161 Guided Reading Strategies

TEACHING
AND
LEARNING
RESEARCH EXCHANGE
Guided Reading Strategies

to Improve Students Critical
Thinking Skills in Grades
Three, Four and Five
Jocelyn Olson, Lori Larsen,

Lorrie Bolton, Sherrill Verhelst
Project #161
July 2007
This research was partially funded through a grant from the McDowell Foundation. However, the points of view
and opinions expressed in project documents are those of the authors and do not necessarily reflect the views
of the Foundation.
The purpose of the Dr. Stirling McDowell Foundation for Research into Teaching is to fund research, inquiry and
dissemination of information focusing on instruction (both teaching and learning) in the context of the public
elementary and secondary education system. Specifically, it will:
1) contribute to knowledge about teaching and learning;
2) encourage educational inquiry through a wide range of methodologies;
3) support the involvement of practising teachers in active research projects;
4) encourage organizations as well as individuals to determine and act in areas of research and inquiry; and
5) encourage experimentation with innovative ideas and methodologies related to teaching and learning.
The Foundation is an independent charitable organization formed by the Saskatchewan Teachers Federation
in 1991. It is governed by a Board of Directors with the assistance of an Advisory Committee of representatives
from the educational and business communities. The selection and evaluation of projects funded by the
Foundation is carried out by a teacher-led Project Review Committee. Inquiries concerning research supported
by the McDowell Foundation may be directed to the following address:
Research Coordinator
Dr. Stirling McDowell Foundation
2317 Arlington Avenue
Saskatoon SK S7J 2H8
Telephone: 1-800-667-7762 or (306) 373-1660
2007 by the Dr. Stirling McDowell Foundation for Research into Teaching Inc. Permission is given to use this
work for educational purposes, except that authorization from the original source must be obtained for the use
of any material that appears in the work with credit to another source.
Acknowledgments
First of all, the researchers would like to thank the following individuals for
their support: Shelley Rowein, Director of Holy Family RCSSD #140 for totally
endorsing the project; Darrell Perras, Principal of St. Olivier School for creating an
atmosphere in which teachers have an opportunity to try new ideas and both coteaching and cooperative learning are encouraged; Starla Strebinsky, Principal of
Sacred Heart School in Regina for providing the researchers with the opportunity
to see Guided Reading in action within the setting of multi-grade groupings; Lisa
Kuntz, Superintendent of Education for the Holy Family RCSSD for recommending
that the researchers visit Sacred Heart School in the first place, and for teaching
the researchers how to use the computerized Vocabulary and Literacy quizzes from
Renaissance Learning to measure student outcomes; and last but not least,
Lana Bourassa, Educational Assistant at St. Olivier School, for the many
additional hours she spent keyboarding Guided Reading activities and the final
report, as well as downloading books, and compiling and organizing them for
students to read.
Second, thanks also goes to the staff at the Stewart Resource Centre, STF
Building, Saskatoon for lending not only professional training videos, but also many
books on Guided Reading so the researchers could grow professionally.
Third, thank you to the parents of students in Grades Three, Four, and Five at St.
Olivier School for their permission to publish examples of their childrens work and
take photographs of students involved in Guided Reading activities.
Fourth, thank you to all the students who inspired us with their thinking,
discussions, questions and learning.
Last, thank you to the Dr. Stirling McDowell Foundation for Research into
Teaching for providing the grant to make this kind of action research project
possible.
The support for this project is very much appreciated.
RESEARCH REPORT: Guided Reading Strategies to Improve Students Critical Thinking Skills in Grades Three, Four and Five
Executive Summary
Four teachers at St. Olivier School in Radville, Saskatchewan, collaborated in order
to identify the best Guided Reading strategies available to improve student
learning out-comes in a variety of subject areas. The objective of this action
research project was to help fill in some of the gaps identified in the Spring 2005
Grade Five provincial reading assessment by developing students critical thinking
skills in Grades Three, Four and Five through the teaching of Guided Reading
strategies. The project was both data-driven and student-centered and was
designed to inform teaching practices and improve students reading
comprehension.
As part of the researcher training for this project, Guided Reading strategies were
studied in the professional literature, a training video on using Guided Reading
strategies was viewed and discussed, and teachers who successfully use Guided
Reading to enhance critical thinking skills in their classrooms were visited.
Specific strategies to teach students how to answer higher-level kinds of questions,
and also to infer or read between the lines, were identified. After students
reading levels were measured using both informal reading inventories and the Star
test, students were grouped, where appropriate, and received direct instruction
according to their needs and interests. A variety of texts, both fictional and
informational, were used to help improve students literacy skills.
Throughout the project, data collection methods, including interviews, surveys,
informal reading inventories, the Star test, graphic organizers, and student work
samples, were used to measure growth in students critical thinking skills. The
researchers also reflected on their experiences by maintaining journals about the
project.
When the researchers compiled and evaluated the data, the results demonstrated
not only a marked growth in reading comprehension skills but also a greater ability
to infer in most students.
The researchers reflections on the project were also very favorable. The opportunity
to collaborate and learn from each other was a positive experience for the
researchers. They saw the project as a valuable learning opportunity for themselves
and their students, and they plan to apply their new knowledge by continuing to
teach Guided Reading strategies in the future.
ii
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Research Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Literature Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Research Methodology
Parental Consent . . . . . . . .
Researcher Training . . . . .
Benchmarks . . . . . . . . . . .
Strategy Instruction . . . . . .
School Visit . . . . . . . . . . . .
Assessment and Evaluation
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Summary of Data
Student Interviews . . . . . . . . . . . . . . . . . . . . . . . . .
Informal Reading Inventory Results . . . . . . . . . . . . .
Student Survey Results from Grade Five Fantasy Unit
Computerized Testing . . . . . . . . . . . . . . . . . . . . . . .
Literary Skills Quiz . . . . . . . . . . . . . . . . . . . . . . . . .
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Researcher Reflections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Appendices
Appendix 1: Parent Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix 2: Release Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix 3: Sentence Stems for Before, During and After Reading
Appendix 4: Student Work Samples: . . . . . . . . . . . . . . . . . . . . .
a) Imagery with Owls in the Family, Grade 3 . . . . . . . . . . . . .
b) I wonder I think with Mice at centre ice, Grade 4 . . . . .
c) Before-, During- and After-Reading Activities
using Legends, Grade 4 . . . . . . . . . . . . . . . . . . . . . . . . . .
d) Student Survey Results from Fantasy Unit, Grade 5 . . . . .
Appendix 5: Guided Reading Evaluation Checklist . . . . . . . . . . .
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iii
iv
Introduction
THE RESEARCHERS
Four teachers from St. Olivier School collaborated on this project. Lori, the
Grade Three teacher, had seventeen years of teaching experience; Jocelyn, the
Student Services teacher and Resource Based Learning Consultant, had eight years
of teaching experience along with eight years of experience as a librarian; Lorrie,
the Grade Five teacher, had eight years of teaching experience; and Sherrill, the
Grade Four teacher, had five years of teaching experience. The total number of
years of teaching experience was 38 years. This was their first action research
project.
THE LEARNING COMMUNITY

The students involved in the project attended St. Olivier School in Radville, a small
rural community of about 900 people located about 70 kilometers south of
Regina, Saskatchewan. There was a total population of 110 students at the
beginning of the 2006/2007 school year. There were 16 students in the Grade
Three class, 11 students in the Grade Four class, and 14 students in the Grade
Five class. For the last five years, instruction occurred in the alternate-four day
school week format with a total of 197 instructional days.
In the past, the researchers had collaborated on implementing new curriculum,
teaching library skills and computer skills, and doing Literature Circles, as well as
working on GrassRoots projects in Math, Science, and Social Studies designed to
integrate technology into the curriculum.
Full support to collaborate on this project, in order to develop students literacy and
thinking skills, was provided by both our Director of Education and our school
principal.
FIGURE 1. SCHOOL LOGO.
Background
WHAT WAS THE INSPIRATION AND CONTEXT FOR
THIS PROJECT?
The idea for this research project came about as a result of other research that was
being conducted both provincially and division-wide. At the provincial level in
Saskatchewan, results of the 2005 AFL Reading Assessment: Holy Family RCSSD
140 Grade Five Report indicated that students inferencing skills were lower than
other reading skills.
According to page 1 of the report,
The purpose of the 2005 Assessment for Learning Project is to

gather data about student reading proficiency that school divisions
may use for improving student learning.
A closer look at the Detailed Item Analysis from the Multiple-choice Test
Results on pages 14 and 15 revealed specific areas in which students experienced
difficulty at the inferential level. The table below was created for this report, in the
order the items were presented.
Type of Text
Poetic
Persuasive
Visual/Technical
Procedural
Informative
Narrative
Reading Skill
Student Success
Rate in Percent
drawing inferences
63
drawing inferences
69
drawing inferences, interpreting
31
recognizing the overall message
69
interpreting vocabulary from context
50
interpreting figurative language
56
using background information
50
using background knowledge
44
using background knowledge
69
synthesizing information
13
interpreting figurative language
6
drawing inferences
63
drawing inferences about a character
50
making predictions
25
Figure 1. Results on Multiple-choice Questions at the Inferential Level, Grade 5.

