Guided Reading Space + Materials
Here is my guided reading space:
I create my groups in fall using Fountas & Pinnell testing and occasionally MAP test data, but mainly F&P. This year I ended up with way more groups than I would usually prefer, but it's just what had to happen. I try to have a range of just 2 levels per group, maybe 3 if I have to. During the year, I update their F&P level based on informal data taken during guided (more on that in a minute). I DO NOT F&P test the kids all year long. Who has that kind of time??? I move their level if I note in my data that they have been super successful at a particular level and are ready to be pushed up. I am pretty fierce about monitoring their levels and pushing kids up all year--in the past I have let kids get "stuck" in approaching text just because I didn't know any better. Now I really try to push them into harder texts and scaffold; usually the kids will step it up after a week or so.
Guided Reading Structure
I plan to do a second post that gives a detailed description of how I run Daily 3 down to the minute, but I'll give the basics now. This school year I had a full hour in my schedule for guided reading time and was able to meet with 3 groups a day. I also had an ELL teacher for guided support for 2 of those rotations, so collectively we were able to see 5 groups per day. I try to see the needier groups first for about 20 minutes each and save the last 15 minutes or so for one of my groups of higher readers who need a little less time for building background and support.
Here is an example of my plans:
post from last school year, and this template worked great for me. Here's the breakdown of how I try to allocate those minutes for guided:
- 2-3 min: Build Background, introduce skill, review objectives and sentence frame
- 1-2 min: Set purpose for reading with a "focus question" and assign chapters to read (write this question on the white board)
- 10-12 min: Students read assigned chapters. I conference with 2 students to listen to their reading and take data on fluency/accuracy as well as comprehension. After reading, students respond to focus questions and complete "I'm Finished" activities--see above picture.
- 3-5 min: Discuss responses as a group or with turn & talk partners. Make predictions for tomorrow, fill out graphic organizer if using one for this week's skill.
I typically read two books per week with the groups I see every day and one book per week with the kids I see 2-3 times a week. I use our series's (Treasures) Leveled Readers, books from our school book room, and Reading A-Z printable leveled books.
The back chunk of my guided reading binder is divided up by each guided group. I always let them choose their own group names and change them midyear if they want. In each section, each student has a data sheet with spots on front and back for 4 total conferences. Once their sheet is filled, I file it and start a new one.
As I said earlier, I use this data when I'm updating students' instructional reading levels and moving them between groups. I am a big proponent of sharing data with the students. If I notice a pattern in fluency errors, I will share it with the student. Before listening to a student read, I may show them on their sheet what we were working on last time. Every one of my students knows their instructional level and knows where they need to be to be at grade level. They get so excited when they see that they have moved up a level!
You can now download a pack of my Guided Reading templates for FREE on Teachers Pay Teachers! All I ask is that you pay it forward and share the awesome resources you create with the teachers in your life!
Tell me about your guided reading structure!