My Reader's Workshop and Guided Reading Tips and Tricks
If you've ever wanted to implement Guided Reading in your classroom and wanted to know: "What are the other students doing in the classroom while I'm doing Guided Reading?" This is you're lucky day! I hope you will learn about some new ideas about how to mesh Reader's Workshop with Guided Reading and be excited to start it this coming school year! Here goes...
Balanced Literacy is a framework that has these components: Reader's Workshop, Writer's Workshop, Guided Reading, Word Work and Literacy Centers. It is a gradual release of responsibility from "I Do-We Do-You Do" frame of mind. When done correctly it flows beautifully and your students will become successful, independent and happy readers and writers. I've been implementing balanced literacy in my classroom for 18 years, and I LOVE IT!!!
In order to do Reader's Workshop correctly, you need to have a 60 minute block of uninterrupted time.
It needs to happen daily and consistently. Here is a breakdown of my reader's workshop:
60 Minute Block:
Mini-Lesson- 5-10 Minutes (I DO)
This is when I read a mentor text and introduce our purpose for reading.
Shared Reading, Interactive Reading 5-10 Min. (WE DO)
This is where my students participate in shared reading, interactive reading, and where they turn and tell what they've learned. I use my pocket chart a lot with cut up sentences and vocabulary cards.
I alternate the "I Do" and "We Do" lessons each day, so it doesn't take so long. I teach ONE SKILL FOR THE WHOLE WEEK.
Here's a peek at my week:
M- Mentor Text, introduce the skill (I DO)
T- Anchor Chart, review skill (I DO)
W- Vocabulary Cards, review skill on pocket chart (I DO)
Th- Turn and Tell, Shared Reading (WE DO)
F- Interactive Anchor Chart, Interactive Notebook (WE DO)
Of course, you can mix this up and do it how it bests meet your students and your needs. It's so flexible!!!! Okay, next part...
Independent Reading/Interactive Notebook 30-45 Min. (YOU DO)
First students exchange and read their leveled books- they know their reading level because I test them once a month. My first graders know what level they need to be at by the end of the year. My library has leveled tubs where my students can find many, many titles in their level. They pick one new book every day. That is the same book that they take home to read at home and get signed on their reading log.
After reading their book, they apply the skill into their schema notebook. Sometimes, I just have them read, to write and respond, or they glue in their interactive notebook activity. I switch it up.
This is their schema notebook. They glue my anchor chart or vocabulary card on the "Teacher" side of their notebook, and then their activity on the "Me" side. In this lesson, we were finding adjectives in our own story about our character.
Ok this is the tricky part... so here's when you really need a behavior management system in place. If you're interested in reading about how I manage my class click here You got to have this in place BEFORE doing any of this, or you'll drive yourself crazy!!!! And, we don't want crazy teachers, we want happy teachers! LOL
Guided Reading Groups-2 per day (15 min. each) This is done during the time that the students the independent reading time.
I have a peer facilitator who wears a cute hat that says "Ask Me". This is my star student of the week. He/she walks around to answer questions for me while I'm reading with my groups. This way, I'm not disturbed and the rest of the class can continue working/reading. My students LOVE this job!
I meet with two guided reading groups per day. I have 5 groups with color names: Turquoise, Magenta, Tangerine, Violet and Jade.
Here is how I meet with my groups:
Turquoise (low)- MTWTh
Magenta (middle low)- MWF
Tangerine (middle high) TTh
Violet-(high) F- by January these kiddos are with Jade group
Jade (high) TTh- These are my literature circles that meet by themselves. If you're interested on how I run my Literature Circles, click here
Here is a picture of how I organize my tubs for my guided reading books:
I use these Reading Strategies to help my students decode the words in their story. These are the posters that I use. They are on the wall behind my guided reading table.
I use these templates for my guided reading groups and running records.
I keep all of these templates in my guided reading binder with dividers for each group. I only take two running records a day. I do a warm read (familiar text) and a cold read (new text) every day. I may take a running record on the same child for both reads, or a different child. Typically I like doing the same child for both so it's easier for me to keep track. I use the MSV's in the side column to see what cueing systems my students are missing:
Here is a break down of what I do during my guided reading groups:
1.) Familar Read (running record) Students read familiar texts from the days before as a warm up.