Results on the multiple-choice questions ranged from 6% to 69% correct.
Interpreting figurative language, synthesizing information, making predictions, using
background knowledge, drawing inferences about a character, and interpreting
vocabulary from context had a particularly low success rate with students of 50%
or less correct. The type of text students read appeared to have an impact on the
amount of inferring they could do, since the results tended to be higher on
some types than others.
RESEARCH AT THE DIVISION LEVEL

Within the Holy Family School Division, two other action research projects were
already underway. Sheila Dosch at St. Marys School in Estevan was investigating
Guided Reading to Improve Reading Instruction in a Grade One Classroom while a
group of primary teachers, from across the division, were involved in Kindergarten
to Grade Three: Improved Literacy Success Through Assessment and Evaluation.
Both focused on improving students literacy outcomes. The goal of the Holy Family
School Divisions Kindergarten to Grade Three Reading Initiative was that 95% of
students would be reading at grade level or higher by the end of Grade Three,
starting with the Kindergarten class of 2005/2006.
As a result, the following question was posed:
How could further research be used to help improve students

comprehension levels, particularly higher level thinking skills, given
the results of the 2005 AFL Reading Assessment, and within the
framework of the other research being conducted within the school
division?
GATHERING TEACHER SUPPORT FOR THE PROJECT

In March of 2006 the Student Services teacher started gathering professional
reading and training materials on Guided Reading and critical thinking. The idea
of doing a project was discussed with teachers following the 2006 Term 2
reporting period, when the Student Services teacher met individually with each
teacher to follow-up student needs after report cards. The interest and support from
teachers in Grades Three, Four and Five was very positive. A research question was
formulated and a proposal submitted to the Dr. Stirling McDowell Foundation by
the end of March.
Research Question
How can Guided Reading strategies be used to improve students
critical thinking skills in Grades Three, Four and Five?
PURPOSE AND RESEARCH OBJECTIVES

The researchers collaborated in order to identify the best Guided Reading
strategies available to improve student-learning outcomes in a variety of subject
areas. The objective of this action research project was to help fill in some of the
gaps identified by the Grade Five provincial reading assessment (2005) by
developing students critical thinking skills in Grades Three, Four and Five
through explicit teaching of Guided Reading strategies. The project was intended
to be both data-driven and student-centered and was designed both to inform
teaching practices and to develop students higher-level comprehension skills.
By deepening students involvement and understanding of what they were reading
and providing lots of opportunities to practice the strategies, it was hoped that
students would never respond to a question with I dont know; instead they would
think critically, choose one of the wide varieties of strategies at their disposal and
respond positively.
Literature Review
WHAT IS GUIDED READING?
Guided Reading is a direct method of teaching employed with a small group of
students to explicitly teach a variety of reading strategies through teacher
modeling and student practice using materials at the independent level.
The researchers identified the following questions about Guided Reading:
What did the literature say about using Guided Reading strategies to
teach higher level thinking skills at these specific grade levels?
What had already been done?
What still remained to be done?
What ideas could be implemented with students at St. Olivier School?
A review of the literature began with an online search, during Easter break of 2006.
Thanks to a National Library Week Trial, whole ranges of educational databases
from Thomson Gale were available to search. A huge body of literature was
available. Several attempts to redefine the search terms, and narrow the search led
to some valuable hits.
Specifically, a bibliography entitled, Reading Comprehension Instructional Strategies
Elementary Level, compiled by Kyong-Jee Kim, a Reference Specialist with the
ERIC Clearinghouse on Reading, English and Communication, proved an excellent
starting point. Of particular interest from this bibliography were the results of two
Masters action research projects that helped us to answer the question about what
had been done already.
The first project, Improving students inferential and literal reading comprehension
(1999), involved third, fourth, and fifth grade students from the mid-western United
States. The projects literature review emphasized:
allowing students a choice of reading materials to increase motivation,
the use of teacher read-alouds,
the use of a K-W-L chart to help students activate prior knowledge and
connect to new knowledge,
the use of self-monitoring questions before, during, and after reading, and
the use of Literary Circles and story maps.
The researchers, Fabrikant, Siekierski and Williams (1999), also identified some
probable causes as to why students had low literal and low inferencing skills,
including:
both parents work,

students have less time to read for enjoyment,
poor motivation,
students experience failure by trying to read material above their reading
level,
poor word recognition skills,

limited vocabulary,
failure to activate prior knowledge,
limited life experiences, and
difficulty communicating thoughts.
They collected data from teacher observations and results from the Star
standardized test. A 16-week intervention program that built on previously
taught skills was created. Direct teaching of specific strategies included teaching
Reading five days a week in 60 to 90 minute blocks. Strategies included:
activation of prior knowledge,

teaching inferential thinking skills,
use of Direct Reading Thinking Activity (D.R.T.A.),
use of Question Answer Relationship (Q.A.R.),
use of Self-Monitoring questions, and
use of Literary Circles.
The Accelerated Reader program was also implemented along with the incentive
of eating dessert with the teacher, after reading goals had been met.
In their literature review the researchers quoted Dole, Duffy, Pearson and Roehler
(1990) from Technical Report No. 143, Developing expertise in reading
comprehension: what should be taught? How should it be taught? from the Center
for the Study of Reading at the University of Illinois, as saying,
Despite the persistent conventional wisdom that implicitly argues for

delaying giving children inferential activities until they have
mastered literal comprehension, both basic and applied research in
reading clearly support a strong emphasis on inferential activities
from the outset of instruction (p. 14, quoted in Fabrikant, Siekierski
and Williams 1999, p. 26).
Fabrikant, Siekierski and Williams found that both the students instructional
reading levels as well as their grade equivalent scores increased with direct
teaching. Students intrinsic motivation to read also improved.
The other action research project that we found of special interest was Increasing
reading comprehension through the use of Guided Reading (Anderson, OLeary,
Schuler and Wright 2002). Anderson, OLeary, Schuler and Wright implemented
Guided Reading with first grade to fourth grade students in four different schools
in the mid-western United States. When the teachers were surveyed, and the
students were tested with the Gates-MacGinitie Reading Tests (1989) and end of
selection (story) tests, the researchers found students reading comprehension was
weak, and there was inconsistent use of fall and spring reading tests, and end of
selection (story) testing.
A Guided Reading program was implemented in 30-minute blocks, 5 days a week
for 4 months. The specific format used during lessons was:
introduce the story, and any new vocabulary,
read the story independently, and
discuss and respond to the story.
6
Students were taught how to use graphic organizers to record the main character,
the setting, the problem, the solution, and the resolution of a story. Afterwards,
students were given end of selection (story) tests and their reading comprehension
skills were measured with the Qualitative Reading Inventory (1995) in second and
third grade. Anderson, OLeary, Schuler, and Wright concluded that consistent use
of graphic organizers, and an effective Guided Reading program increased
students comprehension skills.
Several journal articles also shed some light on other ways to improve reading
comprehension using higher level thinking skills. Ketch (2005) argued that
conversation can be a vehicle to practice and learn comprehension skills. In
research conducted on proficient readers, seven common strategies that good
readers use to comprehend text were identified:
making connections to the text, the world, and oneself,

questioning as one reads,
using mental imagery to make a movie in ones mind,
determining importance,
inferring,
retelling and synthesizing, and
employing fix-up strategies to correct and monitor meaning.
Explicit modeling of the strategies, authentic student discussions, practice and

student reflection time, Ketch noted, helped students to build empathy,
understanding, respect for different opinions, and ownership of the learning
process.
Five common formats used for classroom conversations were: 1) whole group, 2)
small group, 3) Literature Circles, 4) think/pair/share, and 5) individual
conferences between teachers and students.
After over 30 years observing students using the strategies, Ketch came to the
following conclusion: Students actively engaged in the conversation process
can, over time, become reflective critical thinkers.
Applegate, Quinn and Applegate (2002) promoted the idea of creating thoughtful
literacy by studying different kinds of open-ended questions, and thinking
levels used on eight of the most widely used informal reading inventories (IRIs).
Four types of open-ended questions were classified: literal, low-level inference, highlevel inference, and response items. Two narrative passages and comprehension
questions from pre-primer through sixth grade were analyzed. Narrative passages
were used because the researchers felt that higher-level items are more likely to
be found in response to narrative text.
The researchers were particularly interested in what type of message the kind of
questions asked on IRIs conveyed to students about reading. They found that most
of the questions on IRIs (91%) were recall or low-level inferences. On the most
demanding IRIs, less than a fifth of the questions required more than basic
recall or low-level thinking. The researchers argued,
If the IRIs that we use to assess children are insensitive to the

differences between recalling and thinking about text, our ability to
provide evidence of any given childs instructional needs, let alone
have an impact upon instruction, is severely limited.
The researchers called for an assessment revolution in reading, with a need for the
assessment and teaching of thoughtful responses to text in classrooms, rather than
literal ones. Approaches such as Literature Circles and response journals with
modeling were recommended to promote thoughtful literacy. They concluded that,
Open-ended questions can take the reading teacher where

