UNDER CONSTRUCTION
How to Teach Guided Reading
(For Students Who Have Cracked the Reading Code)
Guided reading is a small-group instructional framework that was traditionally used to support reading development. I only advocate for guided reading and leveled books for students who have already mastered decoding skills and have cracked the reading code. These students can accurately read unfamiliar words using phonics and are not relying on pictures or guessing strategies to read.
Guided reading is not recommended for beginning or struggling readers who have not yet mastered phonics. Those students need explicit, systematic phonics instruction and decodable texts before transitioning to leveled reading.
What Guided Reading Typically Looks Like
In a traditional guided reading model:
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Groups include up to 6 students
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Instruction occurs 3–5 times per week
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Lessons last approximately 30 minutes
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Students read texts at their instructional level (about 90–94% decoding accuracy)
This model assumes students can already decode words accurately.
Why I No Longer Teach Using Guided Reading
I no longer use guided reading as my primary instructional approach. Research highlighted in the podcast Sold a Story explains how the Marie Clay / Fountas & Pinnell cueing system encourages behaviors that poor readers rely on, such as:
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Looking at pictures
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Using the first letter
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Skipping words and reading on
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Asking “Does it look right, sound right, and make sense?”
These strategies turn reading into a guessing game, which interferes with accurate word reading.
The science of reading is clear:
Children need phonics instruction and decodable texts, and when they are stuck on a word, the correct response is to sound it out—not guess.
How to Use Guided Reading Books Appropriately
If you already own guided reading or predictable books, here are better ways to repurpose them responsibly for students who can already decode:
👉 What Do I Do with All These Predictable Books? (Right to Read Project)
Basic Outline of a Guided Reading Group
(For Fluent Decoders Only)
This outline is shared for informational purposes and for teachers working with students who have already cracked the code.
Optional Quick Write
Students write 5–6 fluency words on whiteboards.
(Typically unnecessary for grades 3 and up.)
Old Story (Rereading for Fluency)
Students reread a portion of the previous day’s text for 4 minutes to build fluency and accuracy.
The teacher may take a running record on one student during this time.
Mini-Lesson
The mini-lesson is based on teacher observations from the previous day’s reading.
The teacher:
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Introduces a skill in context
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Models its use
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Guides students in applying the skill
Example focus areas:
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Comprehension strategies
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Vocabulary
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Text structure
(See: 12 Comprehension Strategies / Reading Strategy Objectives)
New Text Introduction
The teacher provides:
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A brief summary of the text or chapter
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Discussion of illustrations, captions, headings, or text features
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Introduction of new vocabulary
Students then read independently to a designated stopping point.
Whisper reading may be used for younger students.
If a student consistently lags far behind, the text may be too difficult for that group.
Follow-Up Discussion
Students discuss the text informally.
(See After Reading Strategies below.)
New Book Introduction Components
1. Summary Statement
A 2–3 sentence overview including:
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Title
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Author
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Illustrator
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Genre
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Connection to prior knowledge
2. Picture Walk
Teacher and students preview illustrations to:
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Understand storyline or structure
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Identify nonfiction features
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Discuss predictable patterns
(Note: This is appropriate only for students who already decode well and are not relying on pictures to read words.)
3. Vocabulary Introduction
Vocabulary unique to the text is introduced during the preview.
Students locate words in the text using letter-sound information, not guessing.
Before Reading Strategies
(Used to Support Comprehension, Not Decoding)
Examples include:
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Predicting using 5–10 key words
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Sorting verbs or adjectives from the text
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Sequencing copied images from the story
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Using real objects to introduce vocabulary
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Anticipation guides
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Fill-in-the-blank sentence predictions
During Reading Strategies
Students whisper-read while the teacher listens and observes.
Teachers may use:
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Concept mapping
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Main idea and detail tracking
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Observation notes of reading behaviors
(See: Prompts for Reading Strategies and Question Lists)
After Reading Strategies
Students may:
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Ask and answer questions
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Retell or summarize using frameworks like Somebody–Wanted–But–So–Then
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Sequence events using sentence strips
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Answer open-ended questions
Retelling (With the Book Closed)
Retelling is especially powerful when students:
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Recall events or facts in sequence
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Include important details
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Use correct character or topic names
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Incorporate key vocabulary
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Demonstrate higher-level thinking
Peers should evaluate whether the retelling includes enough information.
Final Notes for Teachers
This outline represents a generic framework and is shared primarily for:
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New teachers
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Upper-grade fluent readers
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Instructional reference
Teachers should follow:
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Gradual Release of Responsibility
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Differentiated instruction
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Evidence-based literacy practices
Key Takeaway
Guided reading and leveled books are appropriate only after students have cracked the reading code.
Before that point, students need explicit phonics instruction and decodable texts to become accurate, confident readers.
12/13/25
