 2007
Guided Reading Resources and Text Levels
What does current research have to say about Guided Reading?  Adults are provided selections from professional texts to read and discuss.  Katherine Casey also discusses the impact text levels have on Guided Reading lessons.  Texts referenced:  A Closer Look at Guided Reading by David Hornsby, Reading & Writing in Kindergarten by Rosalie Franzese, Guiding Readers & Writers and Leveled Books K-8 by Fountas and Pinnell.
Tuesday, January 16, 2007
Discussion of Guided Reading Lessons
Having observed two Guided Reading lessons with 2nd Grade students modeled by Katherine Casey, adults engage in a debrief of what they observed the students doing during the lessons.  Katherine also shows and elaborates about the assessment notes she took during the lessons.
Tuesday, January 16, 2007
2nd Grade Guided Reading Lesson Using: A Day to Remember
Katherine Casey models a second Guided Reading lesson with a new group of 2nd Grade Students. Prior to the demonstration, Katherine read aloud (to adults) the text she will be using in and modeled the thinking work behind the development of the lesson based on students’ needs. Lesson focus:  Making connections.
Tuesday, January 16, 2007
2nd Grade Guided Reading Lesson Using: Jake's Sleepover
Prior to modeling a Guided Reading lesson with four 2nd Grade Students, Katherine Casey shows adults how she used data to inform her lesson.  Katherine also read aloud (to adults) the text she will be using and modeled the thinking work behind the development of the lesson based on students’ needs.  Lesson focus:  Solving unknown words.  Closing the Guided Reading lesson, Katherine engaged students in word work strategies.
Tuesday, January 16, 2007
A Closer Look at Guided Reading
Katherine Casey answers many questions participants have about Guided Reading.  Topics covered:  (1) Why all students benefit from Guided Reading,  (2) What are the other students doing? (3) Scheduling,  (4) The difference between Guided Reading and Small Group Instruction, (5) Text Levels & Text Selection, (6) What does the teacher write down?   Professional texts referenced: Practice With Purpose and Literacy Work Stations by Debbie Diller, and  Still Learning to Read by Sibberson and Szymusiak.
Tuesday, May 9, 2006
Overview of Small Group Instruction & Guided Reading - Part 2
What is the structure of Guided Reading?  What do teachers need to know when working with students in Guided Reading groups?  Who benefits from Guided Reading?  What about text levels and stages of reading development?  What types of texts should be used for Guided Reading?  Katherine Casey uses current research to broaden participants’ perspectives about Guided Reading.  David Hornsby, Fountas & Pinnell are referenced.
Tuesday, May 9, 2006
Overview of Small Group Instruction & Guided Reading - Part 1
Katherine Casey provides an overview of Small Group Instruction (including Guided Reading) and its role in Balanced Literacy.  Participants discuss the benefits of small group instruction, the obstacles teachers in secondary schools face, and develop action plan to remove such obstacles.  Katherine asks adults to diversify the ways teachers work with students in small groups.
Tuesday, May 9, 2006
Overview of Guided Reading - Part 2
What is the structure of Guided Reading?  What do teachers need to know when working with students in Guided Reading groups?  What about text levels and stages of reading development?  Katherine Casey uses current research to broaden participants’ perspectives about Guided Reading.  David Hornsby, Fountas & Pinnell are referenced.
Tuesday, May 9, 2006
Overview of Guided Reading - Part 1
Katherine Casey provides an overview of Guided Reading and its role in Balanced Literacy.  Participants discuss the benefits of small group instruction, the obstacles teachers in elementary schools face, and develop action plan to remove such obstacles.  Katherine asks adults to diversify the ways teachers work with students in small groups.  Guided Experience for emergent readers is also discussed.
Thursday, October 6 , 2005
Analyzing Instructional Practice - Part 1 Focus: 6th Grade Guided Reading
Participants increase their knowledge of identifying teachers’ strengths and needs by observing a 6th Grade Guided Reading videotaped lesson.  Katherine Casey and Wilma Kozai provide guiding questions to reflect on when observing lessons:  What is this teacher doing well?  What more does this teacher need to know and be able to do in order to improve his/her practice?
Wednesday, March 16 , 2005
Questioning: Overview and Resources
Katherine Casey guides participants through a discussion of how Bloom’s Taxonomy illustrates the range of levels of comprehension form literal to high level.  Participants are provided three resources which support effective questioning.
Shared Reading for Grades 3 and Beyond by Sue Brown
- Questions that address thinking skills and verbs within standards
Guiding Readers and Writers Grades 3-6 by Fountas & Pinnell
- Questions specific to and/or cross genre
Exploring Informational Text by Hoyt, Mooney, & Parkes
- Questions that students use at different times during the read (before, during, after).
Tuesday March 15, 2005
Guided Reading (Adult): Prologue from Tuck Everlasting
Katherine Casey provides a demonstration guided reading lesson with adults using the prologue to Tuck Everlasting.  Participants are asked to examine the role of the teacher as well as the role of the student(s) in making meaning.
Tuesday March 15, 2005
Guided Reading (Kinder): The Computer Game Level 4 (F&P Level D)
Katherine Casey leads participants through an observation of a video taped Kindergarten guided reading lesson using The Computer Game Level 4 (F&P Level D).  Katherine highlights the effectiveness of the guided reading lesson in which students are applying strategies that have already been taught.
Tuesday March 15, 2005
Overview of Guided Reading
Katherine Casey leads participants through an analytical discussion of what guided reading is and what it isn’t. Brian Cambourne’s Conditions of Learning is referenced to support the notion that guided reading is a time for students to practice and approximate the work.  Participants read David Hornsby’s A Closer Look at Guided Reading in order to compare guided reading with other forms of small group instruction.  Katherine closes by using data to plan small groups based on strengths and/or areas of need.
 
| Independent Reading | Lesson Planning | Read Aloud | Shared Reading |