A Guide To Guided Reading

A Guide to Guided Reading
Written by Suzanne Aessie, Janice

Dunn and Nicole Spencer
An NLSD Professional Literacy Project
2014-2015
Northern Lights School Division No. 69 Guided
Reading
Table of Contents
1. Guided Reading
2. What is Guided Reading?
3. Our Shared Philosophy of Guided Reading
4. The Purpose of this Guide
5. NLSD: Components of a Balanced Literacy Approach
6. What do the Experts Say?
7. Key Learning Outcomes and Specific Learning Outcomes
8. Preparing for Guided Reading
 Daily 5
 The Daily Café Website
 Fountas and Pinnell Benchmark Assessment System
 Building Groups for Guided Reading
 Prepare for Guided Reading Instruction
 The Guided Reading Area
 The Guided Reading Process
 The Guided Reading Process: Before, During and After Reading
 Time Line: Literacy Assessment and Guided Reading
9. The Café Book
10. Paper Pensieve
11. Online Café Conferring Pensieve (CCPensieve.com)
12. References
S. Aessie, J. Dunn & N. Spencer (2015) Page 1

Reading
Guided Reading
“Guided reading is an instructional setting that enables you to work with a small group of
students to help them learn effective strategies for processing text with understanding”
(Fountas & Pinnell, 1996, p. 2).
“Guided reading leads to the independent reading that builds the process; it is the heart
of an effective literacy program” (Fountas & Pinnell, 1996, p. 1).
“The ultimate goal in guided reading is to help children learn how to use independent
reading strategies successfully” (Fountas & Pinnell, 1996, p. 2).
“Guided reading is a key part of a balanced reading framework and an essential

element of a successful reading workshop” (Richardson, 2009, p. 6).

Reading
What is Guided Reading?

Guided reading is a teaching approach designed to help individual students learn how
to process a variety of increasingly challenging texts with understanding and fluency.
Guided reading occurs in a small-group context because the small group allows for
interactions among readers that benefit them all. The teacher selects and introduces
texts to readers, supports them while reading the text, engages the readers in a
discussion, and makes teaching points after the reading. Sometimes, after reading, the
teacher extends the meaning of the text through writing, text analysis, or another
learning experience. The lessons also may include working with words based on the
specific needs of the children (Fountas & Pinnell, 2001).
Our Shared Philosophy of Guided Reading

As experienced teachers, we recognize that students in our classroom are all reading at
different levels and have different needs. Guided reading has proven to be a successful
tool used in our daily instruction to meet the varying needs of all students. This form of
differentiated instruction takes away the frustration and fear of reading because
students are working at an instructional level with the support they require. Because all
students achieve success, they develop a positive attitude toward reading and
experience a higher level of enjoyment.
The Purpose of this Guide Is To:

 deepen an educator’s understanding in the area of guided reading
 provide the support teachers may need in order to implement guided reading into
the classroom to improve upon student learning
 provide ideas in the structure of Daily 5
 deepen an educator’s understanding using the Fountas and Pinnell Benchmark
Assessment System
 enable children to use and develop reading strategies
 support children as they become strong independent readers
 provide support for NLSD teachers

Reading
NLSD: Components of a Balanced Literacy Approach

• Read Alouds
• Shared Reading
• Guided Reading
• Independent Reading
• Modeled/Shared Writing
• Interactive Writing
• Independent Writing
Guided reading is one component of NLSD’s Balanced Literacy Approach. Depending

on the grade and reading level, a student might spend between ten to forty minutes a
week in a reading group that is organized, structured and supported by the teacher.
The rest of the time, students will participate in whole-group, small-group, and individual
literacy activities at their instructional level.
A high-quality literacy program provides several kinds of reading and writing. Guided
reading is one approach that teachers can use to support children’s differentiated
reading needs.
Guided Reading…
 gives children the opportunity to develop as individual readers while being

supported by a teacher
 gives teachers the opportunity to observe students’ reading process and use of
strategies
 gives readers the opportunity to develop reading strategies to increase reading
levels
 gives students a chance to discuss the text using higher level thinking skills
 allows students to strengthen their comprehension skills with support from the
teacher
 develops the abilities needed for independent reading
(Fountas & Pinnell, 1996)

Reading
What do the Experts Say?

“The purpose of guided reading is to meet the varying instructional needs of all the
students in your class, enabling them to greatly expand their reading powers” (Fountas
& Pinnell, 2001, p. 191).
“Grouping gives the teacher a way to approach reading instruction systematically so

that each child’s needs are met” (Fountas & Pinnell, 1996, p. 104).
Guided Reading…
• is a teacher-directed activity for small groups of students with a similar need
• uses texts at the student’s instructional level to provide the necessary support
and challenges during the lesson
• involves intensive teaching, with the teacher supporting students as they talk,
read and think their way through a text
• involves students practising strategies that will enable them to read

independently
• enables students to have a high accuracy rate in reading when the proper text is
selected for them
• provides students with the necessary strategies to overcome “reading road

