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No More Independent Reading Without Support

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No More Independent Reading Without Support

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Chapter 3 No More Independent Reading Without Support

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Research, Compliment, Decide, Teach, Link Conference

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Research, Compliment, Decide, Teach, Link Conference

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https://www.learner.org/workshops/middlewriting/images/pdf/W6ReadConferring.pdf

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https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/discipline/english/literacy/lttusermap.pdf

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Supporting Readers in Independent Reading

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Supporting Readers in Independent Reading

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Guided reading is an instructional practice or approach where teachers support a small group of students to read a text independently.

Guided reading sessions are made up of three parts:

before reading discussion

independent reading

after reading discussion

The main goal of guided reading is to help students use reading strategies whilst reading for meaning independently.

Guided reading is informed by Vygotsky's (1978) Zone of Proximal Development and Bruner's (1986) notion of scaffolding, informed by Vygotsky's research. The practice of guided reading is based on the belief that the optimal learning for a reader occurs when they are assisted by an educator, or expert 'other', to read and understand a text with clear but limited guidance. Guided reading allows students to practise and consolidate effective reading strategies.

Vygotsky was particularly interested in the ways children were challenged and extended in their learning by adults. He argued that the most successful learning occurs when children are guided by adults towards learning things that they could not attempt on their own.

Vygotsky coined the phrase 'Zone of Proximal Development' to refer to the zone where teachers and students work as children move towards independence. This zone changes as teachers and students move past their present level of development towards new learning. (Source: Literacy Professional Learning Resource, Department of Education and Training, Victoria)

Guided reading helps students develop greater control over the reading process through the development of reading strategies which assist decoding and construct meaning. The teacher guides or 'scaffolds' their students as they read, talk and think their way through a text (Department of Education, 1997).

This guidance or 'scaffolding' has been described by Christie (2005) as a metaphor taken from the building industry. It refers to the way scaffolds sustain and support people who are constructing a building.

The scaffolds are withdrawn once the building has taken shape and is able to support itself independently (pp. 42-43). Similarly, the teacher places temporary supports around a text such as:

frontloading new or technical vocabulary

highlighting the language structures or features of a text

focusing on a decoding strategy that will be useful when reading

teaching fluency and/or

promoting the different levels of comprehension - literal, inferential, evaluative.

Once the strategies have been practised and are internalised, the teacher withdraws the support (or scaffold) and the reader can experience reading success independently (Bruner, 1986, p.76).

When readers have the opportunity to talk, think and read their way through a text, they build up a self-extending system.

This system can then fuel itself; every time reading occurs, more learning about reading ensues. (Department of Education, Victoria, 1997; Fountas and Pinnell, 1996). Guided reading is a practice which promotes opportunities for the development of a self-extending system (Fountas and Pinnell, 1996).

Teachers select texts to match the needs of the group so that the students, with specific guidance, are supported to read sections or whole texts independently.

Students are organised into groups based on similar reading ability and/or similar learning needs determined through analysis of assessment tools such as running records, reading conference notes and anecdotal records.

Every student has a copy of the same text at an instructional level (one that can usually be read with 90-94% accuracy, see Running Records). All students work individually, reading quietly or silently.

Selecting texts for EAL/D learners

Understanding EAL/D students' strengths and learning needs in the Reading and viewing mode will help with appropriate text selection. Teachers consider a range of factors in selecting texts for EAL/D students including:

content which connects to prior knowledge and experiences, including culturally familiar contexts, characters or settings

content which introduces engaging and useful new knowledge, such as contemporary Australian settings and themes

content which prepares students for future learning, e.g. reading a narrative about a penguin prior to a science topic about animal adaptations

language at an accessible but challenging level ('just right' texts)

availability of support resources such as audio versions or translations of the text

texts with a distinctive beat, rhyming words or a combination of direct and indirect speech to assist with pronunciation and prosody

the difficulty of the sentence structures or grammatical features in the selected text. Ideally, students read texts at an instructional level (texts where students achieve 90 per cent accuracy if they read independently) in order to comprehend it readily. This is not always feasible, particularly at the higher levels of primary school. If the text is difficult, the teacher could modify the text or focus the reading on a section before exposing them to the whole text.

