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You play a crucial role in helping your child develop strong reading skills. I have created this padlet specifically to support you on this journey.

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Get involved for your child's reading growth

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Get involved for your child's reading growth

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This padlet provides clear guidance, practical strategies, and valuable resources to help you support your child’s reading growth at home. Reading is an essential skill that opens doors to learning, confidence, and independence. For children with disabilities, structured and consistent reading practice is even more important. Your involvement can make a huge difference in their progress and success.

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Daily Reading Schedule: Simple and easy to follow.  

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Daily Reading Schedule: Simple and easy to follow.  

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Reading Practice: Set aside 20 minutes per day for reading.

Discussion Time: Spend 10 minutes talking about the story afterward.

Frequency: Practice reading at least five days a week to build strong habits.

Engagement & Consistency: Reinforce skills and foster a love for books.

Reading Environment: Create a dedicated reading space at home for a more enjoyable and effective experience.

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Wondering how to make a guided reading schedule for your Kindergarten, 1st grade, or 2nd grade classroom?

You're in the right place!

In this post, I'll walk you through my step-by-step process. I have example schedules and freebies for you too!

Step 1: Form your guided reading groups.

First, of course, you'll need to determine how you want to group your students.

For guided reading (not all small group instruction - just guided reading), I group students by reading level.

If you need some help forming your groups, check out this blog post! In it, I explain what to do if your students' levels and group sizes aren't coming out to be nice and neat. 🙂

Step 2: Set your daily and weekly schedules.

Next, answer the question, "How long will my guided reading block last?"

Sometimes schools determine this time block for you, but sometimes not.

If you're setting your own time block, here are some things to take into consideration:

Length of each group (I recommend 10 mins for Kinder, maybe 15 by the end of the year; 15 mins for 1st grade; 15-20 mins for 2nd grade)

Number of groups you want to see (I recommend 2-3 per day)

Transition time (2-3 mins for clean-up and rotation)

Write out your daily schedule, like this:

Rotation 1: 9:30-9:45

Rotation 2: 9:47-10:02

Rotation 3: 10:04-10:20

(Yes, I know the last rotation contains an extra minute! This is just in case anything gets pushed back during the first 2 rotations. :))

Then consider your weekly schedule. Will you follow this same schedule, 5 days per week?

Or will you incorporate other types of small group instruction a few days each week?

For example, you might want to incorporate strategy groups, which you can read about in this post.

Create a grid to represent your weekly schedule (a simple spreadsheet works great for this). Here's an example:

Step 3: Determine how often you want to see your lowest 1-2 groups. Set aside those slots in your schedule.

If possible, see your lowest group every day. Fill that into your weekly schedule template (I labeled my lowest group as "Group #1).

In this example, I chose to see my lowest group 4 times per week, because they were also receiving extra support during an intervention block.

Step 4: Count the number of slots remaining in your schedule. Divide them up evenly among your other groups, perhaps making an exception for your highest group.

In this example, I saw my lowest group 4 times per week. That left 11 spots for other groups.

This wasn't an evenly divisible number, so that's why my highest group (Group 5) is only seen twice a week.

However, some weeks I did see them 3 times per week! I replaced Group #4 with Group #5, or just tacked on a bonus group at another time of the day.

You can also adjust this schedule by seeing your two lowest groups 4 times per week. This means that you'd have 7 slots for other groups. Those 7 slots can be for Group #3 (3 times per week), Group #4 (2 times per week), and Group #5 (2 times per week).

But you know your students best; adjust this example as needed!

Step 5: Try it out! Make adjustments as necessary.

Once you've set a schedule, don't spend too much time worrying about whether it's perfect or not! Just try it out and see how it feels! You can always make changes later. 🙂

Guided Reading Freebies

Want some free schedule examples and lots of other guided reading freebies?

Download my free guided reading toolkit by clicking on the image below!

Happy teaching!!

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How to Make a Guided Reading Schedule - Learning at the Primary Pond

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Wondering how to make a guided reading schedule for your Kindergarten, 1st grade, or 2nd grade classroom? You're in the right place! In this post, I'll walk you through my step-by-step process. I have example schedules and freebies for you too! First, of course, you'll need to determine how you want to group your students.

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Reading comprehension is understanding and engaging with what is being read. Strategies such as interactive reading, asking questions during reading, story mapping, using visuals to illustrate story structure, and connecting stories to real-life experiences can enhance the significance of reading. These methods encourage critical thinking and make learning more engaging.