multiple-choice items cannot: to the childrens ability to use their
experiences to construct meaning in response to text.
Primeaux (2000) studied the use of explicit reader response instruction with nine
sixth grade struggling readers in one mid-west middle school, using a social
constructivist approach. Simply stated, in this approach, learners strengths were
emphasized; the approach was student-centered; students learned through
interaction with others in the environment; and assessment was designed to inform
instruction.
In the study, three components were emphasized: 1) a responsive literary
environment, 2) the use of explicit comprehension strategy instruction, and 3) time
spent engaged with text.
Primeaux quoted from an article by Anderson, Wilson, and Fielding (1988),
Growth in reading and how children spend their time outside of school, Reading
Research Quarterly, 23: Time spent reading books has been found to be the best
predictor of a childs growth as a reader from second to the fifth grade (p. 540).
In Primeauxs study, comprehension strategies included pre-reading, duringreading, and post-reading strategies. A core set of these strategies for any grade level
or ability included:
For narrative text,
VCR or movie in your head strategy,
story retell where students rewind their mind tapes for retelling, after
reading,
fall into a book and walk around with the characters,
the characters fall out of a book and walk around with you, and
use of story maps, and
For expository text,
setting a purpose,
building on what you know,
wondering silently, and
putting it all together.
Primeaux recommended that:

teaching strategies be taught the way they are used, rather than as a
sequence of steps;
all teachers in a school use the same terminology,
Reading class be extended from 38 minutes of instruction to a 76
minute Language Arts block, and
students be taught to identify their reading interests.
8
The researcher discovered that [t]he sixth-grade struggling readers involved in

open-ended reader response instruction actually found it easier and more
interesting than their previous reading instruction, which sought one predetermined
right answer (p. 540).
Within a social constructivist approach, Primeaux discovered there were many
opportunities to help struggling readers comprehend text.
Pitts (1991) pointed out that functional illiteracy is a pervasive problem in
American society and with many changes to educational programs and services,
the onus has been placed on classroom teachers to create a nation of readers.
Using classroom examples from fourth to eleventh grade, and documentation from
leading reading specialists, Pitts called for a shift in instruction. Seven
straightforward strategies were recommended:
1) Teach students how to use a textbook by brainstorming, and discussing the
various parts, before reading,
2) Teach background vocabulary, use warm-up drills to teach students how
to spell key content area words, and review them daily,
3) Prepare study guides with inquiry-type questions to help students
understand content area subjects,
4) Teach students how to adjust their reading pace, (read to skim, analyze, or
read for details) depending on the text,
5) Teach students to summarize content in their own language,
6) Teach students to outline using the main idea, and supporting details, and
7) Teach students to read about different disciplines in their recreational
reading, and to share what they learn at school.
According to Pitts, Comprehension is the nucleus of learning. She summarized
her findings by indicating that effective use of these strategies can aid
comprehension, enhance vocabulary, and promote critical thinking.
Block (1993) wrote about the effects of a program designed to improve thinking
strategies, reading comprehension achievement, self-esteem, and critical
thinking abilities. Based on the work of Baron and Sternberg; Beyer; Collins; de
Bono; Marzano, Jones and Brandt; and Paul, eight categories were identified. They
were:
1) basic cognitive operations,
2) fundamental thinking processes,
3) decision-making strategies,
4) problem-solving strategies,
5) metacognitive strategies,
6) creative thinking strategies,
7) strategies for working effectively with groups, and
8) strategies for studying and working.
Sixteen lessons, based on these strategies, were designed to explicitly teach
Kindergarten through eleventh grade students in several schools in the southwestern United States for 1 1/2 hours a day, 2 days a week, for 32 weeks,
throughout the school year.
After a teacher explanation and modeling of a thinking and reading comprehension

strategy, students selected childrens literature from eight genres (fiction, nonfiction,
poetry, autobiographies, biographies, folk literature, periodicals, and science
fiction) in order to read and apply the strategy. Students were given one-page
thinking guides to put on their desks as they read. The guides had a chart and a
diagram of a thinking strategy. Students discussed how to use the thinking guide
while reading and in their own lives. Finally, students set their own reading
objectives and self-assessed their use of the strategy, and how they could apply it
outside school.
The 178 students involved in the study did better than the 174 controls on reading
comprehension standardized tests, on transferring thinking strategies outside of
school, as well as on self-esteem, and on critical and creative thinking measures.
Block recommended concentrating on 4 or 5 strategies so students could become
masters of them, teaching a strategy in a Language Arts block, and then
continuing strategy instruction with a Science or Social Studies text later in the day.
Making predictions was the strategy, promoted in an article by Blevins (1990),
to enhance students reading comprehension. He recommended:
providing explicit instruction about how, when, and why the strategy can
be used,
modeling by using a think-aloud, allowing for practice, and having
students articulate their use of the strategy,
asking probing questions, before reading,
using story maps for fiction, and
using lists of main ideas so students can fill in supporting details for nonfiction.
One source discussed the use of specific anchor lessons and teacher modeling
to teach young children to infer, based on the work of Keene and Zimmerman
(1997) in Mosaic of thought: Teaching comprehension in a readers workshop,
published by Heinemann. The source was Reading with meaning: Teaching
comprehension in the primary grades by Miller (2002). Through direct instruction,
students were taught how to:
infer meanings of unknown words,

make predictions, confirm or contradict them by reading on,
use prior knowledge, text, and picture clues to draw conclusions,
infer the meaning of poetry,
know when to infer (when the answers they need are not stated in the
text),
ask questions as they read,
create interpretations to enrich and deepen their experience in a text, and
make connections to their own lives to enhance understanding.
Specific examples were given of multi-column charts, which were frequently
used in the classroom:
a word what we infer what helped us,
our predictions and the thinking behind them,
10
a poem, on one side what the words mean, on the other side Im
inferring. . ., below, as well as
questions we have answers to these questions.
Many student writing and drawing samples were used effectively to demonstrate
how primary students could be taught to infer.
COMMON THEMES IN THE LITERATURE

As researchers, we asked ourselves:
What common themes appeared in the literature on comprehension and

critical thinking instruction?
Which strategies were the most effective?
According to Bird (1989), who was concerned about the ability of university and
community college students to think critically, In the area of critical thinking and
comprehension, there exists no single approach to student mastery (p. 745).
However, a lot of common themes were evident in this literature review. Many of
the approaches involved the use of before reading, during reading, and after reading
activities. Instruction was explicit. The teacher modeled the strategy. Students were
taught when and how to use the strategy, and were also given opportunities to
practice and reflect on their use of the strategy. Instruction was also studentcentered. Reading materials were at the students reading levels and based on
students interests. Critical thinking skills were used to engage students in
reading, writing, listening, and discussions about their ideas.
As far as the teaching of specific strategies is concerned, several strategies came
up repeatedly in the literature. The most effective ones that improved students
reading comprehension and critical thinking skills appeared to be:
visualizing or making a movie in ones mind,
teaching background vocabulary,
using graphic organizers (story maps, in particular),
using Literature Circles,
questioning when reading,
making connections with the characters,
retelling, and
teaching inferring.
From a practical point of view, the frequency and duration of the instruction varied
considerably. The length of instruction varied from 30 minutes at a time up to a
76 minute block, from two to five days a week, and from four months to all year.
11
Research Methodology
PARENTAL CONSENT
The researchers wrote a letter to inform parents of students in Grades Three, Four
and Five about their intent to conduct an action research project on Guided
Reading (see Appendix 1). The letter also reassured parents that the results for
individual students would be kept confidential. The information was shared
with parents at an Open House, early in September 2006. Parents were also asked
to sign a permission form to release student work and to allow photographs of their
child(ren) to be taken (see Appendix 2). The letter and permission form were sent
home to any parents who were unable to attend the Open House. Parental
support was unanimous. Interestingly enough, one high school teacher commented
that if the researchers were able to teach students to infer, she would like us to
share that information since she was trying to teach the same skills to middle years
students. Her comment raised the question:
If students are taught how to infer now, will they be able to later on,
when the material is more difficult?
RESEARCHER TRAINING
As researchers, how did we begin the process of learning about Guided Reading
strategies? The researcher-training portion of the project had five main components:
1) studying specific strategies used to teach Guided Reading in the professional
literature,
2) viewing and discussing a training video on using Guided Reading strategies,
3) visiting other teachers who successfully use Guided Reading in their
classrooms to enhance critical thinking,
4) keeping reflective journals to document insights about Guided Reading, and
5) sharing key findings with the other researchers during regular meetings
throughout the project.
After the Student Services teacher gathered resources and previewed professional
videos, the researchers met for training in late September of 2006. The purposes
of the training were to learn more about what Guided Reading is, identify some of
the key strategies available, and determine practical ways to use the strategies in
the classroom. An education student from the University of Regina, Jessica La
Pointe, also attended the training session. The researchers met outside the
school at a local church and watched an informative video, Instructional strategies
for Guided Reading that enhance students reading comprehension, Grades 3-6
(2002). The accompanying resource guide served as the basis for discussion.
The video presented six instructional strategies:
12
I wonder,
good reader strategies, and
the keyword strategy on Tape 1, as well as
making it real,
word sorts, and

