Reader’s Workshop/Guided Reading

Reader’s Statements

Word Solving

Using Meaning…
Readers check the picture and think about what would make sense
Readers think about what’s happening so far in the story to help them figure out new words
Readers think about what characters might say to help them solve new words
Readers make guesses and check to see if they make sense
Using Visual…
Readers recognize known words and read them fast
Readers need to look at the first part of the word first (teacher points to beginning & slides finger through word to model)
Readers use the first part of a word to help them solve new words (1st part could equal 1, 2, or 3 letters…s, st, str…the teacher needs to explain/model this)
Readers use parts of words to help them solve new words (-ill/will/still, see/seed, sh-/she/shop/short, etc.)
Readers blend word parts when solving new words
Readers notice word endings (-ing, -ed, -s, ly, -er, etc.)
Readers notice prefixes (un-, re-, dis-, etc.)
Readers make guesses and check to see if they look right
Using Structure…
Readers notice when what they read doesn’t sound like book talk

Integrating Meaning, Structure and Visual…

Readers make sure what they read makes sense, sounds right and looks right /

Making Connections

Readers connect what they are reading to their own lives, thoughts, or feelings.
When readers make connections with the characters, problems, and events of a story, they understand the story better.
Readers notice when connections make their minds wander and have ways to get back on track.
When readers make connections from one book to another book, it helps them understand the new story and make predictions about what may happen.
Readers compare (characters, story problems, themes, versions, writing styles, etc.) from one story to another.
Readers notice how certain genres (fiction, nonfiction, poetry, plays, etc.) have similar features.
Ex. Fiction: characters, setting, problem, solution
Nonfiction: diagrams, pictures/captions, subheadings, etc.
Fluency
Expression and Volume…
Readers change their voice when characters are talking.
Readers notice the size of the print and change their voice as they read.
Readers notice exclamation marks and read that part with extra emotion (happy, excited, angry, etc.)
Readers notice question marks and read that part like they are asking a question.
Phrasing…
Readers notice groups of words and read them together like they are talking.
Readers notice periods and stop before they read the next part.
Readers notice commas and slow down before they read the next part.
Readers notice when characters are talking.
Readers notice, and read, the punctuation a writer uses.
Smoothness…
Readers read like they are talking.
Pace…
Readers don’t read too fast or too slow, they read JUST RIGHT! /

Questioning

Readers are naturally curious. They wonder about many different kinds of things.
Readers ask themselves questions before, during, and after they read.
Sometimes we read to answer a specific question.
Readers understand that some questions are answered and others are not.
Readers understand there are different kinds of questions.
Right-There
Putting-It-Together
Author-and-You
On-Your-Own
Readers know the difference between thick questions and thin questions.
Readers can take notes when they find answers to their questions, so they will remember the new information.
Note: Children cannot ask questions, wonder, or be curious about topics of which they have very little background knowledge. If children know very little about a topic, you must take the time to build background knowledge before you expect them to have questions about the topic!

Monitoring

MeaningReaders talk to themselves when they read.
Readers notice when their mind wanders and have ways to get back on track.
Reader notice when they are confused or don’t understand and have ways to fix it.
Readers stop & think while they’re reading to help them remember or understand information or story events.
Readers notice when characters are changing.
Readers tell themselves the story as they read
Readers reread to think more deeply
Visual
Readers notice when something doesn’t look right.
Readers notice when what they read doesn’t match what they see in the text.
Nonfiction
Readers notice when they learn new information.
Readers sometimes need to change their minds when they learn new information. (They find out what they thought they knew was incorrect). /

Visualizing

FictionReaders create pictures in their minds as they read. They can “see” the characters, the setting, and the events of the story taking place.
Readers combine the author’s words with what they know to create pictures in their minds that bring life to reading.
What you know and your experiences can make you picture things differently than other readers.
Sometimes the picture in a reader’s mind changes as they read more.
Readers taste, touch, hear, and smell images as well as “see” them when they read.
Strong verbs, specific nouns, and interesting adjectives help paint a vivid picture in the reader’s mind.
Nonfiction
Readers use features of nonfiction to help them better understand the concepts of size, distance, weight, length, and time.
Ex. graphs, charts, timelines, diagrams, flow charts, pictures,
etc.
Determining Importance
Readers scan a nonfiction text for many different reasons BEFORE they read.
Readers can highlight important information they want to remember and learn as they read.
Readers can take notes in the margins of a text to help them remember important information.
Readers talk to themselves when they read new and interesting information.
Readers use features in nonfiction to help them find important information.
Readers use nonfiction to learn new information about interesting topics and record new learning to share with others.
When sharing new information, readers ask themselves, “What information will best help my reader understand the topic?” (when writing nonfiction)
Readers notice and learn from primary sources when reading nonfiction.
Readers notice new information when reading about familiar and unfamiliar topics.
Readers understand there can be several important ideas in a text rather than just one main idea.
Readers can determine the main idea of what they read (and understand that this may be different from the author’s).
Readers can determine key topics of a text and read closer to find supporting details. /

Inferring

Readers infer meaning in every day life.
Readers use clues from the text to help them infer the meaning of unknown words.
Readers use the pictures and the words to help them predict and infer ideas.
Readers take what they know and add it to clues from the text to help them infer meaning from the story. (Kn + CT = I)
The plot of a story is simply what happens, the events that take place. The theme of a story is bigger. It is the story’s main idea or its message about life. Readers infer themes.
Readers ask questions and infer answers as they read.

Summarizing

Readers stop and think about their reading often.
Readers summarize fiction when they remember the characters, important events, and important details (not ALL details) and tell about them in order.
Readers summarize nonfiction when they remember the important information and some supporting facts.
Readers make margin notes in their own words to summarize sections of the text.
Sometimes we read new information and it changes us. /

Routines/Expectations

1st 20 days in Guiding Readers and Writers, Fountas & Pinnell

1st 8 days in Guiding Readers and Writers, Fountas & Pinnell

Note: As issues arise (lack of motivation during IR, off-task behavior during IR, transitions to GR, quality of reading assignments in Reader’s Response Journals or Reader’s Notebooks, etc.) teachers need to interrupt their current Unit of Study and plan minilessons to revisit these issues until expectations are once again met!

Compiled by Pactolus School, K-2 Staff