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Reading Rockets: Effective Reading Interventions for Kids with Learning Disabilities

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Reading Rockets: Effective Reading Interventions for Kids with Learning Disabilities

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For more details on effective reading interventions, visit Reading Rockets: Effective Reading Interventions for Kids with Learning Disabilities.

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Discover how to support your child’s growth as a young reader and writer. Here you’ll find our Reading 101 for Families guide, bilingual parent tips, ideas for building your child’s knowledge about the world, Q&A with experts, guidance on how to help a child who struggles, and ways to connect with y…

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In addition to reading strategies, behavioral support is key to implement reading comprehension and to keeping your child motivated and on track. I have provided guidance on how to encourage on-task behaviors, organizational skills, and task completion.

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Reward systems are important for children with disabilities because they help keep them motivated and engaged in reading. Many children struggle with reading because it can feel difficult or frustrating, but rewards give them a reason to keep trying. When children know they will earn a small prize, sticker, or extra playtime for completing a reading task, they are more likely to stay focused and put in the effort. Reward systems also build confidence by reinforcing positive behaviors, like finishing a book or practicing new words. Over time, these rewards help create a habit of reading and make learning feel more enjoyable, leading to long-term improvement in reading skills.

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This page helps parents understand the challenges children with learning disabilities face when learning to read. It provides clear explanations of different types of learning disabilities, like dyslexia, and offers strategies to support children in developing reading skills. Parents can find expert advice, helpful articles, and real-life success stories that give them practical tools to use at home.

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The Reading Rockets Books section is a valuable resource because it provides book recommendations for children of all ages and reading levels. It includes lists of books on various topics, from classic stories to diverse and inclusive books that reflect different backgrounds and experiences. This section helps parents and educators choose engaging books that keep children interested and motivated to read.

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Meet your favorite book creators, launch an author study, browse our themed booklists, get tips on how to choose and use kids' books, find guidance on building a more diverse bookshelf, celebrate annual literacy events with us, and more!

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A visual schedule helps children with disabilities by providing a clear, structured routine that makes reading time predictable and manageable. It reduces anxiety, increases focus, and encourages independence by visually guiding the child through each step of the reading process. By using pictures or symbols to represent tasks, a visual schedule supports comprehension and helps children stay engaged, improving their overall reading experience.

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The IRIS Center's Early Reading Intervention

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The IRIS Center's Early Reading Intervention

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The IRIS Center's Early Reading Intervention page is important because it provides research-based strategies for helping young children develop strong reading skills. It explains the key components of early reading instruction, such as phonemic awareness, phonics, fluency, vocabulary, and comprehension, which are essential for children with and without learning difficulties. This resource is useful for parents and educators because it offers clear explanations, practical activities, and step-by-step guidance on how to support a child's reading development at home and in school. By following these strategies, caregivers can help children build a strong foundation in reading, making it easier for them to succeed in school and beyond.

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Page 4: Use Positive Behavioral Approaches

To address a range of behavioral challenges, a growing number of JC facilities are implementing positive behavioral interventions and supports (PBIS) as an alternative to traditional disciplinary practices. Implemented and proven effective in over 19,000 schools, PBIS promotes positive behaviors and prevents and reduces problem behaviors. PBIS relies on positive behavioral strategies to teach youth appropriate expected behaviors and provides increasingly intensive levels of behavioral supports to those who need them. Teaching expected behaviors and rewarding students who engage in them leads to a decrease in disruptions, an increase in instructional time, and improvement in both social and academic outcomes. PBIS is a three-tiered positive behavior support model.

Tier 1:

Consists of universal practices designed to prevent the initial occurrence of undesirable behavior. This level, also called primary prevention, is implemented with ALL students.

Tier 2:

Consists of practices designed to prevent re-occurrence of undesirable behaviors. This level, also called secondary prevention, includes targeted group supports for SOME students.

Tier 3:

Consists of intensive, individualized intervention strategies for youth who are not successful with Tier 2 supports. This level, also called tertiary intervention, includes intensive interventions for FEW students.

To learn more about the similarities and differences of implementing PBIS in schools and in juvenile corrections facilities, we encourage you to listen to the following IRIS Interview:

Research Shows

PBIS has been shown to reduce behavior incidence when implemented in juvenile correctional facilities.