For more information on texts at an instructional level, see: Running records

Students also need repeated exposure to new text structures and grammatical features to extend their language learning, such as texts with:

different layouts and organisational features

different sentence lengths

simple, compound or complex sentences

a wide range of verb tenses used

a range of complex word groups (noun groups, verb groups, adjectival groups)

direct and indirect speech

passive voice, e.g. Wheat is harvested in early autumn, before being transported to silos.

nominalisation, e.g. The presentation of awards will take place at 8pm.

EAL/D students learn about the grammatical features as they arise in authentic texts. For example, learning about the form and function of passive sentences when reading an exposition text, and subsequently writing their own passive sentences.

All students in the class including EAL/D students will typically identify a learning goal for reading. Like all students, the learning needs of each EAL/D student will be different. Some goals may be related to the student's prior experience with literacy practices, such as:

Some goals may be related to the nature of students' home language(s):

For more information on appropriate texts for EAL/D students, see: Languages and Multicultural Education Resource Centre

Major focuses for a teacher to consider in a guided reading lesson:

Before reading the teacher can

activate prior knowledge of the topic

encourage student predictions

set the scene by briefly summarising the plot

demonstrate the kind of questions readers ask about a text

identify the pivotal pages in the text that contain the meaning and 'walk' through the students through them

introduce any new vocabulary or literary language relevant to the text

locate something missing in the text and match to letters and sounds

clarify meaning

bring to attention relevant text layout, punctuation, chapter headings, illustrations, index or glossary

clearly articulate the learning intention (i.e. what reading strategy students will focus on to help them read the text)

discuss the success criteria (e.g. you will know you have learnt to ..... by .........)

During reading the teacher can

'listen in' to individual students

observe the reader's behaviours for evidence of strategy use

assist a student with problem solving using the sources of information - the use of meaning, structure and visual information on extended text

confirm a student's problem-solving attempts and successes

give timely and specific feedback to help students achieve the lesson focus

make notes about the strategies individual students are using to inform future planning and student goal setting; see Teacher's role during reading)

After reading the teacher can

talk about the text with the students

invite personal responses such as asking students to make connections to themselves, other texts or world knowledge

return to the text to clarify or identify a decoding teaching opportunity such as work on vocabulary or word attack skills

check a student understands what they have read by asking them to sequence, retell or summarise the text

develop an understanding of an author's intent and awareness of conflicting interpretations of text

ask questions about the text or encourage students to ask questions of each other

develop insights into characters, settings and themes

focus on aspects of text organisation such as characteristics of a non-fiction text

revisit the learning focus and encourage students to reflect on whether they achieved the success criteria.

Source: Department of Education, 1997

The teacher selects a text for a guided reading group by matching it to the learning needs of the small group. The learning focus is identified through the analysis of running records (text accuracy, cueing systems and identified reading behaviours), individual conference notes or anecdotal records, see Running Records).

Additional focuses for a teacher to consider for EAL/D students in a guided reading lesson

Before reading a fictional text, the teacher can

Before reading a factual text, the teacher can

support students to brainstorm and categorise words and phrases related to the topic

provide a structured overview of the features of a selected text, for example, the main heading, sub headings, captions or diagrams

support students to skim and scan to get an overview of the text or a specific piece of information

support students to identify the text type, its purpose and language structures and features.

During reading the teacher can

talk to EAL/D students about strategies they use when reading in their home language and encourage them to use them in reading English texts. Teachers can note these down and encourage other students to try them.

After reading the teacher can

encourage EAL/D students to use their home language with a peer (if available) to discuss a response to a teacher prompt and then ask the students to share their ideas in English

record student contributions as pictures (e.g. a story map) or in English so that all students can understand

create practise tasks focusing on particular sentence structures from the text

set review tasks in both English and home language. Home language tasks based on personal reflection can help students develop depth to their responses. English language tasks may emphasise learning how to use language from the text or the language of response

ask students to practise reading the text aloud to a peer to practise fluency

ask students to create a bilingual version of the text to share with their family or younger students in the school

ask students to innovate on the text by changing the setting to a place in their home country and altering some or all of the necessary elements.

In this video, the teacher uses the practice of guided reading to support a small group of students to read independently. Part 1 consists of the before reading discussion which prepares the small group for the reading, and secondly, students individually read the text with teacher support.