blocks”
• increases students comprehension, accuracy, fluency, vocabulary and reading

level

Reading
Key Learning Outcomes

Example of Grade 3 KLO’s covered during Daily 5, Café Conferences & Guided Reading:
 KLO – I communicate my understanding of new ideas and information by making

connections to what I know
 1.1.1 – I connect personal experiences to new ideas and information from texts
 1.1.2 – I explain my understanding of new concepts in my own words
 1.1.3 – I explore ideas and feelings by asking questions, talking to others and
referring to texts
 1.1.5 – I choose and use a variety of text of interest to me
 1.1.6 – I talk about my strengths as a reader, writer & illustrator
 KLO – I choose from a variety of texts to develop new understanding of various topics.
 1.1.4 – I can choose different texts to help me communicate and share ideas.
 1.1.5 – I can choose and use a variety of text of interest to me.
 KLO – I consider the ideas of others to enhance my understanding.

 1.2.1 – I can explore and clarify my understanding by asking for others ideas and
observations
 KLO – I explore my understanding of new ideas and information by talking and writing
about them
 1.2.1 – I explore and clarify my understanding by asking for others ideas and
observations
 1.2.2 – I experiment with arranging and recording ideas and information in many
ways.
 KLO – I use a variety of strategies and cues to understand text

 2.1.1 – I share ideas from my personal experience that are related to new ideas
and information
 2.1.4 - I apply different strategies such as setting a purpose, confirming
predictions, making inferences and drawing conclusions
 2.1.5 - I identify the main idea and supporting details in simple narrative and
expository texts
 2.1.7 – I read silently with increasing confidence and accuracy
 2.1.8 – I use a variety of strategies and cueing systems to help me read
unfamiliar words
 KLO – I use text features to understand ideas and information in texts

 2.1.9 – I use headings, paragraphs, punctuation and quotation marks to help me
understand
 2.1.10 – I use capitalization, commas in a series, questions marks, exclamation
marks and quotation marks to help me read and understand what I have read

Reading
 KLO – I use phonics and language structure to understand ideas and information in texts
 2.1.11 – I use what I know about phonic rules and generalizations to
competently read unfamiliar words in context
 2.1.12 – I use what I know about word parts and syllables to read unfamiliar
words in context
 KLO – I use text features to understand ideas and information in texts.

 2.1.9 – I use headings, paragraphs, punctuation and quotation marks to help me
understand
 2.1.10 – I use capitalization, commas in a series, question marks, exclamation
marks and quotation marks to help me read and understand what I have read.
 KLO – I choose, retell and connect important details from what I read, see and hear
 2.2.2 – I tell about or write my favorite parts of texts
 2.2.4 - I connect situations found in texts to personal experiences using textual
references
 2.2.6 – I summarize the main idea in texts
 2.2.7 – I discuss, represent or write about idea in text and connect to my own
ideas, experience and other texts
 2.2.8 – I make inferences about a characters actions or feelings
 KLO – I use artistic qualities of texts to create mental pictures and feelings.
 2.2.10 – I express feelings related to words, pictures and sounds in texts.
 2.2.11 - I identify how authors use comparisons and how they create mental
image.
 KLO – I identify main characteristics of a variety of texts.

 2.3.1 – I identify distinguishing features of texts.
 2.3.2 – I discuss ways that visual images show meaning in texts.
 KLO – I make connections between different elements found in texts.

 2.3.3 – I can include events, setting and characters when summarizing or
retelling texts
 2.3.4 - I can describe the main characters: who they are, their actions and how they
relate to other characters.
 2.3.5 – I can identify ways that messages are enhanced by using specific techniques I
summarize the main idea in texts
 2.3.6 – I can recognize examples of repeated humour, sound and poetic effects that
contribute to reader enjoyment
 KLO – I present ideas and information using effective oral and visual communication.
 4.3.1 – I can present ideas and information on a topic, using a pre-established
plan.
 4.3.2 – I use print and non-print aids to illustrate ideas and information in texts.
 KLO – I show attentive listening and viewing by responding to others idea.

Reading
Preparing for Guided Reading

Daily 5
The Daily Five is an example of a classroom structure

which provides an environment where guided reading can
work effectively.
• Teaches and Fosters Independence

• 5 Components:
Read to Self
Work on Writing
Listen to Reading
Read to Someone
Word Work
The Daily 5 is a series of literacy tasks which students complete daily while the teacher
meets with small groups or confers with individuals. It is more than a management
system or a curriculum framework – it is a structure that will help students develop the
daily habits of reading, writing and working with peers that will lead to a lifetime of
independent literacy.
The Daily 5 book (Boushey & Moser, 2014) not only explains the philosophy behind the
structure, but shows you how to carefully and systematically train your students to
participate in each of the five components. Explicit modeling, practice, reflecting and
refining takes place during the launching phase. This prepares the foundation for a year
of meaningful content and instruction tailored to meet the unique needs of each child.
“As students are building stamina with Daily Five, we stay out of their way until they
exhibit about seven to fifteen minutes of stamina. At this time, we start our individual
assessments to find out exactly what skills and strategies each individual student needs
and also their area of strength” (Boushey & Moser, 2014, p. 48).

