What is Guided Reading?
Quakertown Community School District
We would like to answer some questions that are frequently asked about our reading program.
What is guided reading?
In kindergarten through fifth grade, guided reading instruction is at the heart of a comprehensive literacy program in the Quakertown Community School District. Guided reading occurs when a teacher meets with a small, flexible group of students with a common reading goal. During guided reading, your child has the opportunity to develop reading strategies in order to read increasingly difficult stories independently.
What is a guided reading level?
A guided reading level indicates the degree of difficulty of a text and is based on a number of factors which include: story length, vocabulary, use of illustrations, and sentence structure. Your child’s guided reading level is considered an "instructional" level. This level is your child’s ability to read certain texts with adult guidance. While the level is reported as a single letter, your child reads books that vary within a range of difficulty.
How is my child’s progress measured?
Reading is a complex process and there are many ways in which students’ progress is measured. Reading with fluency, demonstrating understanding, using decoding skills, and writing meaningful responses to literature are all ways that your child demonstrates competence in reading.
How do we keep you informed?
Reading is a developmental process in that all students learn at different rates. We are partners with your child on this journey. To keep you informed, your child’s guided reading level will be noted on the report card each marking period (samples of each level are available on the district web page). It is our goal that in time all QCSD students will become proficient readers and more importantly, will develop a lifelong love of reading.
Guided Reading is ….
Guided Reading is not …
…using leveled reading materials to support the reader at each level.…consistently using the basal with some or all students. The basal does not provide leveled text support for the reader.
…working with students with a common need. A good assessment will give the teacher this data.…working with a group of students who appear to be on the same level because of a test score.…developing independent readers by helping them to internalize theirstrategies and having them reread the same text several times to gain fluency.…encouraging students to read text once or using round robin reading with the teacher providing the corrections. The skill instruction is isolated from the text.
…modeling what good readers do: predicting, clarifying, questioning and summarizing.…asking the student to read without establishing a purpose to read and without making connections to the reader’s experience.
…word study to understand how words work.… asking the readers to write vocabulary definitions without making connections back to the text.
…writing to make meaning of the text.…writing to fill in blanks or copy the text.
…changing group membership every 6 weeks by re-assessing the strategies and comprehension of the students.
…leaving the group membership the same for long periods of time or all year.