How I do Guided Reading K-1

Are you ready to start working with students in small groups to help them read better? Here is a checklist of what I do in guided reading!  I usually keep a book for a group for a week.  I go through each day as listed below.  If I have a slower reading group, it may take four days to complete all the activities.  However, if I have students with a higher reading abilities, we may get through a book in 2 days.                                   

Pin this picture for later recovery!

Day 1

1.  Welcome the students with small talk, about 30 seconds or less!
"Hi guys! How are you doing today?  I am so excited to show you the book I have!

2.  Connection: Show the book cover and give a reason you brought this book to the table.  Introduce the title and author. This should take 1-2 minutes.
"I have the book titled, The Dot!  This book was written by Peter Reynolds! I got this book out today because I had trouble coming up with something to paint over the weekend in my art studio. 

3.  Move to Schema:  Have you ever had trouble thinking of something to draw? How did you finally decide what to do? What did you draw? Do you like to draw? Maybe I will try that!

4.  Vocabulary and Decoding: When you read this book, you will find these words in the book! You may know some of them.  There may be some words that are new to you. Let's go over these words.  (Beforehand, go through the book and pick out about 6 words that you think your students may not understand or be able to decode. Put these on 3x5 cards and put the book and cards in a gallon size bag for future use.  You will use them for years, so these cards are worth saving and keeping with this book.) 2 minutes
Flashcard the words for readability and discuss each one. This can take 5-8 minutes.
**Cards are already made and included in my book companions. The Dot can be found at the bottom of this post.**

MY FAVORITE!!
5.  Play a game with the cards for about 5 minutes.  There are many games I have come up with and here is a list!
a.  Around the World: Start at the first two students on the end and the first one to read the word and/or say the meaning goes to the next student.
b.  Whack a card. Just like Whack a Mole.  Lay cards on the table, call the word and students can whack it with their hand. Teach them how to whack softly or they will hurt their hand.
c.  Give each student a card.  Call out the word and they have to jump up and/or say the meaning. 
d.  I Spy: I spy the word, ______.  They all scramble to find the word in the book. You can narrow it down to page number. I spy the word __________ on page 8.

Depending on skill level, time may be out for younger students.  But you have introduced the book, the vocabulary and any unknown words, and played a game with the words. You may have to stop after step 5 and play the game on day 2.

Day 2:
1.  Play the vocabulary game again! What? Yep, play! Play for about 5 minutes.  It will reinforce those words and prepare them for the reading. It will also get them excited about guided reading.

2.  Remind students the title of the book, and where you left off from the day before.

3.  Pass out the books.  Ask students to read the book completely independently.  If the book is at their level, they should be able to read it mostly independently except for a handful of words.

4.  Post the cards on a small easel close by where they can refer to them.  You can do this when they get started reading. They will look up and be so happy when they find the words in the book while reading. "I know that one, Mrs. Wilson! It is _______. It means ____________.

5.  Students will read the book for the next 10 minutes or as long as time allows. Early finishers can re-read or work going back through the cards until everyone is finished.

6.  While they are reading, you will be getting out our guided reading notebook to take running records.  This will need to be procedural taught the first day of guided reading in small groups.  The first time I sit down with students, we talk through what we will do in guided reading.

7.  Running Records. In first grade, students will either need to read in low voices, or whisper read sometimes.  I tap the first student and ask them to read aloud for me.  As they read, I make checks for correct words, write the words they miss over what it should be.  This post will not be about running records. I'm sorry! :( But maybe I can address how I do running records at a later date.

8.  Listen to each student to get running records.  I do not do running records for every book or every week.  Sometimes, I go straight to comprehension strategies or skills instead in place of number 6 above.

So in short
Day 1
1. Welcome
2. Connection: Introduce the book and why you picked it.
3.  Schema
4.  Introduce Vocabulary and Decoding with flashcards
5. Game with Vocabulary

Day 2
1. Play vocabulary game
2. Quick reminder about the book
3.  Pass them out
4. While students are reading, post vocabulary in a prominent place
5. Students read for remainder of time
6. Running records, strategy, or skill.  If you are working on a strategy or skill, you can wait until students are finished reading and have a discussion with feedback from students or practice the skill.
Often this will go to a third or fourth day. Make sure to remind students each day where you left off the day before.

Do this guided reading plan with The Dot Book Companion.