Guided Reading Best Practices

Campbell Elementary

Teacher:

Grade:

Title of Text:
Informational

Date:

Time:
Literary

Digital/Visual

Teacher Behaviors
Before Reading:
Select appropriately leveled text (instructional
level)
Build Background/Activates Prior Knowledge
Frontload Vocabulary/Introduce Text
Set the Purpose/Identify Focus Concepts
Make Connections
During Reading:
Teacher listens in as students read
Teacher confers with reader about text
(checks for comprehension)
(K-3) Teacher takes weekly anecdotal notes
and provides students with feedback
(4-5) Teacher takes anecdotal notes, as
needed
Teacher prompts students for monitoring,
decoding, fluency, or comprehension
Teacher confirms successes and identifies next
steps for students reading independently
After Reading:
Teacher talks about text with students/asks
questions to check for understanding
Teacher invites personal experience about the
text to help make meaning
Teacher returns to text for one or two teaching
point opportunities (standard, I can statement,
skill)
Teacher identifies some next steps for student
readers: accuracy, fluency, comprehension

Student Behaviors
Before Reading:
(K-2) Quick word study practice (5 mins)
based on student needs
Students engage in conversation about
the story
Students raises questions
Student notices information in the text
During Reading:
(K-3) Students whisper read or partner
read
(4-5) Students whisper read, partner read,
or read silently
(2-5) Students annotate text (sticky notes,
write in margins, etc.)
Students request teacher assistance if
they come to a problem with text

After Reading:
Students given an opportunity to revisit
the text to use evidence, problem solve, etc.
Students show demonstration of standard
or skill using text example

Additional Comments:

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