Guided Reading Survival Guide Part 4

Guided reading challenging, even to veteran teachers because there are so many factors to consider. In my 4 part blog series, Guided Reading Survival Guide, I explain how to go beyond the basal and provide engaging, authentic supplemental texts; teach research-based strategies using our unique cast of strategy animals; and incorporate hands-on tools to motivate and engage students. In this last blog, I will explain how to integrate multiple strategies within the context of authentic text.

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Guided Reading Survival Guide Part 4: Integrating Strategies

Skills and strategies should be taught within the context of high-quality text rather than isolated splinter skills. Explicitly teach each strategy and provide ample practice for students to apply the strategy using authentic text during guided reading lessons and independent practice. As students demonstrate mastery, introduce additional strategies. The goal is for students to integrate and apply multiple strategies to develop deeper meaning of the text.

In my classroom: During whole group instruction, the class and I read the text at least 3 different times on 3 different days, each with a different strategy and purpose. For the first read, I focus on overall comprehension and retell of the literary elements or main ideas. During the second read, I focus on a specific skill such as character analysis or cause and effect. After the third read, I prompt students to make inferences, determine author’s purpose, and make connections. I practice the same strategies during small group instruction using leveled text.

Reading Strategies Poster_web

During whole group instruction, my students read, “Animals Building Homes” from our Journey basal and the Reading A-Z leveled text, “What Lives in This Hole?” during guided reading time. Each day, we practiced a different strategy.

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Here are some samples of the graphic organizers that students completed to practice and apply strategies:

quinn-answer-questionsquinn-vocabularysharonvern

Word work should also be incorporated during reading instruction. I use Sally the Sounding-Out-Snake and Charlie the Chunking Chipmunk to incorporate word work from both the basal and guided reading texts. Students also use the Sounding-Out and Syllable Slates during spelling center to practice their weekly words or word work from the selected text.

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Reading Response Logs also help students synthesize strategies while they respond to text in written form. I first provide opportunities for discussion for students to formulate their thoughts. This can be difficult for young students, especially with students with language issues so I like to provide scaffolds and supports to help them be successful. I use Reading Response Sentence Stems (specific to each strategy) to help students respond to text.reading-response-log

While the Guided Reading Survival Guide blog series aimed to help teachers go beyond the basal, use research-based strategies, motivate and engage, and integrate multiple strategies, guided reading looks different on each campus. Check out our FREE Ultimate Guided Reading Templates to help streamline planning and instruction. Plus they are completely customizable! Each strategy unit can be purchased separately and all include detailed lesson plans, I Can posters, graphic organizers, printable hands-on tools, assessment options and much more! Check out our bundle options and our new hands-on tools as well.

I’d love to hear your experiences, successes, and questions about guided reading. Please comment below or email me at Jessica@astutehoot.com

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Meet Sally the Sounding Out Snake

“SSSSSSSalutations! I’m Sally the Sounding Out Snake,
Stretch each sound out and a new word you will make
Put them back together in a blend
And your reading will be on the mend.”

It is so exciting when beginning readers start to blend individual sounds together to form words.  I remember how thrilling it was when both of my boys started to read in pre-school.  I marked the day in their baby books along with their first words, first steps, and first bike ride without training wheels.

I used Sally the Sounding Out Snake’s poem and graphic organizer to teach them how to segment and blend words for reading and spelling. This tool made reading multisensory as they were able to engage the visual, auditory and tactile senses.  After seeing such success with my boys, we brought Sally into the classroom and created supplemental lesson plans, additional graphic organizers, worksheets, and flashcards.  Our students experienced the same success in the classroom.

Sally Snake 2

Your students can meet Sally too along with our other reading strategy animals in our complete Common Core Guided Reading Strategies Unit.

Individual supplemental Sally Sounding Out Snake units focus on a variety of one-syllable word combinations and are a great supplement to any general education, special education or intervention curriculum. This can be used during whole group, literacy centers, or as independent work.

Aligned with Common Core Literacy Standards in grades K-2, each unit includes the following activities and worksheets:

  • Differentiated lesson plans for sounding out words
  • Suggestions for use
  • 4 Graphic organizers for decoding and spelling
  • 7 Phonics worksheets for decoding and spelling
  • Word lists for one-syllable words (sorted by vowel type)
  • 32 Flashcards and activity ideas
  • Sounding Out Snake poster and puppet graphic
  • Decoding and Comprehension strategy poster
  • 4 Sentence writing worksheets with word banks and editing checklist
  • Customizable worksheets to allow for differentiation

Check out each “Common Core Phonics Activities for One-Syllable Words” unit below:

#1 CVC
#2 Digraphs
#3 Blends
#4 Double Letters f,l,s,z
#5 R-Controlled Vowels
#6 Silent e

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