In this video (Part 2), the teacher leads an after reading discussion with a small group of students to check their comprehension of the text. The students re-read the text together. Prior to this session the children have had the opportunity to read the text independently and work with the teacher individually at their point of need.

In this video, the teacher leads a guided reading lesson on point of view, with a group of Level 3 students.

The teacher selects a text for a guided reading group by matching it to the learning needs of the small group. The learning focus is identified through:

analysis of running records (text accuracy, cueing systems and identified reading behaviours)

individual conference notes

or anecdotal records.

Text selection

The text chosen for the small group instruction will depend on the teaching purpose. For example, if the purpose is to:

Text selection should include a range of:

It is important that the teacher reads the text before the guided reading session to identify the gist of the text, key vocabulary and text organisation. A learning focus for the guided reading session must be determined before the session. It is recommended that teachers prepare and document their thinking in their weekly planning so that the teaching can be made explicit for their students as illustrated in the examples in the information below.

Example 1

Students

Jessie, Rose, Van, Mohamed, Rachel, Candan

Text/Level

Tadpoles and Frogs, Author Jenny Feely, Program AlphaKids published by Eleanor Curtain Publishing Pty Ltd. ©EC Licensing Pty Ltd. (Level 5)

Learning Intention

We are learning to read with phrasing and fluency.

Success criteria

I can use the grouped words on each line of text to help me read with phrasing.

Why phrase

Phrasing helps the reader to understand the text through the grouping of words into meaningful chunks.

An example of guided reading planning and thinking recorded in a teacher's weekly program (See Guided Reading Lesson: Reading with phrasing and fluency)

Example 2

Students

Mustafa, Dylan, Rosita, Lillian, Cedra

Text/Level

The Merry Go Round - PM Red, Beverley Randell, Illustrations Elspeth Lacey ©1993. Reproduced with the permission of Cengage Learning Australia. (Level 3)

Learning intention

We are learning to answer inferential questions.

Success criteria

I can use text clues and background information to help me answer an inferential question.

Questions as prompts

Why has the author used bold writing? (Text clue) Can you look at Nick's body language on page11? Page 16? What do you notice? (Text clues) Why does Nick choose to ride up on the horse rather than the car or plane? (Background information on siblings, family dynamics and stereotypes about gender choices).

An example of the scaffolding required to assist early readers to answer an inferential question. This planning is recorded in the teacher's weekly program. ( See Guided Reading Lesson: Literal and Inferential Comprehension)

More examples

It is important to choose a range of text types so that students' reading experiences are not restricted.

Quality literature is highly motivating to both students and teachers. Students prefer to learn with these texts and given the opportunity will choose these texts over traditional 'readers'. (McCarthey, Hoffman & Galda, 1999, p.51).

Research

Research suggests the quality and range of books to which students are exposed to such as:

Considerations

When selecting texts for teaching purposes include: levels of text difficulty and text characteristics such as:

the length

the degree of detail and complexity and familiarity of the concepts

the support provided by the illustrations

the complexity of the sentence structure and vocabulary

the size and placement of the text

students' reading behaviours

students' interests and experiences including home literacies and sociocultural practices

texts that promote engagement and enjoyment.

For ideas about selecting literature for EAL/D learners, see: Literature

During the reading stage, it is helpful for the teacher to keep anecdotal records on what strategies their students are using independently or with some assistance. Comments are usually linked to the learning focus but can also include an insightful moment or learning gap.

Learning example

Students

Jessie

finger tracking text

uses some expression

not pausing at punctuation

some phrasing but still some word by word.

Rose

finger tracking text

reading sounds smooth.

Van

reads with expression

re-reads for fluency.

Mohamed

Rachel

Candan

recognises commas and pauses briefly when reading clauses

reads with expression.

Teacher anecdotal records template example

There are a number of points during the guided reading session where the teacher has an opportunity to provide feedback to students, individually or as a small group. To execute this successfully, teachers must be aware of the prompts and feedback they give.

Specific and focused feedback will ensure that students are receiving targeted strategies about what they need for future reading successes, see Guided Reading: Text Selection; Guided Reading: Teacher's Role.