2.) Pass out new books- ask a hook question for the new book- set purpose for reading.
3.) Picture Walk of new book- look at each picture and prompt the students of any tricky words. "If I saw the word ...... what would it start with? What would it end with?"
4.) Look at sight words/vocabulary words in the story they may stumble on. We frame the words, spell them, and clap the syllables. I already have these words made on my white board.
5.) Students tell me which reading strategy they will be using before we start reading...I hold them accountable for it too. When they tell me their strategy, they need to show me the hand motions.
6.) Read new book- pass out pointers if needed. Stagger your students when they start reading so they are not all reading at the same time. Students keep reading over and over again until teacher holds up stop sign. They do NOT stop!
7.) Take a running record on a cold read- new student every day.
8.) Hold up stop sign and students put their books in a stack.
9.) Teacher passes out Popsicle sticks with comprehension questions on them. Students read the question on their stick and answer one at a time.
10.) Word Work- students get magnetic letters and a magnetic tray to make any word they were struggling with during the story. This could be word families, sight words or hard vocabulary. If you're interested in checking out my Guided Reading resource, click here
There you have it! Remember, the rest of the class is still reading and working in their schema notebook. If they get finished early, they may read in their browsing box. Inside these boxes are our Journeys decodable books and paper books that the students have made. They also have a diary that they can write in.
Buddy Reading (5 Min.) -If you have time.
This is where the students sit knee to knee and read part of their story to each other. I also have cards with comprehension questions on them. These are pictures of my students buddy reading after they were finished with their Research project on Endangered Animals. If you're interested in check out my Endangered Animal Research and Writing resource, click here
I hope you got some great ideas about how to implement Reader's Workshop and Guided reading together. If you have any questions, please ask in the comment section below. I'm happy to help!
Love,
Kara
If you've ever wanted to implement Guided Reading in your classroom and wanted to know: "What are the other students doing in the classroom while I'm doing Guided Reading?" This is you're lucky day! I hope you will learn about some new ideas about how to mesh Reader's Workshop with Guided Reading and be excited to start it this coming school year! Here goes...
Balanced Literacy is a framework that has these components: Reader's Workshop, Writer's Workshop, Guided Reading, Word Work and Literacy Centers. It is a gradual release of responsibility from "I Do-We Do-You Do" frame of mind. When done correctly it flows beautifully and your students will become successful, independent and happy readers and writers. I've been implementing balanced literacy in my classroom for 18 years, and I LOVE IT!!!
In order to do Reader's Workshop correctly, you need to have a 60 minute block of uninterrupted time.
 |
| Students Reading Independently |
60 Minute Block:
Mini-Lesson- 5-10 Minutes (I DO)
This is when I read a mentor text and introduce our purpose for reading.
 |
| Mini-Lesson Carpet Area You will need an author's chair, easel, big book stand, pointers and a basket of supplies (post it notes, markers, highlighters, wiki sticks, sharpies...) I keep my basket of supplies under my chair. It really helps me have everything available during my lesson. |
Shared Reading, Interactive Reading 5-10 Min. (WE DO)
This is where my students participate in shared reading, interactive reading, and where they turn and tell what they've learned. I use my pocket chart a lot with cut up sentences and vocabulary cards.
 |
| Students participating in Shared Reading |
I alternate the "I Do" and "We Do" lessons each day, so it doesn't take so long. I teach ONE SKILL FOR THE WHOLE WEEK.
Here's a peek at my week:
M- Mentor Text, introduce the skill (I DO)
T- Anchor Chart, review skill (I DO)
W- Vocabulary Cards, review skill on pocket chart (I DO)
Th- Turn and Tell, Shared Reading (WE DO)
F- Interactive Anchor Chart, Interactive Notebook (WE DO)
Of course, you can mix this up and do it how it bests meet your students and your needs. It's so flexible!!!! Okay, next part...