anticipation guides on Tape 2.
Uses of the strategies were demonstrated using a variety of fiction and non-fiction
texts. Linda Hoyt effectively emphasized that reading is thinking and showed how
the strategies could be utilized to improve reading comprehension by stimulating
deeper, more critical thinking.
During the viewing, the researchers stopped the tapes, made notes, discussed each
of the strategies, and began to consider which ones they would implement in their
classrooms. Several questions were raised:
How are students grouped for Guided Reading?
How does it work when siblings of different ages read at similar levels?
What are other students doing while the teacher is working with a
group?
How are quieter students involved in the discussions?
What materials are used?
How can enough copies of reading materials be made available?
BENCHMARKS
Students were given the Star test in August 2006 to help determine their reading
levels and grade equivalents. Testing occurred again before each of the reporting
periods in November, February/March, and May to follow up these initial
benchmarks.
STRATEGY INSTRUCTION
Explicit teaching of the strategies was the next focus of the research project. After
the researcher training, each researcher chose to focus on selected strategies that
would best meet the needs of her students and fit with the work in the units being
taught in the classroom. The individual approach each researcher took was
discussed and compared during reflection meetings. Highlights were as follows.
THE TEACHING APPROACH
IN
GRADE THREE
In the Grade Three classroom, the researcher used a variety of strategies to

bring the written word alive. I wonder was used across the curriculum, either
before reading, during reading or after reading. Students completed this sentence
stem by recording their responses. The strategy became routine throughout the day
whether it was during read-aloud by the teacher or in Science class.
The Keyword strategy was used to teach students to identify key words or
phrases. It was especially useful when students were reading Science-related
information sheets or doing Math story problems. Students were asked to
highlight key words or phrases after reading the information over once or twice.
Another strategy the researcher focused on was teaching students to visualize the
written word in their minds. A poster was displayed in each classroom to remind
students to read and then to stop and make a picture. The novel, Owls in the
Family, was read chapter by chapter to the students. After listening and reading
13
the chapter, students illustrated a scene from it (see Appendix 4a: Imagery with
Owls in the Family). The novel was brought to life. Students enjoyed illustrating an
event from the chapter, and the book became very real to them. Every student was
able to complete this task; artistic ability did not matter. As visualizing continued
throughout the year, students became very adept at making pictures in their
minds. It was a valuable reading comprehension strategy to make the written word
become real.
Figure 2. Visualizing poster used by the researchers.

After seeing the leveled books available through subscriptions from the web site,
Reading a-z, used for Guided Reading, the Grade Three researcher used the
stories, lesson plans, worksheets including story maps, and the Reader Quick
Check with the Grade Three class as a whole, instead of using them with small
groups. An Educational Assistant helped prepare the materials. The students found
the books and the variety of accompanying activities interesting and fun to do.
Students completed these activities easily and independently. The Reader Quick
Check was an excellent instrument for assessing reading comprehension including
higher level thinking skills such as inferencing and synthesizing. These printable
books and teaching materials were a very successful addition to a folktale unit.
14
IN
GRADE FOUR
Direct Guided Reading instruction was the focus for a novel study on Stone fox by
John Reynolds Gardiner (1980). Students participated in a variety of activities
designed to promote higher level thinking skills from Literature and critical
thinking, Book 1 by John Carratello. Students read up to Chapters 5 and 6, and
then did an activity about being a responsible person. In the novel, they learned
that the main character had many responsibilities so then the students had to
connect the book to their own lives. Students had to think of how and in what
ways they were responsible. They also had to write if they thought they could care
for their Grandpa like the character Little Willy had to and answer why or why not.
Then they had to think of five ways that they could earn $500, like Little Willy. The
ideas had to be real ways and not make-believe. The students also had to write
a prediction of whom they thought would win the big race, and what they
thought would happen. Then they read the book to find out. Afterwards, they
watched the video, Stone Fox. Students recorded the similarities and differences
between the book and the video.
Students reading the novel, Stone Fox, Grade 4.

After reading, the Grade Four students filled in a Literature Log. This page
included the following stems: the best part was, the worst part was, the main
problem was, problem was solved when, my favorite character was, my least
favorite character was, I laughed when, and I cried when.
Following the novel study, the Grade Four students comprehension levels were
assessed on the computer in a variety of ways. Students did an Accelerated Reader
quiz with ten questions on the novel to help measure their basic comprehension
skills. Then they did a Vocabulary quiz, and something new a Literacy Skills quiz.
The Vocabulary test had five multiple-choice type questions on the meaning of a
variety of words from the novel. On the Literacy skills quiz, students were asked
to answer 12 questions. There were four categories on the Stone Fox Literacy Skills
quiz, each with three questions:
1) initial understanding,
2) literacy analysis,
3) inferential comprehension, and
4) constructing meaning.
15
Inferential comprehension included comparing and contrasting, drawing

conclusions, extending meaning, making inferences, making predictions, and
recognizing cause and effect. This was the first time a class at St. Olivier School
had done a Literacy Skills quiz. Questions went beyond basic recall to challenge
students to think more deeply. The Class Summary Report provided useful
information that will be discussed in the Data Summary section of this report.
Computer assessment of Grade 4 students with Literacy quizzes.
THE STUDENT SERVICES TEACHERS APPROACH IN GRADE FOUR

To begin with, students were told that the researchers goal, at the beginning of the
year, was to teach them how to think. Throughout the year, visualizing by making
mind movies, the use of a variety of graphic organizers, the application of the I
wonder and I think strategies, direct instruction on inferring using text and visual
clues, and many opportunities to practice the strategies paved the way for the
implementation of a researcher-made Guided Reading unit at the end of the year.
Students participated in a seven-week unit: Meet the Canadian Author and
Illustrator, C. J. Taylor. Guided Reading occurred in 30-minute periods four times
a week. The Star test, and results from informal reading inventories were used to
determine students reading levels and to create three reading groups: the
Warriors, the White Buffalos, and the Wigwams. Picture cards based on the
legends students would be reading were posted on the whiteboard to indicate what
groups students were in, and what their daily tasks were.
INSERT PHOTO #3
Students involved in a small Guided Reading group on Native

legends, Grade 4.
16
HOW WOULD STUDENTS REACT TO BEING GROUPED ACCORDING TO ABILITY?

The researcher explained what kinds of books and the specific kinds of activities
students would be doing. For example, the Warriors were students who liked longer
chapter books with challenging vocabulary and who created more detailed kinds
of writing. The White Buffalos read shorter books including a few collections of
creation stories with some new words; they enjoyed shorter writing tasks. The
Wigwams were those students who liked reading a short story, learning a few new
words, and who were capable of writing good answers with fewer details. The
students readily accepted these explanations, and they were keen to get started.
HOW COULD STUDENTS BE MOTIVATED TO THINK CRITICALLY AT THE END OF THE

DAY? WOULD THEY BE ABLE TO STAY ON TASK IN THEIR GROUPS, AND AT TIMES
WORK INDEPENDENTLY?
Because the Guided Reading groups were small, the materials for this unit
consisted of picture books borrowed from the Public Library system. Students were
given books to read at their independent level, ranging from Grade 3.3 to 5.9. The
paintings on the covers were very appealing. Checklists were created for each legend
so students could self-monitor the tasks they had completed. Tasks were
developed for before, during and after reading. These tasks provided opportunities
for lots of discussion, vocabulary building, writing answers to higher-level
questions, and creating products such as songs, drawings, and puppet plays.
Several graphic organizers were used including:
a K-W-L chart to gather information about C. J. Taylor,
pictures with lines for quick writes to determine students background
knowledge,
prediction and confirmation charts,
Venn diagrams and charts to compare characters, and
webs to categorize kinds of legends.
Questioning included a limited number of basic recall-type questions. Instead, the
researcher focused on more open-ended questions and posed several kinds of
higher-level questions that encouraged students to:
make predictions by giving evidence from the text and picture clues,
relate legends to their own experience,
apply what they had learned about a character to their own lives,
raise questions as they read,
identify the authors message,
determine meaning by reading and writing words in context,
draw conclusions at the end of the legends,
evaluate favorite legends and paintings, and
answer lots of why do you think questions.
This line of questioning kept students interested and challenged. Discussions were
lively and students had to think more critically. The researcher took turns
working with each group, and observations were recorded.
17
Each group read three legends, and took Accelerated Reader tests on the books,
when available, at the end of the activities. The unit concluded with a lunch
featuring First Nations food. Some students retold a few of the legends they had
read by performing puppet shows on the last day of school for students in
Grades One through Three. Students in the audience were asked to infer what the
authors message was at the end of each legend. Each legend was well received by
the audience.
IN
GRADE FIVE
Instruction started with a fantasy themed unit in English Language Arts. A

