Guided Reading

Purposeful planning for small, flexible groups

Supported, confirmed reading of text, by students, at a group’s edge of instruction

An opportunity for the teacher to teach “from the backseat”; guiding students to be active readers

An opportunity to work with students on the cutting edge of their development

An opportunity to observe reading behaviors, assess progress, and seize teachable moments

An opportunity to differentiate instruction based on a common need

An approach that works in a balanced literacy framework

Grouping without purpose; large groups

Round Robin or choral reading

Without a component of direct instruction

Placing students in text that creates frustration

An opportunity to monitor class behavior, read text for the first time, or do clerical work

An opportunity to read aloud to the students for enjoyment

The only element of a balanced literacy framework that is important