Independent Reading/Interactive Notebook 30-45 Min. (YOU DO)
First students exchange and read their leveled books- they know their reading level because I test them once a month. My first graders know what level they need to be at by the end of the year. My library has leveled tubs where my students can find many, many titles in their level. They pick one new book every day. That is the same book that they take home to read at home and get signed on their reading log.
 |
| Leveled Library |
After reading their book, they apply the skill into their schema notebook. Sometimes, I just have them read, to write and respond, or they glue in their interactive notebook activity. I switch it up.
This is their schema notebook. They glue my anchor chart or vocabulary card on the "Teacher" side of their notebook, and then their activity on the "Me" side. In this lesson, we were finding adjectives in our own story about our character.
 |
| Schema Notebook- Teacher Side with Anchor Chart and Student Side with activity If you're interested in checking out my Reader's Workshop resource that includes Mini-Lessons, Vocabulary Cards, Interactive Notebooks and Mentor Texts, click here |
Guided Reading Groups-2 per day (15 min. each) This is done during the time that the students the independent reading time.
I have a peer facilitator who wears a cute hat that says "Ask Me". This is my star student of the week. He/she walks around to answer questions for me while I'm reading with my groups. This way, I'm not disturbed and the rest of the class can continue working/reading. My students LOVE this job!
 |
| Peer Facilitator Hats |
Here is how I meet with my groups:
Turquoise (low)- MTWTh
Magenta (middle low)- MWF
Tangerine (middle high) TTh
Violet-(high) F- by January these kiddos are with Jade group
Jade (high) TTh- These are my literature circles that meet by themselves. If you're interested on how I run my Literature Circles, click here
Here is a picture of how I organize my tubs for my guided reading books:
 |
| Baskets are from Wal-Mart |
I use these templates for my guided reading groups and running records.
I keep all of these templates in my guided reading binder with dividers for each group. I only take two running records a day. I do a warm read (familiar text) and a cold read (new text) every day. I may take a running record on the same child for both reads, or a different child. Typically I like doing the same child for both so it's easier for me to keep track. I use the MSV's in the side column to see what cueing systems my students are missing:
Here is a break down of what I do during my guided reading groups:
1.) Familar Read (running record) Students read familiar texts from the days before as a warm up.
2.) Pass out new books- ask a hook question for the new book- set purpose for reading.
3.) Picture Walk of new book- look at each picture and prompt the students of any tricky words. "If I saw the word ...... what would it start with? What would it end with?"
4.) Look at sight words/vocabulary words in the story they may stumble on. We frame the words, spell them, and clap the syllables. I already have these words made on my white board.
5.) Students tell me which reading strategy they will be using before we start reading...I hold them accountable for it too. When they tell me their strategy, they need to show me the hand motions.
6.) Read new book- pass out pointers if needed. Stagger your students when they start reading so they are not all reading at the same time. Students keep reading over and over again until teacher holds up stop sign. They do NOT stop!
7.) Take a running record on a cold read- new student every day.
8.) Hold up stop sign and students put their books in a stack.
9.) Teacher passes out Popsicle sticks with comprehension questions on them. Students read the question on their stick and answer one at a time.
10.) Word Work- students get magnetic letters and a magnetic tray to make any word they were struggling with during the story. This could be word families, sight words or hard vocabulary. If you're interested in checking out my Guided Reading resource, click here
There you have it! Remember, the rest of the class is still reading and working in their schema notebook. If they get finished early, they may read in their browsing box. Inside these boxes are our Journeys decodable books and paper books that the students have made. They also have a diary that they can write in.
Buddy Reading (5 Min.) -If you have time.
This is where the students sit knee to knee and read part of their story to each other. I also have cards with comprehension questions on them. These are pictures of my students buddy reading after they were finished with their Research project on Endangered Animals. If you're interested in check out my Endangered Animal Research and Writing resource, click here
I hope you got some great ideas about how to implement Reader's Workshop and Guided reading together. If you have any questions, please ask in the comment section below. I'm happy to help!
Love,
Kara