Literature Circle approach with small manageable groups with students each
reading at their levels, performing critical and creative thinking tasks, and
answering inferential questions was used. Novels included Tuck everlasting by
Natalie Babbitt (1975), A stranger came ashore (1975) by Mollie Hunter, published
by Harper Trophy, and Allisons ghost by Canadian authors Mary Alice and
John Downie (1984). Sentence stems from an English Language Arts workshop
were enlarged, reproduced and laminated. Color-coding was used for before,
during, and after reading activities. Cards were made for each of the researchers
to use with any English Language Arts unit (see Appendix 3 for a detailed list of
the sentence stems). Students also used response journals to record I wonder,
I think, and to draw a picture or make notes about their reading under a section
called, My Space.
The Grade Five researcher engages a Literature Circle group with

sentence stem cards.
The Grade Five researcher continued to develop students critical and creative
thinking and inferencing skills in a variety of areas across the curriculum
beginning with a cross-curricular Heroes unit. Students did four lessons from the
book, Heroes: 21 true stories of courage and honor with exercises for developing
reading comprehension and critical thinking skills (1999) by Henry Billings and
Melissa Billings from Jamestown Publishers.
According to Heroes, When you combine your own experience and information
from a text to draw a conclusion that is not directly stated in that text, you are
making an inference (p.58).
Students practiced making inferences by:
identifying cause and effect relationships, theme categories, predictions,
as well as fact and opinion,
18
identifying the main idea of each story,

recalling details,
working with new vocabulary,
summarizing and paraphrasing,
responding to critical thinking exercises,
raising questions, and
making personal responses to learn about heroes.
In English Language Arts, a Guided Reading approach was employed using short
stories, poetry, and essays on Canadian and world heroes.
In Social Studies, students learned about Canadian War Heroes/Remembrance
Day by reading and responding to several information cards from Lest we forget,
grades 4-6 (2000) by Ruth Solski, published by S & S Learning Materials.
In Guidance, students made personal reflections on the Stations of the Cross and
drew posters to represent each station.
In Mathematics, personal dictionaries were used to help students understand
vocabulary, and problem solving duotangs were created to help students think
more critically. Students did the Written Assessment Task, Understanding the
Problem on pages 77 through 83 of Alberta Educations Diagnostic mathematics
program: elementary: division II: problem solving (1990). This assessment included
determining what information was not needed to solve problems and answering
a variety of multiple-choice questions about tables, charts, signs, diagrams, and
word problems. Students also made their own tables, lists, pictures, and diagrams,
or used guess and check to answer problems from The Problem Solver 3: Activities
for Learning Problem-Solving Strategies (1987) by Shirley Hoogeboom and Judy
Goodnow, published by Creative Publications.
SCHOOL VISIT
In January 2007, three of the researchers, armed with questions, visited Sacred
Heart, an inner-city school in Regina, to observe a highly successful Guided
Reading program in action. The program was intensive and involved all of the
students in Kindergarten to Grade Eight. The program was facilitated by 18
dedicated teachers and three educational assistants and occurred four days a week.
Benchmarking was conducted three times a year. Students were grouped
according to their reading levels and expected to improve one reading level per term.
Reading materials consisted of benchmarking tools, books, and activity sheets
downloaded from the Reading a-z website. The enthusiasm of all the participants
was clearly evident.
19
Sacred Heart Community School, Regina, Saskatchewan taken by

Lorraine Brecht.
Reprinted with permission.
After observing Guided Reading at Sacred Heart, the researchers met with two of
the teachers to get answers to any remaining questions. Seeing first-hand how a
Guided Reading program using multi-grade groupings was conducted was an
invaluable experience. Practical ideas about how to implement it were gathered and
continued enthusiasm for the project was generated.
ASSESSMENT AND EVALUATION

Students comprehension and thinking skills were assessed in a variety of ways.
Computerized assessment included the Star test to identify instructional levels and
grade equivalent scores, Accelerated Reader quizzes to measure basic
understanding of the books read, and Literacy quizzes to measure higher-level
thinking skills including inferring. Both types of quiz had multiple-choice
questions.
We also assessed students daily work, i.e., their writing, which included story maps
and other graphic organizers, responses to written questions, response journals,
and interviews, their speaking skills in discussions, oral reading, and retellings, and
their representational skills in artwork. A Guided Reading Evaluation checklist was
also created (see Appendix 5).
Student self-assessment included a Fantasy Unit survey in Grade Five (see
Appendix 4d), and a Looking Back at the Unit sheet to evaluate the Guided Reading
unit on Native legends in Grade Four.
20
Summary of Data
STUDENT INTERVIEWS
WHAT WAS THE STUDENT SAMPLE LIKE? WHAT WERE THE
STUDENTS INTERESTS? HOW DID THEY SEE THEMSELVES AS
READERS? HOW DID THE GRADE THEY WERE IN AFFECT THEIR
PERCEPTIONS?
In September 2006, the students in Grades Three, Four and Five were given the
Student Interview, Kindergarten Fourth Grade from The Critical reading inventory
(2004) to gather some background information, including students perceptions of
themselves as readers. Students wrote their responses on an interview sheet. An
analysis of their responses followed, and the results are summarized below.
There was an even balance of boys and girls in the sample, with a total of 22 boys
(one boy moved before the March 2007 reading assessment) and 21 girls.
Reading was the students third favorite home activity, rated below watching TV
and playing on the computer. Students explained that they like reading at home
because the book is interesting, reading teaches you stuff, Im good at reading, I
like reading because its exciting, and I relax.
The number of students who were read to at home dropped as the students got
older. The majority of Grade Three students were read to at bedtime, while the
majority of Grade Four and Five students were not. While it was parents who read
to most of the Grade Three students, a grandparent read to several of the
students, and a brother or sister read to a few.
Whether students liked to read or not depended on the grade they were in. The
majority of students in Grade Three and Four liked to read, while only about half
the students in Grade Five liked to read.
There was a wide range of favorite books and authors that depended on the grade
students were in. The most popular books in Grade Three were the Magic Tree
House series and Junie B. Jones; in Grade Four students preferred fantasy,
animal stories, and books by Lemony Snicket; and J. K. Rowlings Harry Potter
books were the favorites in Grade Five.
The students perceptions of themselves as good readers varied according to
grade. The majority of Grade Three and Four students saw themselves as good
readers, while the Grade Five students were split as to whether they saw
themselves as good readers or not.
According to the majority of the students, no matter what grade they were in, the
hardest part of reading was reading words that were hard or long. Other
difficulties listed were taking an Accelerated Reader test, finding the perfect
book, understanding a book, the fine print in a book, pages that are too long, and
the middle of a book. Several students indicated that nothing about reading was
hard for them.
21
When students were asked what they do when they come to a word they do not
know, they gave a variety of responses. The majority of students indicated they
sound the word out. This response was followed by those who ask someone for
help, usually an adult and sometimes a friend, those who re-read the same
sentence, those who tried their best; those who split the word into groups or broke
it up, those who looked at the word, those who thought, and those who kept
reading or skipped the word. The Grade Five students tended to list more
strategies for dealing with unfamiliar words than the younger students.
When students were asked where they got the books they read at home, most of
them recorded the school library as their source of books. Other popular responses
were classroom book orders, gifts, stores, a bookshelf at home, siblings, and last
on the list, the public library, which was mentioned by only a few students.
When students were asked what they liked most about school, reading was
among the top five things listed, regardless of the grade the students were in.
The majority of students in all three grades thought that reading would be
important when they were older. However, several students in Grade Three and Five
thought that it would not be important. A few students responded to this
question with maybe, sometimes or a little.
INFORMAL READING INVENTORY RESULTS

How did the students perform on the informal reading inventories?
What was the baseline data like?
Did results vary due to any of the following:
When the passage was administered?

Who administered the passage?
The students gender?
The students grade level?
How the passage was read?
The difficulty of the passage?
The kind of passage, i.e., whether it was narrative or informative?
Most important, did the students improve their inferencing skills?

Students reading comprehension skills, particularly their inferencing skills, were
assessed through informal reading inventories three times during the course of the
project.
Initially, the researchers decided to use a new assessment, The Critical Reading
Inventory (2004), with students as a benchmark in September. Substitute
teachers, a Grade Twelve student doing work experience, and an Educational
Assistant administered Word lists and passages. However, after reviewing the
results, the researchers found that the passages were much more difficult than the
ones used before and they questioned some of the choices in the passages that the
students were given. Deciding that this approach did not assess the students fairly,
the researchers chose to use inventories that were familiar to them instead.
22
In November, with the support of release time, the researchers administered

informal reading inventories of their own choosing. Narrative and/or informative
passages from the Basic Reading Inventory (2001) and the Diagnostic Reading
program (1989) were used. Each passage had a few inferencing questions.
Students were reassessed in March and May. Inferring results were graphed to
compare the students results in November and May. (See graphs for each grade
below.)
Note:
The sources of the passages were as follows: The Noise Form B, Johns
(2001), Cricket Song Form D, Johns (2001), A Visit to Earth 3B-2,
Alberta Education (1989), Just One More 4A-N, Alberta Education
(1989) and Jens Rotten Day 4D-N, Alberta Education (1989).
Grade Three students read three narrative passages in November and two
narrative passages in May. The percentage of students who were inferring in
November improved significantly when the passage was read orally. A total of 88%
of the students succeeded in making inferences compared to 38% and 25%
when the passage was read silently. The percentage increased to a total of 94% of
students making inferences successfully in May on the passage read orally.
However, the percentage of students inferring in May rose significantly to 81% on
the passage read silently.
23
Note:
The sources of the passages were as follows: Just One More 4A-N,
Alberta Education (1989), Grizzly Bears 4D-I, Alberta Education (1989)
and Jens Rotten Day 4D-N, Alberta Education (1989).
Grade Four students read a narrative passage in November and both an

informational and a narrative passage in May. Students appeared to experience
difficulty with an informational passage that was read orally in May, since only 70%
of students succeeded on the inferring questions. However, the total percentage of
students inferring successfully when narrative passages were read silently
improved from 80% in November to 90% in May.
Note:
24
The sources of the passages were as follows: Through the Storm 5A-N,
Alberta Education (1989), Breakaway 5B-N, Alberta Education (1989),
Roller Skating 5C-I, Alberta Education (1989) and Two Famous Brothers
Form LE I, Johns (2001).
Grade Five students read one informational passage orally in November; and one
narrative passage orally, and two informational passages silently in May. Results
varied from a total of 57% of students inferring in November to a total of 86, 50 and
86% in May, depending on the passage.
STUDENT SURVEY RESULTS FROM GRADE FIVE

