Leveled+Reading

=Guided/Leveled Reading Overview = (Information below copied from [|Mrs. Cowan's Informational Page])

Guided reading is reading with students in a small group based on similar strengths, needs, and interests. Guided reading is used to teach students how to use reading strategies to improve their reading from an instructional level to an independent level. Guided reading allows the teacher to work with a small group on a story rather than the whole group approach. Guided reading also allows the teacher to provide "prescriptive instruction" or "differentiated instruction" to students based on needs and strengths. No longer are students grouped simply according to reading level. The teacher uses guided reading for continuous observation and assessment. This assessment is important because Guided Reading is done in flexible groups that reflect children's changing abilities and needs. Guided reading groups change frequently and do not necessarily have students grouped together that are on the same reading level. For example, you may have a group that contains a level F reader, level G reader and a level D reader because all three require instruction in the area of creating mental images.
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 * What is Guided Reading? **

First of all, leveled books or stories are a must before Guided Reading can take place. Books should be selected based on children's individual needs, strengths, and interests. The more books available, the better. However, keep in mind that the books will be read more than once. Revisiting a text is also part of guided reading so it is not uncommon to have a child read a text that he/she has already read. Next, children should be grouped based on assessment results. Those assessments can range from a Running Record to a Developmental Reading Assessment. The groups should be formed with children based on specific needs. As stated earlier, groups may not necessarily contain students reading on the same level. A Guided Reading lesson lasts about fifteen minutes and groups meet approximately two-three times a week. Struggling readers will need to meet much more frequently. Each child has his/her own copy of the book. The teacher then introduces the story to the students. This can be done by making and discussing predictions, taking a picture walk, discussing strategies, introducing a specific skill to be focused on, etc. Each child then reads the whole text aloud in a whisper voice. Whisper phones (made from pvc pipe and pvc elbows) could come in handy at this time. The teacher then can use this time to focus on a specific reader and make observations. The teacher can prompt and offer support when needed. Remember that early and emergent readers will read a book more than once. Revisiting a text is common in guided reading. This will help build fluency and provide practice for skills/strategies that were emphasized using that particular text. After the lesson, take a moment to note observations, reflect, etc. You should probably have a notebook in which you have your guided reading lessons printed
 * How is Guided Reading Taught? **
 * Was the text appropriate for the skills/strategies that were taught?
 * Did the text meet the student's needs?
 * Was the text appropriate for each student?
 * Does a student need to move to a different group?
 * Did the students grasp the strategy/skill being taught?
 * Should the strategy/skill be re-taught?
 * Can this text be used for another skill/strategy?

The identified site contains additional information as well as some great tools to assist in guided reading.

Leveled Books
Leveled books are the key component in a leveled/guided reading program. Books have been carefully written in accordance with standardized criteria for each level. The books are graduated, meaning they get increasingly difficult with each succeeding level. ||