Guided Reading Strategies

Use homogeneous reading groups of 3-6 children all reading from the same book. Children can be phased into new groups as their skills change. The rest of the class will be engaging in independent or shared reading activities.

Use time before the actual reading to predict the story from cover and illustrations. Help children remember similar stories so they can integrate previous knowledge and use that to prepare mentally for the current story.

Have children start their oral reading at different times, so they are not reading together. They should each be reading at their own speed at their own place.

Focus on one child to do a running record during the session.

Listen to hear what strategies children are using, so you can comment positively on one or more of them following the session. If you notice a particular word or phrase is causing difficulty, use that as the mini-teaching theme following the reading of the book.

Literacy centers for groups: Guided Reading, Independent Reading, Shared Reading, Alphabet Centers, Read Around the Room

Alphabetic knowledge activities in which children learn the names of letters and learn to  identify them rapidly and accurately.

Activities that help children learn to preview selections, anticipate content, and make connections between what they will read and what they already know.

Instruction that provides options when understanding breaks down (e.g. rereading, asking for expert help, and looking up words).

Guidance in helping children compare characters, events, and themes of different stories.

Activities that encourage discussion about what is being read and how ideas can be linked (e.g. to draw conclusions and make predictions).

Lead or master teachers are available to coach new and less experienced teachers

Activities that help children extend their reading experiences through the reading of more difficult texts with the teacher.

Early support of letter knowledge and phonemic awareness.

Instruction on letter-sound correspondences and spelling conventions.

Opportunity and encouragement to use spelling-sound knowledge in reading and writing.

Daily sessions for independent and supported reading with attention to both fluency and comprehension.

Lessons in sound-letter relationships that are organized systematically and that provide as much practice and review as is needed.

Practice in decoding and identifying words that contain the letter-sound relationships children are learning to read and need for reading and writing.