What is my child working on during guided reading?


    As teachers, we support a variety of reading behaviors and strategies.  We also encourage the student reader to use strategies independently, so that they can develop a self-extending system, meaning that the student will be able to solve problems in text independently and that their reading knowledge will independently advance.  To do this, we support all students as readers, no matter what level of text they are reading.  Supporting readers varies as the students progress developmentally through increasingly more difficult books.  As teachers, we support and encourage different reading behaviors and strategies for each of the levels.  Knowledge of what is appropriate for the level your child is reading at will help you to support the same behaviors at home.  All of the information in the table below was taken from Guided Reading, by Irene C. Fountas and Gay Su Pinnell.
    Book Level
    Behaviors to support
    A and B
    ·         Handling books-moving through the text from front to back, turning pages.
    ·         Controlling left-to-right movement and return sweep
    ·         Noticing and interpreting detail in pictures
    ·         Using oral language in relation to text
    ·         Matching word by word (indicated by precise pointing)
    ·         Paying close attention to print-noticing some features of letters and words.
    ·         Locating familiar and new words.
    ·         Remembering and using language patterns.
    ·         Using knowledge of language syntax as a source of information.
    ·         Using oral language in combination with pointing-matching voice with words on the page.
    ·         Predicting what makes sense.
    ·         Self-monitoring-checking one’s reading by using word-by-word matching, noticing known words in text, or noticing mismatches in meaning or language.
    ·         Using visual information to help predict, check and confirm.
    ·         Controlling word-by-word matching of voice with print.
    ·         Using illustrations to predict meaning as well as particular words.
    ·         Predicting from events what will come next.
    ·         Checking illustrations with print.
    ·         Using known words as anchors.
    ·         Moving fluently through the text while reading for meaning.
    ·         Solving some unfamiliar words independently.
    ·         Controlling early strategies (word-by-word matching and directional movement) on longer stretches of text.
    ·         Moving away from finger pointing as eyes take over the process.
    ·         Using pattern and language syntax to read with phrasing.
    ·         Checking on one’s reading using knowledge of letter-sound relationships, words, and parts of words.
    ·         Rereading to confirm reading or problem solving.
    ·         Checking one source of information against another to confirm, make another attempt, or self-correct.
    ·         Moving more fluently through the text.
    ·         Actively reading for meaning. 
    ·         Tracking print with eyes except at points of difficulty or on novel text.
    ·         Using knowledge of language syntax and meaning to read with phrasing.
    ·         Reading fluently.
    ·         Solving new words while maintaining a focus on meaning.
    ·         Rereading to check, confirm and search.
    ·         Cross-checking one source of information with another.
    ·         Self-correcting using multiple sources of information.
    ·         Predicting what will happen next and reading to confirm.
    ·         Using known words to get to words not yet known.
    ·         Relating one text to another.
    ·         Using more information from print to construct the meaning of the story.
    ·         Being aware of punctuation and using it for phrasing and meaning.
    ·         Searching visual information to figure out new words while reading.
    ·         Using the syntax of written language to predict, and then checking the accuracy of the prediction.
    ·         Analyzing new words and checking them against what makes sense or sounds right.
    ·         Controlling early strategies even on novel texts.
    ·         Reading with fluent phrasing and attention to meaning.
    ·         Moving quickly through text.
    ·         Using known words and parts of words as well as letter-sound relationships to get to new words, and checking against other information such as meaning.
    ·         Using multiple sources of information to self-correct.
    G and H
    ·         Moving through text using pictures and print in an integrated way while attending to meaning.
    ·         Solving new words by using word analysis, then checking the words against meaning.
    ·         Monitoring one’s reading (accurately reading long stretches of text with intermittent hesitations and repeats.)
    ·         Self-correcting close to the point of error.
    ·         Rereading to check and search.
    ·         Discussing ideas from the story in a way that indicates understanding and discussing characters in a way that indicates understanding and interpretation.
    ·         Effectively managing a variety of texts, including fiction and informational texts.
    ·         Connecting text to other texts.
    ·         Fluent and phrased reading, especially when rereading.
    ·         Competent problem solving of new words on initial reading.
    ·         Flexibly checking one’s reading against meaning.
    ·         Using information sources (meaning, syntax, and visual information) in integrated ways while focusing on meaning.
    ·         Making connections between texts through discussion, art, or writing.
    ·         Demonstrating an understanding of and empathy with characters through discussion, art, or writing.
    ·         Moving toward easy, fluent reading even of unfamiliar and difficult texts, demonstrating less overt problem solving.
    ·         Self-correcting at the point of error with fewer returns to the beginning of sentences or phrases.
    ·         Coping with unfamiliar concepts.
    ·         Gaining momentum while moving through the text because knowledge is being constructed about how this text works and what it likely to say.
    ·         Using skills and strategies effectively on a variety of texts.
    ·         Sustaining interest and fluency through a longer text.
    ·         Easily coming back to a text if it requires more than one sitting.
    ·         Solving unfamiliar words or concepts “on the run” without detracting from meaning.
    ·         Self-correcting when necessary to support meaning but showing a general forward thrust (checking and self-correcting behaviors become less overt and more internal).
    ·         Reading silently much of the time, no longer finding it necessary to vocalize every word.
    ·         Demonstrating an understanding of the story or text through discussion, art, and writing.
    ·         Moving flexibly from nonfiction to fiction and vice versa.
    ·         Using ideas from one’s reading in one’s writing.
    ·         Summarizing or extending a given text.
    ·         Using multiple sources of information in an integrated way.
    ·         Reading silently much of the time.
    ·         Effectively and efficiently analyzing longer words.
    ·         Using a variety of word analysis strategies without losing meaning or fluency.
    ·         Reading in a phrased, fluent way over longer stretches of text
    ·         Demonstrating through discussion, writing, or other media that they can understand and interpret the stories from different perspectives and empathize with the characters.
    ·         Using text structure (both narrative and logic) to predict a likely sequence of events or to analyze and critique the text.
    ·         Sustaining characters and plot over several days.
    Same as above, but with:
    ·         Longer stretches of text
    ·         More difficult vocabulary, ideas and language structures.
    ·         More complex ideas and topics
    ·         A greater range of genre
    Same as above, but also look that children can:
    ·         Use texts as references
    ·         Search for and find information in texts
    ·         Interpret texts from a variety of perspectives
    ·         Read critically
    ·         Understand subtleties of plot and humor
    ·         Reflect on their personal response in relation to how others see the text.


    Guided Reading Video