Guided reading / thinking
the currumbin way
Working together to ensure that every day, in every
classroom, every student is learning and achieving.
A balance of reading procedures are needed.
What is guided reading?
• is a teacher-directed activity for small groups of students with a
• uses texts at the student’s instructional level to provide the
necessary support and challenges during the lesson
• involves intensive teaching, with the teacher supporting students
as they talk, read and think their way through a text
• involves students practising strategies that will enable them to
• Most reading is performed SILENTLY… this may look
differently in P – 2 where a balance of choral reading,
teacher reading aloud and reading quietly with the teacher
will ensure all students are maintaining meaning with the
What is the purpose of guided
The ultimate goal of guided reading is to
help children learn how to use
independent reading strategies
(Fountas and Pinnell, 1996)
Why use guided reading?
• caters to the specific reading needs of small groups of students
based on current reading data (STARS/CARS)
• Is not always level based!
• involves explicit teaching and practise of a key reading strategy
or skill matched to the needs of the groups of students
• provides opportunity for close observation of how each student
operates when reading in a small group situation
• develops targeted reading comprehension and vocabulary skills
• allows students to practise acquired reading skills and allows
the teacher to monitor these
• helps students to explore questions, feelings and ideas about a
text, based on the 3 level guide (see handout).
(Annandale et al, 2004)
Key things to consider
• Curriculum intent — Choose an engaging text at an instructional
level that enables practice of the skills and/or strategies being
• Assessment — Observe students as they read and respond to texts.
Watch for use of strategies, comprehension, and responses to text.
• Sequencing teaching and learning — Engage a small focus group
of students in practising the selected strategies and/or skills and
responding to texts through substantive conversations.
• Making judgments — Determine how well students demonstrate
their understanding through their responses to the guiding questions.
Decide on how to record observations.
• Feedback — Reflect on evidence of learning and monitor, assess
and record evidence of student progress. (Students may be grouped
What does guided reading look like?
Guided reading vignette
years P-3 (5:43) Guided reading vignette
years 4-6 (4:10) Guided reading vignette
years 7-9 (6:45)
Suggestions for Using Guided Reading
Planning for Guided Reading
• Plan the physical space with easel/WB
• Lesson times: 10-15 minutes (early) and 20-30 minutes (fluent)
• Identify a small group of students who have a similar need
The identified need will become the focus (or purpose) of the
• Organise other students to work independently
• Choose a text at the students’ instructional level so the focus
can be practised
• Pre-read the text and identify natural breaks where guiding
questions or prompts can be asked. Identify challenges
(vocabulary or unknown prior knowledge)
• Formulate guiding questions or prompts
• Decide on how to record observations
• Decide on any follow on activities
A List of Reading Strategies
Predicting Self-questioning Re-reading
Connecting Skimming Reading on
Comparing Scanning Adjusting reading rate
Inferring Determining importance Sounding out
Synthesising Summarising and Chunking
Creating images Consulting a reference Using analogy
First Steps in Reading: Reading Resource Book 2nd ed. (2003) p. 114