Examples of specific feedback

1. I really liked the way you grouped those words together to make your reading sound phrased. Did it help you understand what you read? (Meaning and visual cues)

2. Can you go back and reread this sentence? I want you to look carefully at the whole word here (the beginning, middle and end). What do you notice? (Visual cues)

3. As this is a long word, can you break it up into syllables to try and work it out? Show me where you would make the breaks. (Visual cues)

4. It is important to pause at punctuation to help you understand the text. Can you go back and reread this page? This time I want you to concentrate on pausing at the full stops and commas. (Visual and meaning cues)

5. Look at the word closely. I can see it starts with a digraph you know. What sound does it make? Does that help you work out the word? (Visual cues)

6. This page is written in past tense. What morpheme would you expect to see on the end of verbs? Can you check? (Visual and structural cues)

7. When you read something that does not make sense, you should go back and reread. What word could go there that makes sense? Can you check to see if it matches the word on the page? (Meaning and visual cues)

Providing feedback to EAL/D learners

Specific feedback for EAL/D students may involve and build on transferable skills and knowledge they gained from reading in another language.

I can see you were thinking carefully about the meaning of that word. What information from the book did you use to help you guess the meaning?

Do you know this word in your home language? Let's look it up in the bilingual dictionary to see what it is.

Independent reading promotes active problem solving and higher-order cognitive processes (Krashen, 2004). It is these processes which equip each student to read increasingly more complex texts over time; "resulting in better reading comprehension, writing style, vocabulary, spelling and grammatical development" (Krashen, 2004, p. 17).

It is important to note that guided reading is not round robin reading. When students are reading during the independent reading stage, all children must have a copy of the text and individually read the whole text or a meaningful segment of a text (e.g. a chapter).

Students also have an important role in guided reading as the teacher supports them to practise and further explore important reading strategies.

Before reading the student can

engage in a conversation about the new text

make predictions based on title, front cover, illustrations, text layout

activate their prior knowledge (what do they already know about the topic? what vocabulary would they expect to see?)

ask questions

locate new vocabulary/literary language in text

articulate new vocabulary and match to letters/sounds

articulate learning intention and discuss success criteria.

During reading the student can

read the whole text or section of text to themselves

use concepts of print to assist their reading

use pictures and/or diagrams to assist with developing meaning

problem solve using the sources of information - the use of meaning, (does it make sense?) structure (can we say it that way?) and visual information (sounds, letters, words) on extended text (Department of Education, 1997)

recognise high frequency words

recognise and use new vocabulary introduced in the before reading discussion segment

use text user skills to help read different types of text

read aloud with fluency when the teacher 'listens in'

read the text more than once to establish meaning or fluency

read the text a second or third time with a partner.

After reading the student can

be prepared to talk about the text

discuss the problem solving strategies they used to monitor their reading

revisit the text to further problem solve as guided by the teacher

compare text outcomes to earlier predictions

ask and answer questions about the text from the teacher and group members

summarise or synthesise information

discuss the author's purpose

think critically about a text

make connections between the text and self, text to text and text to world.



Additional focuses for EAL/D students when reading independently

Before reading the student can


activate their home language knowledge. What home language words related to this topic do they know?

During reading the student can


refer to vocabulary charts or glossaries in the classroom to help them recognise and recall the meaning of words learnt before reading the text

use home language resources to help them understand words in the text. For example, translated word charts, bilingual dictionaries, same-language peers or family members.

After reading the student can


summarise the text using a range of meaning-making systems including English, home language and images.

Teacher anecdotal records template example

Providing opportunities for teachers to learn about teaching practices, sharing of evidence-based methods and finding out what is working and for whom, all contribute to developing a culture that will make a difference to student outcomes (Hattie, 2009, pp. 241-242).

When there has been dedicated and strategic work by a Principal and the leadership team to set learning goals and targeted focuses, teachers have clear direction about what to expect and how to go about successfully implementing core teaching and learning practices.

One way to monitor the growth of teacher capacity and whether new learning has become embedded is by setting up peer observations with colleagues. It is a valuable tool to contribute to informed, whole-school approaches to teaching and learning.

The focus of the peer observation must be determined before the practice takes place. This ensures all participants in the process are clear about the intention. Peer observations will only be successful if they are viewed as a collegiate activity based on trust.