FANTASY UNIT
The results of the survey given to Grade Five students at the end of the Fantasy
unit can be summarized as follows. The majority of Grade Five students liked
working in groups, predicting, and sharing their opinions. The response to
before, during, and after reading cards was mixed. Some students appeared to need
more time and practice to develop their ability to fill in the answers to these
sentence stems. Response journals with writings or drawings appeared to help most
of the students remember or understand what they were reading. It should be
noted that Grade Five students perceptions of themselves as good readers
improved compared to their perceptions during the student interviews given in
September.
COMPUTERIZED TESTING
Students did well on their Accelerated Reader tests after learning Guided Reading
strategies. The tests included novel study books and Native legends. Results
from the Literacy Quiz for the novel, Stone Fox, provided detailed information about
Grade Four students inferring skills, including where the students were successful
and where improvement was needed. These results are shown in the table below.
LITERACY SKILLS QUIZ

SUMMARY REPORT ON INFERRING SKILLS, GRADE FOUR
June 25, 2007
Inferential Comprehension Correct
Comparing and Contrasting
5
Drawing Conclusions
3
Extending Meaning
6
Making Inferences
4
Making Predictions
6
Recognizing Cause and Effect
2
Group Totals
26
Possible
5
4
6
5
6
4
30
%
100
75
100
80
100
50
87
25
Researcher Reflections
What did the researchers learn from collaborating on this project?
The researchers maintained reflection journals throughout the project. The
following insights are drawn from their unpublished journals for the 2006/2007
school year.
26
The project proved to me we are good Reading teachers willing to learn new
strategies to improve and build on what we are already doing everyday in our
classrooms.
Perhaps our greatest resource for teaching Reading already exists in our
school the knowledge that we all have in teaching Reading.
I do believe that critical and creative thinking can be taught just to the
mind that is developed and ready for it.
Some children were excellent readers; but were not comfortable or confident
in creative or critical thinking. They appeared to be better at learning factual
information rather than using personal judgment or taking guesses at
things.
It is important that each teacher collect his/her own data with each child
when screening the children.
Having release time to assess students and to meet with the other
researchers was very beneficial.
It is time consuming to organize Guided Reading initially creating units,

gathering materials and determining student groupings.
One highlight of this project was to visit Sacred Heart School in Regina.
The opportunity to discuss resources, benchmarks, screens, M.I.R. (Major

Integrated Resources) and assessments was in itself invaluable.
To see the before, during and after posters hanging in the classrooms
and being used was an affirmation of the many years I spent on the
Saskatchewan Learning K-5 ELA renewal team.
Because of the visit, all my fears of how to implement this strategy were
alleviated and I have the confidence to immerse my class into it.
Im finding resources more readily now.
The use of technology to measure comprehension skills, and specifically the

ability to inference was a valuable tool that not only kept the students
motivated, and provided immediate feedback; but created diagnostic
printouts that could be used to inform teaching practices as well.
The kinds of questions I ask now are more open-ended, and encourage
students to dig deeper, and think more critically.
The process of learning about the theory of Guided Reading strategies

with the other researchers and implementing a Guided Reading program was
an exciting one.
Teaching a small class of 11 students originally and then only 10 students,

after one moved, was definitely an advantage to pilot a researcher-made
Guided Reading program.
Teaching students to infer by giving evidence from the text and/or picture
clues when they are young provides a good foundation for the kinds of higher
level thinking they will be expected to do when they are older.
Teaching Guided Reading strategies really helped students to develop their

vocabulary skills and to read words in context.
The opinions students presented during their discussions were interesting

and helped them to understand other students points of view.
The more students predicted what would happen next, the more students
learned to take risks.
Guided Reading helps the teacher to get to know students on a more

personal level, especially when students were given lots of opportunities to
relate stories to their own experience, and it provided insights into students
successes, interests, fears, etc.
Some students were better able to relate stories to movies they had seen,
rather than to other stories.
The structure provided by Guided Reading makes teacher expectations very

clear.
The skill of reading short paragraphs silently in a group needed to be

taught to some students who are used to answering a question after
reading aloud as a class.
Grouping students by their independent reading levels meant everyone in

the class was included and could experience success in Reading.
This experience has proven to be beneficial not only to myself as an

educator, but also to my students who have experienced growth in their
critical and creative thinking skills due to the exposure of different strategies
and CCT questions across the curriculum.
Next year, I plan to try and implement small Guided Reading groups in other
themed units.
I would like to use the Literacy Quizzes next year for novel studies in my
classroom.
We can learn from each other, pool our ideas together, discuss what works
and doesnt work, identify what needs to be changed, and teach kids to read
so that they come to love reading and will become hooked on reading.
This research project has been an excellent learning opportunity, and

very worthwhile.
27
Conclusions
The use of Guided Reading strategies to teach students to infer and think
critically was just one of a multitude of approaches available. The researchers found
that cross-curricular (Language Arts, Math, Social, Science, and Guidance)
critical thinking questions, assignments, and tasks when combined with Guided
Reading strategies, could indeed increase students critical thinking and inferring
skills. In order to be successful, Guided Reading strategies needed to be taught
explicitly and modeled by the teacher, and the students needed to be given lots of
opportunities to practice them.
The way Guided Reading strategies were taught was very individual, depending on
several factors:
the researcher (level of experience, comfort level, and focus of the teaching
units),
the students (their reading levels, interests, ability to work independently,

and skills in cooperative group work),
classroom organization (what tasks the other students were doing, e.g.,
keyboarding, Creative Writing or participating in another Guided Reading
group),
the availability of materials (access to multiple copies and books at students

independent reading levels, and availability of computer accessible materials),
time (a period of at least 30 minutes, more than one day in a row or in a

block of several weeks, and enough time to download, print and assemble
books), and
scheduling (overlapping of the timetable or flexible timetabling, particularly

where teachers wanted to team or co-teach).
It definitely took a lot of time to learn the theory behind Guided Reading and the
wide variety of strategies available to implement it, as well as prepare the units and
gather, create, and organize the necessary reading materials. The improvement in
student outcomes made the effort worthwhile.
The researchers concluded that this action research project was just a beginning
and they were very much in an awareness/exploration phase. They inferred
that their work with Guided Reading strategies would continue in 2007/2008, as
they shared what they had learned with other teachers and continued to apply the
strategies in their teaching practice. They expected to continue building on this
knowledge and applying it in the years ahead.
28
Limitations
The research was not without limitations related to the administration of the
informal reading inventories, the timing of the school visit, as well as when and how
Guided Reading strategies were taught. These limitations are described in more
detail below.
1) The administration of The Critical Reading Inventory could have been better
handled. Overall, the researchers were dissatisfied with how the passages
were administered. For instance, difficult questions were not repeated or
rephrased, and foreign names were not told to the students. The passages
were much longer than the passages administered in the past, and the
retelling portion of the inventory took more time. Students were not asked
to expand on their retellings through further questions, such as then
what happened? or what else?
2) The informal reading inventories were not used consistently. The researchers
administered passages from two different inventories (the Diagnostic Reading
Program and the Basic Reading Inventory) and some used two types of
passages (narrative and informational), but not consistently. The graphs
helped the researchers to see how many passages had been administered,
from what reading inventories, and the kinds of passages used.
3) The visit to Sacred Heart School would have been better organized for the
fall as planned rather than in January. This timing would have given the
researchers more practical information about teaching Guided Reading
strategies sooner.
4) The Guided Reading Author Study in Grade 4 should have been completed
before the Star test and the last informal reading inventories were
administered at the end of May.
5) Two of the researchers used a whole class approach to teaching Guided
Reading strategies, while the other two used a small group approach.
Multi-grade groupings were not attempted, given the number of siblings that
read at similar levels. Flexible groupings were also not used.
6) Parent questionnaires were not part of the research, as originally planned.
Parent reflections would have been a useful way to involve parents more in
their childrens reading and thinking.
29
Recommendations
This action research project led the researchers to formulate the following
recommendations:
1) That the researchers continue to collaborate by sharing best practices for
teaching Guided Reading strategies through Professional Learning
Communities (PLCs);
2) That provisions continue to be made for teacher release time to allow for the
administration of individual reading assessments;
3) That the researchers share what they have learned from this project with
other teachers who teach Grades Three, Four and Five in the Holy Family
RCSSD, and at the Learning from Practice Exchange of Teacher Knowledge
and Research, sponsored by the McDowell Foundation;
4) That other teachers in the Division be encouraged to use Guided Reading
strategies to help improve student reading outcomes, particularly the
development of higher level thinking skills; and
5) That additional Division-level funding be given to each school that
implements Guided Reading strategies for the purchase of Guided Reading
materials, including multiple copies of books for students to use.
30
References
Assessment Tools
Alberta Education. (1989). Diagnostic reading program. Edmonton, AB: Alberta

