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Guided Reading Circles

What is the one thing I can suggest or demonstrate that might help the most?

Lucy Calkins

Guided comprehension circles are central to reading instruction. To prepare for guided reading groups, the teacher reads the book or article ahead of time. She identifies 2-3 words in the lower grades and 3-5 in the upper grades that students may have difficulty figuring out but are critical to the story. In addition, she selects skills and strategies to teach that suit that particular selection and those particular kids. The children are grouped by reading level. (For information on running records to determine levels, see Anecdotal Record, index, left sidebar.)

In the first stage of the lesson plan, the teacher introduces the book to the readers. In the early levels, the teacher often has the only copy of the book which she shows to the students. They discuss the cover and look through the pages to access as much information as they can before they begin to read: the author, the title, the genre, the topic. I often ask, "What are you reading to find out?" This question works better for me than, "What do you predict will happen?" Students tend to base their answer to the first question on evidence and to the second question on imagination. With older groups, every child has a copy of the selection. I ask them to scan the text to see what they know and what they want to find out. I often make a notice-wonder chart with the students responses. What do you notice? What does that make you wonder? Together, we set a purpose for reading.

An important initial step in guided reading is introducing language. If there is a pattern, the teacher might draw attention to it: a red cake, a blue cake, a yellow cake. If she notices troublesome, unfamiliar words, she might work 2-3 words into the picture walk; see that boy sleeping in the armchair. She might ask the students what they know about a particular author's work and how that language will play out in this book. (Ex: From Hatchet: Night. It was hard dark. Hard dark.)

In the second stage of the lower level texts, the student reads the book. (In the emergent levels, the teacher holds the book and points to the words as the children read.) The students each have their own copy and they read on their own for the second reading. If students finish before others, they reread again. The teacher rotates around the circle, listening to each child read and taking notes. She gives support where needed.

In the upper levels, students read a selection, a chapter, or an assigned number of pages. I encourage my students to choose a partner-reading option, anywhere from reading silently sitting side-by-side for support to chorale reading. (See partner reading, index, left.) I am a partner, too. I rotate my partner from day to day so that I can listen to each child read privately, take notes on progress, teach a little bit at a time, and oversee each child set and assess reading goals. During this reading time, students note confusing passages and words. What their partners can't help with, they bring to reading group. If they finish before others, students write in their daybooks or reread.

In the third stage of guided reading, children talk. In the lower grades, students might retell the story. The teacher may ask questions to see if children comprehended. The children ask questions, too. At all levels, students and teacher help one another clarify confusing points. During this time, children learn how to talk to one another; they study discussion moves as well as reading.

In the fourth stage, the teacher teaches identifies skills and strategies. She observes the children to see what gave them trouble. For example, she may notice that her students didn't understand the difference between their and there or couldn't use rhyming patterns to sound out words. In the upper grades, students may have misunderstood the author's use of personification or had difficulty determining theme.

Teaching more than one skill or strategy may be overwhelming and will not as likely go into long-term memory. Therefore, when creating minilessons, the teacher should select concepts with the "greatest generative value." That is, when choosing between two ideas to address, pick the one that the student will use the most.

Finally, the students complete one follow-up activity. Often, the younger students act out the story, create an innovation of the text, or make a story map. Sometimes, follow-up is limited to probing what the children learned about reading. In the upper grades, students often reflect on what they learned about reading in their daybooks and how they will apply the learning to other reading tasks. I've collected a couple-dozen, favorite, quick assessments to help students bring closure to the lesson and serve as reminders for starting points the next day. Because my goal is to make sure my students practice (1) comprehension, (2) word work, AND (3) FLUENCY every day, I try to work some sort of fluency work into the lesson. (See lesson below.)

Primary Guided Reading Steps...In Brief

1. Reread. Start by giving students time to warm up by reading familiar books.
2. Skill and strategy work. Introduce book teacher has selected that will address a specific skill or strategy.
3. Access background knowledge. Talk about the title, author, illustrations and predictions.
4. Look at pictures. Picture walk and talk through the book with children's input.
5. Word work. Plant language in conversation during the picture walk. Choose words like bureau and petticoat, words the children probably can't apply their strategies to figuring out.
6. Read. Ask children to read the book either alone or using a partner-reading option. The teacher reads circulates from one child to another, listening to each child read and noting what each does well and what needs to be taught. Children reread the book while waiting for their group-mates to finish.
7. Discuss. Talk about the reading. Clear up confusion.
8. Word Work. From observing misconceptions, teach what children need to know about how language works.
9. After reading. Assign a follow-up activity (optional).