According to Bryk and Schneider, high levels of "trust reduce the sense of vulnerability that teachers experience as they take on new and uncertain tasks associated with reform" and help ensure the feedback after an observation is valued (as cited in Hattie, 2009, p. 241).

To improve the practice of guided reading, peer observations can be arranged across Year levels or within a Year level depending on the focus. A framework for the observations is useful so that both parties know what it is that will be observed. It is important that the observer note down what they see and hear the teacher and the students say and do. Evidence must be tangible and not related to opinion, bias or interpretation (Danielson, 2012).

Examples of evidence relating to the guided reading practice might be:

the words the teacher says (Today's learning intention is to focus on making sure our reading makes sense. If it doesn't, we need to reread and problem solve the tricky word)

the words the students say (My reading goal is to break up a word into smaller parts when I don't know it to help me decode)

the actions of the teacher (Taking anecdotal notes as they listen to individual students read)

what they can see the students doing (The group members all have their own copy of the text and read individually).

Noting specific examples of engagement and practice and using a reflective tool allows reviewers to provide feedback that is targeted to the evidence rather than the personality. Finding time for face-to-face feedback is a vital stage in peer observation. Danielson argues that "the conversations following an observation are the best opportunity to engage teachers in thinking through how they can strengthen their practice" (2012, p.36).

It is through collaborative reflection and evaluation that teaching and learning goals and the embedding of new practice takes place (Principles of Learning and Teaching [ PoLT]: Action Research Model).

Teacher Observation template example

For in practice examples, see: Guided reading lessons

Bruner, J. (1986). Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press.

Christie, F. (2005). Language Education in the Primary Years. Sydney: University of New South Wales Press/University of Washington Press.

Danielson, C. (2012). Observing Classroom Practice, Educational Leadership, 70(3), 32-37.

Department of Education, Victoria (1997). Teaching Readers in the Early Years. South Melbourne: Addison Wesley Longman Australia.

Department of Education, Employment and Training, Victoria (1999). Professional Development for Teachers in Years 3 and 4: Reading. South Melbourne: Addison Wesley Longman Australia.

Dewitz, P. & Dewitz, P. (February 2003), They can read the words, but they can't understand: Refining comprehension assessment. In The Reading Teacher, 56 (5), 422-435.

Duke, N.K., Pearson, P.D., Strachan, S.L., & Billman, A.K. (2011). Essential Elements of Fostering and Teaching Reading Comprehension. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (4th ed.) (pp. 51-59). Newark, DE: International Reading Association.

Fisher, D., Frey, N. and Hattie, J. (2016). Visible learning for Literacy: Implementing Practices That Work Best to Accelerate Student Learning. Thousand Oaks, California: Sage Publications.

Hall, K. (2013). Effective Literacy Teaching in the Early Years of School: A Review of Evidence. In K. Hall, U. Goswami, C. Harrison, S. Ellis, and J. Soler (Eds), Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy (pp. 523-540). London: Routledge.

Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, Abingdon, Oxon: Routledge, Taylor and Francis Publishers

Hill, P. & Crevola, C. (Unpublished)​

Krashen, S.D. (2004). The Power of Reading: Insights from the Research (2nd Ed.). Portsmouth, NH: Heinemann.

McCarthey,S.J., Hoffman, J.V., & Galda, L. (1999) 'Readers in elementary classrooms: learning goals and instructional principles that can inform practice' (Chapter 3) . In Guthrie, J.T. and Alvermann, D.E. (Eds.), Engaged reading: processes, practices and policy implications (pp.46-80). New York: Teachers College Press.

Principles of Learning and Teaching (PoLT): Action Research Model Accessed

Scaffolding: Lev Vygotsky (June, 2017)

Vygotsky, L.S. (1978). Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

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Guided reading is an instructional practice or approach where teachers support a small group of students to read a text independently. Guided reading sessions are made up of three parts: before reading discussion independent reading after reading discussion The main goal of guided reading is to help students use reading strategies whilst reading for meaning independently.

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Scholastic Education offers blended and digital classroom resources in literacy, math, science, social studies, and French. We’re committed to supporting teachers in their instruction—in-person, virtually, or in a hybrid/blended learning model.

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About this Strategy Guide

Guided reading gives teachers the opportunity to observe students as they read from texts at their instructional reading levels. This strategy guide describes ideas that support guided reading, including practical suggestions for implementing it in the classroom; introduces guided reading; and includes a reading list for further investigation.

