Elementary Guided Reading
Observation Tool
Domain / Failing / Needs Improvement / Proficient / DistinguishedLesson Management / My goal is to provide a fast-paced, lively, focused, and engaging lesson with all components working together effectively.
I have not yet implemented any of the components of guided reading lessons. / I have begun to introduce texts to students and to ask them to read it silently. I am just learning about the procedures for guided reading lessons. / I can introduce texts to students and provide some other components, but my lessons do not provide all components and are sometimes too short and sometimes too long. / My lesson is well-timed, smoothly managed and includes and introduction, reading the text (with interaction), discussion/revisiting the text, and teaching for processing strategies. As appropriate, I include an extension and word study component.
Guided Reading Management / My goal is to offer a comprehensive ELA block during which students are involved in guided reading, independent reading, and/or reading response. Guided reading lessons provide students with targeted skill and concept development based upon student needs.
I have not yet established a system for independent reading, guided reading, centers, and/or response journals. / I have begun to teach students how to engage in independent reading, guided reading, centers, and/or response journals, but the routines are not yet established. / My system for independent reading, guided reading, centers, and/or response journals is well established. / My classroom is well managed during the entire reading block. Students are engaged in independent reading, guided reading, centers, and/or response journals. They work in a completely independent way.
Planning / My goal is to design systems and groups within a fast-paced schedule so that students are well-aware of the instructional outcome of each lesson and have resources to target the outcome.
I have not yet established a system for independent reading. Students need a great deal of attention and I cannot work productively with small groups. / I have data from which to group students; however, I have not determined specific instructional needs for each group. I have designed a system that will allow for guided reading groups and conferencing; however, I have not implemented it. / I have a strategy in mind when meeting with guided reading groups and utilize some available resources. I am beginning to work with guided reading groups and conference with individuals on a regular basis. / I have a focused instructional objective for each guided reading group and utilize all available resources to target the objective. I meet with guided reading groups on a regular schedule and have time to conference with individuals.
Leveled Texts / My goal is to utilize a variety of texts that offer a wide range of fiction and nonfiction and are appropriate in terms of level for my groups.
I am just beginning to learn about genres and how they vary in structure and other characteristics. I do not provide a variety of texts to meet my students’ needs. / I can identify genres and know about their structure and characteristics. I am just beginning to analyze what my students know and to plan for more variety in my guided reading program. I am beginning to understand text complexity and/or structures. / I expose students to varied texts. I understand and use my knowledge of characteristics of genre in planning for guided reading. My students are provided with fiction and nonfiction texts on a regular basis. I bring students’ attention to text complexities and/or structures. / I expose students to rich and varied texts. I have an in-depth knowledge of the characteristics of different genres. I plan guided reading carefully so that students are introduced to genres in guided reading and incorporate them in their independent reading. I utilize and teach text complexity and/or structures based upon student needs.
Grouping / My goal is to form small groups of students who are similar in their development of a reading process and read the same level of text so that I can teach them in guided reading; I also can identify particular needs and interests for focused guided reading groups.
I am just beginning to observe students’ reading behaviors and to think about forming groups based on levels of text; I have not identified any other way of grouping students. Usually I teach the whole class or confer with individuals. / I have formed and met with some needs/interest-based groups when I notice something that students need to learn. I know how to apply some assessment measures and have tentatively formed some level-based groups. / I continue to meet with some needs/interest-based groups during the reading block. I have established level-based groups and am keeping regular records of reading behavior; I meet with at least one group each day and see my lowest students every day. I have not yet adjusted my grouping by assessing students. / I use both level-based and needs/interest-based grouping to meet my students’ needs. My groups are formed and reformed on the basis of systematic observation. I regularly meet with groups during the reading block. Every student in my class is served in small group instruction.
Adapted from Guiding Readers and Writers by Fountas, Irene C. and Pinnell, Gay S. Doing What Works