Education, Student Evaluation Branch.
Applegate, M. D., Quinn, K. B. & Applegate, A. J. (2004). The critical reading
inventory: assessing students reading and thinking. Upper Saddle River,
NJ: Pearson Education.
Johns, J. L. (2001). Basic reading inventory: Pre-primer through grade twelve and
early literacy assessments (Eighth Edition). Dubuque, IA: Kendall Hunt.
MacGinitie, W. H. & MacGinitie, R. K. (1989). Gates MacGinitie Reading tests (1989).
Rolling Meadows, IL: Riverside Publishing.
Kim, K-J. (n.d.). Comp. Reading comprehension instructional strategies elementary
level. ERIC Clearinghouse on Reading. English and Communication.
Books
Block, C. C., & Pressley, M. (Editors). (2002). Comprehension instruction: researchbased best practices. New York, NY: The Guildford Press.
Daly, J., Chafouleas, S., & Skinner, C. H. (2005). Reading comprehension,
Interventions for reading problems: designing and evaluating effective
strategies. New York, NY: The Guildford Press.
Dole, J. A. Explicit and implicit instruction in comprehension. In Taylor, B.M.,
Graves, M.F., & Van Den Brock, P. (Eds.) (2000). Reading for meaning. New
York, NY: Teachers College Press.
Fogarty, R. (1994). The mindful school: How to teach for metacognitive reflection.
Palatine, IL: IRI/ Skylight.
Fountas, I. C. & Pinnell, G. S. (1996). Guided reading: good first teaching for all
children. Portsmouth, NH: Heinemann.
Fredericks, A. D. (2001). Guided reading in grades 3-6: 300+ guided reading
strategies, activities, and lesson plans for reading success. Austin, TX:
Harcourt Achieve.
Haack, P. (1999). Guided reading to help your students become better readers
(Grades 3-6). Bellevue, WA: Bureau of Education & Research.
Herrell, A. L., & Jordan, M. (2006). Inferences, 50 strategies for improving
vocabulary, comprehension, and fluency: an active learning approach.
Upper Saddle River, NJ: Pearson.
Jamison Rog, L (2003). Guided reading basics: Organizing, managing, and
implementing a balanced literacy program in K-3. Markham, ON: Pembroke
Publishers.
31
McLaughlin, M. & Allen, M. B. (2002). Guided comprehension: A teaching model for

grades 3-8. Newark, DE: International Reading Association.
Miller, D. (2002). Inferring, Reading with meaning: Teaching comprehension in the
primary grades. Portland, ME: Stenhouse.
Patterson, L., Santa, C. M., Short, K. G., & Smith, K. (1993). Teachers are researchers:
reflection and action. Newark, DE: International Reading Association.
Reithaug, D. (2002). Orchestrating success in reading. West Vancouver, BC:
Stirling Head Enterprises.
Reutzel, D. R., & Cooter, R. B. (2004). Improving reading comprehension,
Teaching children to read: putting the pieces together. Upper Saddle River,
NJ: Pearson.
Robb, L. (2000). Teaching reading in middle school: a strategic approach to teaching
reading that improves comprehension and thinking. New York, NY: Scholastic.
Saunders-Smith, G. (2003). The ultimate guided reading how-to book: building
literacy through small-group instruction. Tuscon, Arizona: Zephyr.
Tankersley, K. (2005). Comprehension and Higher-order thinking, Literacy
strategies for grades 4-12: reinforcing the threads of reading. Alexandria, VA:
Association for Supervision and Curriculum Development.
Widmer, K., & Buxton, S. (2004). Workshops that work! 30 days of mini-lessons that
help launch and establish all-important routines for an effective reading and
writing workshop. New York, NY: Scholastic.
Zimmerman, S., & Hutchins, C. (2003). Weaving sense into words: key 4:
drawing inferences, Keys to comprehension: how to help your kids read it
and get it! New York, NY: Three Rivers.
Curriculum Guide
Saskatchewan Education. (January 2002). English language arts: a curriculum guide

for the elementary level (K-5). Regina, SK: Saskatchewan Education.
Journal Articles
Applegate, M. D., Quinn K. B., & Applegate, A. J. (2002). Levels of thinking

required by comprehension questions in informal inventories: Informal
reading inventories may not be the tool of assessing higher level thinking
skills. The reading teacher, 56 (2), 174-181.
Bird, M.D. (1989). Helping students think and read more critically. Journal of
Reading, 32 (8), 743-745.
Blevins, W. Strategies for struggling readers: Making predictions. Instructor.
(1990).108 n2 (September1998): 49 (1). Thomson Gale National Library
Week Trial. 22 April 2006.
Block, C. C. (1993). Strategy instruction in a literature-based reading program. The
elementary school journal, 94 (2), 139-151.
Callison, D. (1998). Critical thinking. School libraries media activities monthly, 15
(3), 40-42.
32
Ketch, A. (2005). Conversation the comprehension connection. Reading teacher, 59

(1), 8-13.
Pitts, E. T. (1991). But teacher! You can teach Johnny to read. Reading
Improvement, 28 (4), 283-286.
Pressley, M., Johnson, C. J., Symons, S., McGoldrick, J. A., & Kurita, J. A.
(1989). Strategies that improve childrens memory and comprehension of
text. The School elementary journal, 90 (1), 3-32.
Primeaux, J. (2000). Shifting perspectives on struggling readers. Language arts, 77
(6), 537-542.
Novels
Babbitt, N. (1975) Tuck everlasting. Toronto, ON: Collins.

Downie, M.A. & Downie, J. (1984). Allisons ghost. Scarborough, ON: Nelson
Canada.
Gardiner, J. R. (1980). Stone fox. New York, NY: Harper Trophy.
Hunter, M. (1975). A stranger came ashore. New York, NY: Harper Trophy.
Mowat, F. (1961). Owls in the family. Toronto, ON: McClelland & Stewart.
Salata, E. (1984). Mice at centre ice. Scarborough, ON: Nelson Canada.
Research Reports
2005 AFL reading assessment: Holy Family RCSSD 140-Grade Five Report.
Anderson, T., OLeary, D., Schuler, K. & Wright, L. (2002). Increasing reading
comprehension through the use of guided reading. Master of Arts Action
Research Project. Chicago, IL: Saint Xavier University & Sky Light.
Fabrikant, W., Siekierski, N. & Williams, C. (1999). Improving students inferential
and literal reading comprehension. Masters Action Research Project.
Chicago, IL: Saint Xavier University and IRI/Skylight.
Teaching Materials
Billings, H. & Billings, M. (1999). Heroes: 21 true stories of courage and honor with
exercises for developing reading comprehension and critical thinking skills.
Lincolnwood, IL: Jamestown Publishers. Jamestown Publishers.
Carratello, J. (1984). Literature and critical thinking: book 1. Huntington Beach, CA:
Teacher Created Materials.
Hoogeboom, S. & Goodnow, J. (1987). The problem solver 3: activities for learning
problem-solving strategies: Mountain View, CA: Creative Publications.
Solski, R. (2000). Lest we forget, grades 4-6: Napanee, ON: S & S Learning Materials
Video
Hoyt, L. & Forman, K. (2002). Instructional strategies for guided reading that
enhance students reading comprehension grades 3-6: video training
program. Bellevue, WA: Bureau of Education & Research.
33
Appendix 1: Parent Letter

September 12, 2006
Dear Parents/Guardians:
This letter is to let you know about an exciting project we are involved in during
the 2006/2007 school year. Four teachers at St. Olivier School are teaming up to
do an action research project. The project is called, Guided Reading Strategies
to Improve Students Critical Thinking Skills in Grades Three, Four and Five.
The project is sponsored by the Dr. Stirling McDowell Foundation for Research into
Teaching. A grant of several thousand dollars has been received to fund the project.
The purpose is to identify the best Guided Reading strategies to improve student
learning in a variety of subject areas. Guided Reading involves direct instruction
on specific reading strategies. The project will focus on higher level thinking
skills including making inferences or reading between the lines.
Teachers will study Reading methods and strategies by reading articles and
books, watching training videos, and by visiting other classrooms where teachers
use Guided Reading to enhance critical thinking skills.
Students reading levels will be measured; strategies taught; and student and
teacher surveys used to measure growth in students critical thinking skills.
Data will be compiled, evaluated and the results shared. The results will be
published by the McDowell Foundation.
All students in Grade Three, Four and Five will be participating. A parental
permission form is attached that explains how the collected data will be used.
We look forward to working closely with you this year to improve student learning.
If you have any questions, please do not hesitate to contact your childs teacher.
Sincerely,
Mrs. Olson
Mrs. Larsen
Mrs. Bolton
Mrs. Verhelst
34
Appendix 2: Release Form

Release Form
for
Guided Reading Strategies to Improve Students Critical Thinking
Skills in Grades Three, Four and Five
I hereby authorize St. Olivier School to use the following with my permission:
A photograph of my child
Yes
No
A videotape with my child
Yes
No
A quote from me from the Parent Questionnaire
Yes
No
I consent that these items will be used in the following:
in a PowerPoint presentation
Yes
No
in publications about the Guided Reading project
Yes
No
I understand that names of all students and parents participating in the project
will be kept confidential.
Name _____________________________________________________________
Address ___________________________________________________________
Phone ________ - ____________ Signature ____________________________
35
Appendix 3: Sentence Stems for Before,