Primary Guided Reading Lesson Planner

Catherine McCaskill lends me her planner for Guided Reading Groups. I find it a helpful reminder of the steps involved in guided reading.

Objective_________________________________________________________________

Title of Book ______ Book Level _____ Number of Words _____ Date ______

Introduction Activity (Discussion, webbing, poetry, building background knowledge, etc.):

Skill Focus in Introduction (rhyming words, pattern, punctuation, etc.):

Strategy Focus in Introduction (questioning, inferring, etc.):

Individual student goals:

Praise point:

Teaching point:

Comprehension strategy:

After reading:

Word Work:

Skill Work:

Follow-up Activity:

Intermediate Guided Reading Steps...In Brief

1. Independent Reading Check-in. The first few minutes of guided reading time are wonderful for listening to students share bits about their independent reading. When students tell others about the books they're reading, (1) the teacher assesses whether students are reading and whether the selection is a good match for the reader. and (2) the other children in the group learn about good books to read.
2. Evaluate reflections. Start the lesson by asking students to read their journal reflections from the previous day. Ask students to share the readings you've marked with, "Please read!" If you haven't had time to read the journals, read them now and highlight the best of the reflections. (Since there are only 4-6 children in a group, the teacher can easily read the daybooks on the spot.)
3. Review. Create a notice-wonder chart. What did the students notice yesterday? What are they wondering? Other ideas: bubble maps, summaries, retellings, setting-the-purpose-for-reading statements, writing personal goals for reading time, etc. Keep this review time short so that most of the time is spent on reading and/or discussing, but don't skip the step!
4. Overview. Look through the chapter together. Look at the chapter title and illustrations. In nonfiction, read titles, subtitles, look at pictures and captions, etc. Ask children, "What are we reading to find out today? Set the purpose for reading.
5. Word Work. "Plant" language in conversation during the overview. Introduce children to (1) words they cannot use their skills to figure out and (2) are important to the story. (Choose words like Albuquerque and Louisville slugger and umpire.)
6. Read. Ask children to read the book either alone or using a partner-reading option. (Click on "Partner Reading," index, left.) The teacher reads with one child at a time, noting what each child does well and what each child needs to be taught. Children reread the book or write in their daybooks while waiting for their group-mates to finish.
7. Discuss the Reading. Teacher and students talk to one another to answer literal questions about plot, setting, and characters. They also discuss author's purpose, main ideas, theme, or critique. (This conversation may span a couple days.)
8. Teacher Summary. Highlight learning for the day. In a brief statement, explain comprehension, grammar, mechanics, or vocabulary discoveries made in group that day. (To remember, take notes during the lesson.) Praise what children did well.
9. Self-assessment. Students reflect in daybooks with questions like (1) What did I learn today about reading? (2) How can I apply that learning to other selections I read? (Click on "Daybooks," index, left for more ideas.)

An example of an intermediate guided-reading lesson (25 minutes)...

Input
When my reading group came to the table, I handed them each a copy of Nikki Grimes' poetry book (Danitra Brown), told them to find the poem "Culture," and read it silently. Then, I asked them to reread it silently and thoroughly to prepare for discussion group.

Next, I handed them a text copy and asked them to read the poem a third time. This time, however, I asked my students to write their thoughts and thinking process on the paper. They could circle words that were unfamiliar or words they wanted to talk about. They could take some guesses and write what they thought the words meant. I reminded them to underline phrases that were interesting or mark questions with question marks. I encouraged them to even dig deeper and write brief notes about what they thought.

Structured Conversation: "What do You Want to Talk About?"
I used an open-ended question to jumpstart the conversation; "So, what do you want to talk about?" I asked. "Let's not start with unfamiliar words today. What ideas do you want to talk about?" If students don't share, I have some of my own questions ready - questions I really do not have the answers to. However, I usually wait a few minutes to see if they will risk a start.