Implementation of PBIS in a Texas juvenile corrections facility resulted in a 46% decrease in behavioral incident reports, a 21% increase in daily school attendance, and an increase in the career and technical industry certifications earned by students.
(Johnson, Wang, Gilinsky, He, Carpenter, Nelson, & Scheuermann, 2013)

Implementation of PBIS in juvenile corrections facilities in Illinois and Iowa resulted in reductions in both major and minor behavior incidents and a 73% reduction in the use of restraint and seclusion.
(Nelson, Scott, Gagnon, Jolivette, Sprague, 2008)

Jeffrey Sprague, an expert in PBIS implementation, highlights a few positive outcomes experienced by youth and staff at juvenile corrections facilities that implemented PBIS (time: 1:38).

Jeffrey Sprague, PhD
Professor of Special Education, Director of the University of Oregon
Institute on Violence and Destructive Behavior
University of Oregon

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Transcript: Jeffrey Sprague, PhD

We tracked 50 secure juvenile facilities over a three-year period and characterized their PBIS implementation. What we found across the facilities is we're able at tier 1 to get all of them implementing to a criteria. So if the question is can we be effective in getting them to do it, the answer is a resounding yes. In terms of outcome data. basically by supporting the facilities and regularly reviewing and tracking and doing problem-solving around their discipline data, we saw consistent reductions in behavioral incidences in virtually all the facilities.

We also found that the facility personnel said they liked it. They said they thought it made them more effective. They said they were willing to do it in the future. The youth liked it a lot because they said the adults were more consistent, and they actually expressed amazement or disappointment when they encountered, for example, what they called "old-school staff." The youth actually felt like the positive expectations gave them much more hope not only in the facility but it also helped them understand what their possibilities might be after they left the facilities. So pretty much everybody is positive about it. Once people can see their positive outcome then they'll be much more willing to maintain the effort that it takes to carry it out.

PBIS can be implemented either school-wide or facility-wide and should involve the entire school or facility staff, including school administrators, teachers, security personnel, para-professionals, and related services providers, among others. It is important to know that, if PBIS is only implemented school-wide, the positive behavioral changes might not transfer or generalize to other areas in the facility. Because of the differences between schools and JC facilities, the PBIS model or framework when implemented in a JC setting will require certain adaptations. Regardless, the key features of PBIS remain the same:

Creating school-wide or facility-wide expectations

Developing school-wide procedures, especially for problem areas

Altering physical arrangements associated with problem areas

Establishing rewards and consequences to encourage expected behavior and discourage misbehavior

Implementing increasingly intensive levels of behavioral supports

Establishing procedures for collecting and evaluating data to monitor correct implementation; also known as fidelity of implementation

fidelity of implementation
The degree to which an intervention is implemented accurately, following the guidelines or restrictions of its developers.

Once these PBIS features are in place, teachers and other staff can begin implementation by teaching students the school-wide behavioral expectations. When they create their own classroom rules and procedures, teachers should make certain that they align with these school-wide or facility-wide behavioral expectations. For example, a common expectation is "Be Responsible." A corresponding rule could be "Complete All Work."

For Your Information

The first step for a school or facility to effectively implement PBIS is to create a leadership team. This team will receive extensive training on PBIS, including how to set up the program and how to train their fellow staff members on proper implementation.

A basic tenet of PBIS is that the consequences of breaking the rules should be related to the offense. For example, if a student misbehaves during dinner, the consequence should not include the student missing math or English instruction the next day but instead should effect what happens during subsequent meal times.

Jeffrey Sprague discusses some of the challenges of implementing PBIS in juvenile corrections facilities (time: 1:23).

Jeffrey Sprague, PhD
Professor of Special Education, Director of the University of Oregon
Institute on Violence and Destructive Behavior
University of Oregon

/wp-content/uploads/module_media/jj1_media/audio/jj1_p04c_js.mp3
View Transcript
Transcript: Jeffrey Sprague, PhD

I think some of the impediment is the tradition of juvenile justice being about security, safety, and punishment. Then PBIS has come along almost at an oblique angle advocating both for a set of specific interventions, but also the system's features that we know make PBIS work well are just not part of the culture. One of the things we've also seen is the huge amount of turnover in a lot of these facilities, both in the school staff as well as the correction staff. On any given day, when you show up to a facility to do training or support or coaching, you never know who's going to be there. In these secure facilities, you might see administrators come and go.

