Unit 1: The Purpose and Key Features of Guided Reading

Revision as of 10:58, 8 December 2020 by Jianwei Zhang (talk | contribs)
(diff) ← Older revision | Latest revision (diff) | Newer revision → (diff)

Guided Reading in the Elementary Classroom

Unit 1: Key Features

Objective: Participants will be able to identify the key features and purpose of guided reading.

Case Study: During a recent faculty meeting at a K-2 elementary school, the principal advises her faculty how the district will be focusing on reading progress beginning with the district’s youngest students. The principal adds, she will be collecting data monthly based on students reading progression. The principal adds she would like the data to include baseline testing. After each grade level met, the teachers thought what the most efficient and accurate way would be to collect, monitor, and aid with student reading scores. If you were a teacher at that faculty meeting, what would your suggestion be to the staff?


“Guided reading is a small-group instructional context in which a teacher supports each reader's development of systems of strategic actions for processing new texts at increasingly challenging levels of difficulty. During guided reading, students in a small-group setting individually read a text that you have selected at their instructional reading level. You provide teaching across the lesson to support students in building the in-the-head networks of strategic actions for processing increasingly challenging texts. Through guided reading, students learn how to engage in every facet of the reading process and apply that literacy power to all instructional contexts.” (Fountas & Pinnell, 2019).


1. Watch: – What is Guided Reading?

2. Read: https://www.literacyideas.com/how-to-teach-guided-reading . Please bookmark this article. Not only are there helpful tips in the article, yet also videos for strategies and activities for guided reading virtually and in the classroom.

3. Discuss- What is guided reading? What is the purpose for implementing guided reading in the elementary classroom? How would you discuss benchmarking and guided reading text levels? Please pose a question you may have about guided reading or benchmarking for your classmates to respond to. Please respond to at least 2 of your peers questions.


As you begin working through each module in this mini-course, your focus is to become more comfortable with discussing the use of guided reading and advancing your guided reading skills. At the end of module 3 you will be expected to write a guided reading lesson that you would be prepared to present to a small group of students. To apply what you have learned in this lesson please begin to draft thoughts for your lesson plan and answer these questions:

  • What is the objective of guided reading?
  • What grade level is my lesson for?
  • What level text will my students be reading? How did you come to that text conclusion?


To reflect is to channel your thoughts on a topic with careful consideration. Please reflect on your knowledge of guided reading prior to this course. Each module you will be expected to add to your individual K.W.L chart. Please click the link to access your K.W.L Chart


  • What do I know about guided reading?
  • What do I want to know and learn about guided reading?
  • What have I learned from this course about guided reading?


>>Move to Unit 2: The Roles of Teacher and Student in Guided Reading