Research Basis

Guided reading is subject to many interpretations, but Burkins & Croft (2010) identify these common elements:

Working with small groups

Matching student reading ability to text levels

Giving everyone in the group the same text

Introducing the text

Listening to individuals read

Prompting students to integrate their reading processes

Engaging students in conversations about the text

The goal is to help students develop strategies to apply independently. Work focuses on processes integral to reading proficiently, such as cross-checking print and meaning information, rather than on learning a particular book's word meanings. (For example, a student might see an illustration and say "dog" when the text says puppy, but after noticing the beginning /p/ in puppy, correct the mistake.) During guided reading, teachers monitor student reading processes and check that texts are within students' grasps, allowing students to assemble their newly acquired skills into a smooth, integrated reading system (Clay, p.17)

Strategy in Practice

Preparation for Instruction

Here is a general task list to consider before initiating guided reading instruction.

1. Assess students to determine instructional reading levels (IRLs). At IRL, students should sound like good readers and comprehend well.

2. Look for trends across classroom data. Cluster students into groups based on their IRLs, their skills, and how they solve problems when reading. Make groups flexible, based on student growth and change over time. If you must compromise reading level to assemble a group, always put students into an easier text rather than a more difficult one.

3. Select a text that gives students the opportunity to engage in a balanced reading process. If a student looks at words but doesn't think about the meaning or consider the pictures, find an IRL where the student uses all of the information the text offers. If there are more than a few problems for students to solve during reading, the text is too difficult.

4. Plan a schedule for working with small groups, and organize materials for groups working independently. Independent work should be as closely connected to authentic reading and writing as possible; try things like rereading familiar texts or manipulating magnetic letters to explore word families.

The Guided Reading Session

Individual lessons vary based on student needs and particular texts, but try this general structure.

1. Familiar rereading-Observe and make notes while students read books from earlier guided reading lessons.

2. Introduction-Ask students to examine the book to see what they notice. Support students guiding themselves through a preview of the book and thinking about the text. Students may notice the book's format or a particular element of the print.

3. Reading practice-Rotate from student to student while they read quietly or silently. Listen closely and make anecdotal notes. Intervene and prompt rarely, with broad questions like "What will you do next?"

4. Discussion-Let students talk about what they noticed while reading. Support their efforts to think deeply and connect across the whole book. For example, a student may notice that an illustration opening the text shows ingredients in a pantry, and at the end, they are all over the kitchen.

5. Teaching point-Offer a couple of instructions based on observations made during reading. Teaching points are most valuable when pointing to new things that students are demonstrating or ask for reflection on how they solved problems.

For Further Reading

Burkins, J.M., & Croft, M.M. (2010). Preventing misguided reading: New strategies for guided reading teachers. Newark, DE: International Reading Association.

Ford, M.P., & Opitz, M.F. (2008). Guided reading: Then and now. In M.J. Fresch (Ed.), An essential history of current reading practices (pp. 66-81). Newark, DE: International Reading Association.

McLaughlin, M., & Allen, M.B. (2009). Guided comprehension in grades 3-8
(Combined 2nd Ed.). Newark, DE: International Reading Association.

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Using Guided Reading to Develop Student Reading Independence

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About this Strategy Guide Guided reading gives teachers the opportunity to observe students as they read from texts at their instructional reading levels. This strategy guide describes ideas that support guided reading, including practical suggestions for implementing it in the classroom; introduces guided reading; and includes a reading list for further investigation.

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The following lesson plans were created by a 2nd grade teacher at my campus named Christen Stowers. They are also based on the plans found in The Next Step in Guided Reading.

The lessons plans below are the lesson plans that I use for my guided reading groups and my daily five activities. The guided reading group plans are also based on the plans included in The Next Step in Guided Reading. I have simply placed them in form version Microsoft Word so that I could fill them in quickly and easily. If you do not have Mircrosoft Word, I've included a pdf version for you.

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The following lesson plans were created by a 2nd grade teacher at my campus named Christen Stowers. They are also based on the plans found in The Next Step in Guided Reading. The lessons plans below are the lesson plans that I use for my guided reading groups and my daily five activities.

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