One student volunteered that she had underlined the phrase, "I like culture better in jeans." She didn't know what that meant. We worked together to solve the puzzle. Working it out is more complex than one might think.

That one question launched us into a 10-minute conversation that required we practice a host of proficient reader strategies. Read on to see if you can name them!

• We figured out who "I" was. (Fix-up.) We decided that is was most likely the author, Nikki Grimes, but we didn't know for sure. (Infer.)
  
• We reread. (Fix-up.) At the beginning of the poem, the author had said how much she hated to dress up. Since the girls in THIS group LOVED to dress up, they had trouble connecting with NOT wanting to dress up . After asking the boys explain why they definitely hated to dress up, they understood what the character was saying. (Connections.)
  
• That discovery led them to question how old the girl was. They thought she had to be 5 or 6 (because she loved to dress up and because she acted out the play in her bedroom later). (Infer.)
  
• Then, we reread to find that the girl's mother had made her go to the theater. Some thought the author meant movie theater. Some thought she meant a play. (Fix-up.)
  
• To solve the disagreement, I stepped in because it was an important question: what kind of theater would determine what kind of dress. I asked my group to reread the poem for clues, references in the text, to help them determine to what kind of theater the author was referring. On the fourth line, the text said, "they went to a show" and later referred to the show as a "play." On the basis of the evidence, we agreed that the author was talking about a play. (Determine importance - knowing what text to reference.)
  
• That solved, then there was a lull. I chose to step in again. I asked them if their mothers ever asked them to do something that they didn't want to do but they ended up enjoying. Whoa! That struck a chord. They told me about arguing over movie choices to radio stations to visiting relatives to picking clothes (Connections.)
  
• I pushed them to relate these personal experiences to that of Nikki Grimes. In the beginning, the mother says her daughter must get dressed up. Nikki doesn't want to go. But, in the end she likes the play. She still doesn't like the getting dressed-up part. (Connections. Synthesis.)
  
• Finally, I asked them if they thought "culture" was a word we should look up. Was it a word that we needed to understand to get full meaning from the poem? They agreed it was. (Fix-up)
  (I ask children to try to figure out what they can from context first. Otherwise, struggling readers spend all their time looking up words! Over time, they get better at predicting and then confirming as they read. However, there are words that cannot be figured out even when they put their heads together. If the word is integral to understanding the text, I ask them to predict what that carefully-selected word means FIRST, then look up the word, then read through all the definitions, and pick the definition that matches.)
  
• When this group found out that culture meant "an appreciation of literature, music and the arts," the pieces fell into place. Mom wanted her daughter to appreciate the play. The daughter ended up enjoying the show, but she didn't like dressing up. That led another student to saying, "We should try something before we decide it's not good." Well now. We have the main idea! (Determine importance and synthesis.)
  

Ticket Into the Conversation
In this lesson time, one child's comment produced animated conversation about a poem. We figured out words in context, practiced finding evidence to support our theories, determined main idea, used the dictionary, inferred based on evidence but had to leave some questions unanswered, just to name a few.

Another discovery? Wherever the kids enter the text, comprehension follows discussion. It doesn't seem to matter what they ask. These discussions clear up what kids don't know. Talking about their questions is relevant AND helpful for them.

Bringing what they don't know to the table is truly their ticket into the discussion. It's so much less stressful for students than being put on the spot to answer my questions. We have fun. We really do enjoy the playfulness of the conversation. It's so different than when I used to quiz my students!

Besides, designing comprehension questions takes teacher preparation time and doesn't necessarily get at what students don't know. Many students tell me they can answer my comprehension questions but still don't understand the text.

Fluency Practice
We ended by numbering the lines of the poem and each taking 3 lines to practice and read aloud with expression and fluency. During rehearsal time (2 minutes), they asked me how to pronounce any words they still didn't know so they could be prepared to read for one another.

They read the poem again in readers-theater style this time and I was amazed at how much more comprehension of the text I had. So were they. I wonder why?!# We had read the poem 5 times by now and talked through the toughest parts.

Reflection
The whole lesson took only 25 minutes. They returned to their seats to write what was the most important thing they learned about reading. Among the ideas was this one, "I realize how important it is to look up words I don't know." I didn't know what they would learn but then again, even when I controlled the conversation, I never really did.