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Teacher: Going back to point the skills we learned and guiding conversation about the book  to find out if there is comprehension. 

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Teacher: Going back to point the skills we learned and guiding conversation about the book  to find out if there is comprehension. 

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Students: asking and answering questions about the content of the book

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Teacher asks students meaning of vocab words that may come up and how they know based on context clues

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Students: Answering questions regarding the text, asking questions that they might have, participating in a discussion about the book

Teachers: Ask comprehension questions and be a participant in discussion

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Teacher: Modeling specific reading skill/strategy with the actual book. Giving feedback when students are using the new skill/strategy - guiding students

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Teacher: Modeling specific reading skill/strategy with the actual book. Giving feedback when students are using the new skill/strategy - guiding students

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Students: practicing specific skill/strategy and trying to use teacher feedback.

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use decoding knowledge and context clues to understand book.

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After
Teacher - what went well? what should I focus on next?
Student - Any connections?

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Teacher asks students to recall what they read to assess comprehension. Students list what they remember. Teacher reminds students of the goal that they were working towards.

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Students: Decoding words, using skills and pictures to find meaning

Teachers: Listening to students while they read and addressing what they child might be struggling with through the What, Why, How process

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During
Teacher - Guiding students
Students - reading the material, working on strategies to become good readers - decoding, using picture clues, etc.

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Teacher might ask students to point out sight words, looking at picture before reading the page, talk about what we see. Then teacher listens to students as they read (not chorally) and helps if they get stuck. Prompts students who are stuck to look at letter sound and picture clues.

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Teacher: Building background going over specific vocabulary that might be related to the book we are reading.    

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Teacher: Building background going over specific vocabulary that might be related to the book we are reading.    

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Student: making connections and using background knowledge.

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Intro
Teacher - builds background, shares content goal
Student - shares any connections, tells about previous knowledge

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Introduce book, talk about title and what is on the front cover. Teacher is building background related to the book topic. Maybe asking students to answer questions related to vocabulary / make predictions.

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Students: Making predictions, Picture walk to see what the text might be about

Teacher:  introducing new vocabulary that might not be familiar, give a general overview of what we might see in the book

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Discuss front cover/ title.

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Guided reading is not meant to address too many skills at once.

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Guided Reading is intentional grouping where students of like-levels are able to practice books geared toward comprehension and ability to read these texts.

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Guided reading is not popcorn reading, whole group choral reading. It is not a phonics lesson.

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Guided reading is a teacher-facilitated reading group. The students are reading books on their reading level. Each lesson has a teaching point. The ultimate goal is for the students to be readers and feel comfortable with the material.

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Guided reading is guided exposure to books and reading. Practice of skills to help comprehension.

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Guided reading is a time where we model and provide specific reading skills/strategies. It is also a time for students to practice those skills with teacher feedback.

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Guided reading is a time where we model and provide specific reading skills/strategies. It is also a time for students to practice those skills with teacher feedback.