The school programs tend to be run year around, but they may have contracted teachers that teach during the traditional school year, and then during the summer it's this parade of substitutes coming through. Training and even providing information across 24/7 is also a challenge. I think it's a miracle that in some places they've actually been sustaining the work now for multiple years and doing a pretty good job in that regard.

In the video at the following link, a teacher at a juvenile corrections facility discusses a number of positive outcomes after the facility implemented PBIS. Click here to open this video in a separate window (time: 3:11).

This toolbox lists and describes additional resources related to the information presented on this page. These resources are provided for informational purposes only for those who wish to learn more about the topic(s). It is not necessary for those viewing this module to read or refer to all of these additional resources to understand the content.

Additionally, the Neglected or Delinquent Technical Assistance Center for the Education of Children/Youth Who Are Neglected or At-Risk (NDTAC) offers resources about Safe and Supportive Learning Environments, including information on behavior issues in juvenile justice settings, improving learning conditions for at-risk youth, and the effective implementation of PBIS. To access these resources, visit the NDTAC Website and select Safe and Supportive Learning Environments from the Topic Areas menu at the top of the page.

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IRIS | Page 4: Use Positive Behavioral Approaches

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To address a range of behavioral challenges, a growing number of JC facilities are implementing positive behavioral interventions and supports (PBIS) as an alternative to traditional disciplinary practices. Implemented and proven effective in over 19,000 schools, PBIS promotes positive behaviors and prevents and reduces problem behaviors.

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The Choosing and Using Kids’ Books page is important because it guides parents in selecting the right books for their child’s reading ability and interests. It explains how to find books that match a child’s skill level while also making reading fun and engaging. The page also includes tips on how to read with children, ask questions to improve comprehension, and encourage a lifelong love of reading.

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When it comes to deciding what books to share with the young readers in your life, there is so much to choose from! Get pointed in the right direction with our themed booklists and articles on choosing and using children's books at home and in the classroom.

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The Effective Reading Interventions for Kids with Learning Disabilities article

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The Effective Reading Interventions for Kids with Learning Disabilities article

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The Effective Reading Interventions for Kids with Learning Disabilities article is essential for parents and educators who want to help struggling readers. It explains research-based strategies that improve reading skills, including phonics instruction, repeated reading, and multi-sensory techniques. This resource ensures that children with learning disabilities get the support they need to build confidence and become successful readers.

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Effective Reading Interventions for Kids with Learning Disabilities

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Research-based information and advice for sizing up reading programs and finding the right one for your child with a learning disability.

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Without comprehension, reading is just recognizing words without meaning, making it hard for students to learn from books, follow instructions, or enjoy stories. Strong reading comprehension skills help students succeed in all subjects, from math to science, because they can process and analyze information effectively. It also improves their ability to communicate ideas, solve problems, and make informed decisions, which are essential skills for success in school and beyond.

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1. How can I help my child stay focused during reading time?

Creating a quiet, comfortable reading space with minimal distractions can help your child stay focused. Break reading sessions into short, manageable chunks and use a visual schedule to set clear expectations. Using interactive reading strategies, like asking questions or acting out parts of the story, can also keep your child engaged.

2. What should I do if my child gets frustrated while reading?

If your child becomes frustrated, take a short break and offer encouragement instead of pressure. Choose books that match their reading level and gradually increase difficulty as their skills improve. Using positive reinforcement, such as a reward system or praise for effort, can help build confidence and reduce frustration.

3. How do I know if my child needs extra support with reading?

If your child struggles with recognizing words, understanding stories, or avoids reading altogether, they may need extra support. Speak with their teacher about their progress and consider an evaluation if you suspect a learning disability. Resources like reading intervention programs, audiobooks, and specialized reading strategies can help your child develop stronger reading skills.

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The Important of Increased Parent Involvement, Knowledge, and Advocacy.

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The Important of Increased Parent Involvement, Knowledge, and Advocacy.

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The document reviews web-based special education resources provided to parents by State Departments of Education (SDEs). It emphasizes the critical role of parental involvement in special education and the importance of accessible, high-quality resources to support their engagement. The study found that while many SDEs provide resources, the quality, quantity, and organization vary widely, potentially impacting parents’ ability to effectively advocate for their children. It recommends improving resource availability, accessibility (including translations), and clarity to help parents navigate special education systems more efficiently.

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Fall 2020 6756 Review of Web-based Resources for Parents-2