During and After Reading
BEFORE READING
DURING READING
AFTER READING
I wonder if
The message is
My first reaction was
I already know that
The big idea is
What I learned was
This reminds me of
The author believes
I learned
This relates to
The authors view of the world

is
This text was about
Because of the title I think

The title of this text makes me
think of
I want to
questions
answer
these
The main idea is
The idea of this sentence is
The most important message

is
The purpose of this text is to
I think that I will learn
The idea that Im getting is
I want to know
I experienced this once when
I want to know if
If, then
Because of the text, I think
I need to listen again to the part

where
Because of the pictures, I

think
I think the author will say
The overall message was
An important key word in this

passage is
I need to skim this part to

learn
So the point is
I thought
I felt
This could be more effective if
I do not like because
I would add or delete
I got lost because
This is important and relevant

because
This reminds me of
I enjoyed
I can relate to this because
I really like
I see why
This relates to
I bet
This reminds me of
I wonder
I can also see how
My thinking changed when I

heard, saw, read
A question that I have is
Based on the clues in this text, I

think the character felt
I want to know more about
I wonder if
I still wonder
In my mind I see, hear, smell,

taste, feel
The important ideas in what I
hear, read and view are
I can picture
If this were a movie
36
Appendix 4: Student Work Samples

A) IMAGERY WITH
OWLS IN THE FAMILY, GRADE 3
ST. OLIVER SCHOOL
37

B) I WONDER I THINK
MICE AT CENTRE ICE, GRADE 4
Examples of I wonder
what happens when they get caught,
how are they going to get the Cheddar Cup,
where its at,
who wins,
if they go on a holiday,
how many goals they will get,
if theyre good at playing hockey,
if the Big M. will come back,
if the Rink Rats are going to give up,
what the end of the story is going to be about,
how they are going to get rid of the guards,
why is it called, Trapped?
if they live in a house,
if Big Boris will cheat again, and
how theyll get the cup.
Examples of I think
its about hockey and the Cheddar Cup,
they are going to have a hockey game,
the mice will win,
they are smart,
the mice are going to visit the Big M.,
the Rink Rats are going to lose!!!,
they are trying very hard,
they are going to feed the guards,
its good so far,
it is interesting,
it is a very smart idea,
Big Boris will quit for a while, and
this book is funny.
Grade Four
St. Olivier School
November/December 2006
38

C)
BEFORE-, DURINGLEGENDS, GRADE 4
AND
AFTER-READING ACTIVITIES USING
39

D)
STUDENT SURVEY RESULTS FROM FANTASY UNIT, GRADE 5
1. Did you like the Fantasy Literature Circle unit?

Yes (11)
A little bit (1)
Kind of (1)
a) Why?
I like being in groups and the book and the activities.
I got to read a good book with friends and we got to share opinions.
I got to work in a group and I got to tell what I predicted and how I think
the story is going to end.
It was fun working in groups and answering some of the questions.
We got to work in groups and the book was an adventure.
It took me to a different place.
It was about a ghost and I think ghosts are cool.
It was fun because we were in groups and I liked doing the projects.
I like fantasy stuff.
b) Why not?
The part I didnt like was the part where we had to answer the questions
and do the summary.
2. Did you like using the Before, During and After cards for our reading
assignments?
Yes (4)
Okay (20)
Kind of (1)
Not really (4)
No (1)
a) Why?
I got to hear what everybody else predicts and I got to tell what I
predicted.
They gave a good picture of what might happen in the book.
You got to share your answer with the class.
I improved on answering questions.
It helps you think and listen a little better.
b) Why not?
40
I wasnt really good at it and maybe I could of tried harder.

Sometimes I didnt know what to say.
Some of the questions I didnt get.
They kinda confused me.
I cant answer some of them.
I wanted to keep on reading and not stop.
It didnt help.
3. Did writing or drawing in your A. R. duotang help you to understand and to

remember what you read better?
Yes (6)
A little bit (1)
Not really (4).
a) Why?
Its a really handy thing.

I like to remember things by pictures.
It made me remember because I wrote it down.
But we didnt get enough time to fill them out.
Because some of the stuff I didnt get.
Before you take a test you can look at it and see what you read.
Its kind of like studying for your A. R. test.
Some of the stuff I didnt get.
It did help me understand and remember the book.
It was mostly just fun to keep track of the stories.
b) Why not?
I just know the answers (I do not know why).
There are hard words and I read slower than everyone else.
Usually I can remember what I read the last time so I didnt really need
it.
It just stopped us from reading.
I already picture it in my head and make predictions in my head.
All it did was remind me of what happened in the chapters.
4. Are you a good reader?

Yes (8)
Sometimes (1)
Okay (1)
Not really (1)
No (2)
a) Why?
My Star test says I can read up to 12.9 - 13.0 books.
Ive been reading novels since I was in Grade 1 and I love to read.
It is just I dont have the time to and reading isnt my favorite unless it is
a good book that I enjoy.
I think Im a decent reader but should read more at home and school.
Im always challenging myself to read in less time.
People listen to me and tell me Im good, I just need to read more.
Harry Potter is not hard for me but its just long!
I rarely make mistakes.
I guess I was born with it.
b) Why not?
Sometimes it hurts my eyes.
I dont have 50 points (on A. R.).
I havent reached my 25 points yet.
41
Appendix 5:
Guided Reading Evaluation Checklist
Students Name: ________________________________
COMPREHENSION SKILLS
makes predictions
matches story vocabulary with definitions
compares characters
makes inferences about a character
relates stories to his/her own experience
identifies the authors message
identifies story problem and solution
sequences story events
ORAL READING SKILLS

reads with expression
reads fluently
WRITING SKILLS
uses graphic organizers (Venn diagram, & charts)
writes sentences with correct mechanics
creates a well-written paragraph
interprets vocabulary by writing words in context
uses jot notes to brainstorm ideas
creates chapter titles
writes questions after reading
uses correct spelling
works neatly so writing is legible
corrects work, after being edited
SPEAKING SKILLS
speaks clearly
expresses his/her ideas
retells stories
LISTENING SKILLS
follows directions
listens carefully to others opinions
WORK HABITS
cooperates with other group members
participates voluntarily in discussions
works well independently
completes work on time
Grade: ____
EX
VG

Comments:
Date:
42
43
44
2317 Arlington Avenue

Saskatoon SK Canada S7J 2H8
Phone: 306-373-1660
Toll Free: 1-800-667-7762
Fax: 306-374-1122
E-mail: mcdowell@stf.sk.ca
www.mcdowellfoundation.ca

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TEACHING

Guided Reading Strategies

Jocelyn Olson, Lori Larsen,

Researcher Reflections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

THE LEARNING COMMUNITY

FIGURE 1. SCHOOL LOGO.

The purpose of the 2005 Assessment for Learning Project is to

Figure 1. Results on Multiple-choice Questions at the Inferential Level, Grade 5.

RESEARCH AT THE DIVISION LEVEL

How could further research be used to help improve students

GATHERING TEACHER SUPPORT FOR THE PROJECT

PURPOSE AND RESEARCH OBJECTIVES

What had already been done?

What still remained to be done?

What ideas could be implemented with students at St. Olivier School?

both parents work,

poor word recognition skills,

activation of prior knowledge,

Despite the persistent conventional wisdom that implicitly argues for

making connections to the text, the world, and oneself,

Explicit modeling of the strategies, authentic student discussions, practice and

If the IRIs that we use to assess children are insensitive to the

Open-ended questions can take the reading teacher where

Primeaux recommended that:

The researcher discovered that [t]he sixth-grade struggling readers involved in

After a teacher explanation and modeling of a thinking and reading comprehension

infer meanings of unknown words,

COMMON THEMES IN THE LITERATURE

What common themes appeared in the literature on comprehension and

Which strategies were the most effective?

visualizing or making a movie in ones mind,

teaching background vocabulary,

using graphic organizers (story maps, in particular),

using Literature Circles,

questioning when reading,

making connections with the characters,

word sorts, and

THE TEACHING APPROACH

In the Grade Three classroom, the researcher used a variety of strategies to

Figure 2. Visualizing poster used by the researchers.

THE TEACHING APPROACH

Students reading the novel, Stone Fox, Grade 4.

Inferential comprehension included comparing and contrasting, drawing

Computer assessment of Grade 4 students with Literacy quizzes.

THE STUDENT SERVICES TEACHERS APPROACH IN GRADE FOUR

Students involved in a small Guided Reading group on Native

HOW WOULD STUDENTS REACT TO BEING GROUPED ACCORDING TO ABILITY?

HOW COULD STUDENTS BE MOTIVATED TO THINK CRITICALLY AT THE END OF THE

THE TEACHING APPROACH

Instruction started with a fantasy themed unit in English Language Arts. A

The Grade Five researcher engages a Literature Circle group with

identifying the main idea of each story,

Sacred Heart Community School, Regina, Saskatchewan taken by

ASSESSMENT AND EVALUATION

INFORMAL READING INVENTORY RESULTS

When the passage was administered?

Most important, did the students improve their inferencing skills?

In November, with the support of release time, the researchers administered

Grade Four students read a narrative passage in November and both an

STUDENT SURVEY RESULTS FROM GRADE FIVE

LITERACY SKILLS QUIZ

It is time consuming to organize Guided Reading initially creating units,

The opportunity to discuss resources, benchmarks, screens, M.I.R. (Major

Im finding resources more readily now.

Phone - Signature ____________________