Guided Reading Assignment

1. Guided reading focuses on small groups of students reading books at their level, with teacher supervision. Interaction between the teacher and students concentrates on modeling comprehension strategies in three stages: before reading, during reading, and after reading. The goal is independent reading.

2. Guided reading graphic organizer.

Before Reading	During Reading	After Reading
The teacher begins with a reminder  that  they have been learning about weather.  She asks the students to look at the book. What do they see? What types of weather are there? ·         Sunny ·         Stormy ·         Cloudy ·         Rainy The teacher makes a prediction that they will learn about the weather. Above all, the teacher gets the students motivated and eager to begin reading.	The teacher reads the title, then the small group reads along with her. Students talk about which types of weather they like. She brings up the photographs depicting the weather. The words “clouds” and “weather” are analyzed. The students find the words on the page. Photographs are clues to the words. She acts out the wind and sounds it out. The group finds the word and discover the beginning sound is “w”, the same as “weather” . Snow is next, they find other words they know. They know every word on the page! Icicles are frozen water. “Ice” is “I” Stormy pictures have lots of clouds. “lightening” acted out. “L” sound. Rain starts with a “r”, students see snow, but word starts with r. Photos and words are clues together. Sunny “s” punctuation mark is exclamation mark, excited, speak excitedly.	The teacher's instructions are: go back to the cover and read on your own. She tells them a secret -  if you finish, you can read again! Read the whole entire time. Ready, set, go!!  The students read alone, with the  teacher moving around the group. The secret gives the teacher an opportunity to focus on struggling readers towards the end of the lesson without interruptions. She tells the students something to remember for rest of their reading lives:  make sure the beginning and ending sounds go with word the photo describes. the teacher tells the students “w” sound right but the word is “wind” not “winter” Also, something may not make sense. Word on every page – what as wat. What makes sense instead, students correct teacher. The lesson ends with word work. The teacher shows pictures of weather types:  rain, sun, lightening, clouds, wind, snow,and  ice.The students repeat each word. The group went over beginning letters for pictures, c for cloud, l for lightening, etc. They did a matching exercise. Then they got to the "hard part" – last sound in word, teacher went  first, “Sun” “n” put card after sun. w for snow, w for wind Ice is tricky.. sounds like s but silent e.  After lesson is over, they still want to finish.

3. Video Response.

This teacher was passionate about reading, and her enthusiasm for the lesson showed in the students' eagerness to learn. Watching this lesson helped me grasp the concept of guided reading, and I really enjoyed seeing the teacher interact with the students in a positive way to make learning exciting. She seemed to do a great job keeping the group on track as well. Her "secret" about rereading was a good tool for faster readers and also gave her an opportunity to help struggling readers.

4. Reading A-Z.
This website is a great tool for guided reading resources. When looking for books to use in guided reading, this is a good place to look, since the books can be found by level, theme, and reader interest. Besides printable books, this website has lesson plans, quizzes, and graphic organizers. After using these resources in guided reading, they can be put in the class library for independent reading.