Reading
Listening to Reading Read to Someone
Read to Self Work on Writing

Reading
Word Work Organizing Daily 5
The creators of the Daily 5 Workshop, Gail Boushey and Joan Moser (2014), take you
through many important steps to foster student independence. At the beginning of the
school year, it is important to follow Boushey and Moser’s “10 Steps to Teaching and
Learning Independence.” Eventually students will be able to increase their stamina, but
important steps are necessary for the success of the Daily 5 structure throughout the
year.
10 Steps of Teaching and Learning

Independence
1Identify what is to be taught Must-Have Student
Chunk 2Setting a purpose – create a sense of
Behaviours
1 urgency
3 Record desired behaviours on I-chart  Read the whole time
Chunk 4 Model most-desirable behaviours  Stay in one spot
2 5 Model least-desirable behaviours, then  Read quietly
desirable
 Start right away
6 Place students around the room
 Work on reading
Chunk 7 Practice and build stamina
stamina
3 8 Stay out of the way
 Ignore distractions
9 Quiet signal – come back to group
10 Group check-in – “How did it go?”
Boushey & Moser, 2014

Reading
The Daily Café Website: www.thedailycafe.com

The Daily Café Website explains in detail the plan for how students would spend their
time working independently while teachers meet with small groups or confer with
individual students. Teachers can continue to further their learning about the Daily 5
through articles, interviews with teachers, videos of launching each daily 5 structure and
printable materials.
Valuable Resources Available on the Daily 5 Website include:
 join the Tip of the Week for weekly emails

 interactive Café Menu which provides examples of reading strategies connected
to lessons, books and videos
 interactive Emergent Café Menu
 Parent Pipeline: Informative handouts for parents on reading strategies
 detailed information on launching each Daily 5 component
 helpful tips

Reading
Fountas and Pinnell Benchmark Assessment System

Once a teacher has a structure in place and students
are working independently, the teacher is able to start
reading assessments. These assessments, based on
accuracy, fluency and comprehension, will determine a
student’s reading level.
Purpose of Assessment
A benchmark assessment system is a series of texts

that can be used to identify a student’s current reading
level and progress along a gradient of text levels.
What is a benchmark?
The word benchmark means “a standard against which to measure something”

(Fountas & Pinnell, 2011, p. 2).
Assessment Conference
In Fountas and Pinnell (2011) a benchmark is set when a student reads aloud and
answers questions during an assessment conference. This assessment is administered
during a one-on-one student-teacher conference. The teacher observes and takes
notes on the child’s reading behaviours and records the information on an assessment
form. “Using established scoring conventions and procedures for analysis you not only
establish optimal learning levels but also gather valuable information about each
individual’s processing strategies, fluency and comprehension – all of which give you
insights about how to target your teaching” (Fountas & Pinnell, 2011, p.3).
Reporting of Results
Benchmark assessment data drives your instruction for your students. After the
assessments you can organize your guided reading groups and also group students
who need more support in a given skill area. The school can use the data to analyze
and show trends over time, as well as for discussion and planning.
Participation
The Benchmark Assessment System is suggested for Grades 1 to 8. As soon as

students can begin to read connected text with reasonable accuracy their reading
development should be monitored. As students’ progress to grade three and beyond
they should continue to have their reading monitored: fluency, accuracy, vocabulary and
comprehension.

Reading
When to Administer
We recommend administering a benchmark for each student during the first reporting
period to determine where to begin instruction. The next suggested benchmark is
recommended in February for any student reading below grade level or for students
who are not progressing. Many teachers will administer a third benchmark in May or
June if a student is still reading below grade level. Many schools are passing the
benchmark information to the following teacher in June.
We also recommend that Kindergarten teachers administer one benchmark in May if a

student is showing signs of reading and comprehension.
Some schools are using the Fountas & Pinnell Longitudinal Folders to see growth over
many years in reading. If schools are using the F & P Longitudinal Folders then a
benchmark is required on all students at the beginning and end of each grade level.
Why use the Fountas and Pinnell Benchmark Assessment System?
To:
 determine either the independent, instructional, or hard reading level

 provide data to recommend a placement level for instruction
 form initial groups for reading instruction
 select texts that will be productive for a student’s instruction
 plan efficient and effective literacy instruction
 identify students who need intervention and extra assistance
(Fountas & Pinnell, 2011)

Reading
If you are new to the Fountas and Pinnell Benchmark Assessment System it is
recommended that you seek someone with experience at your school for any training
and guidance.
Tips on how to get started:
The Where-to-Start Word Test is a quick way to find a starting place for the benchmark
assessment. Ask the child to read the Where-to-Start Word List and record the number
of words read accurately. Next, use the correlating Where-to-Start Chart to determine
the starting benchmark reading level. For more information on the word test use the
Fountas and Pinnell Assessment Guide within the kit.
If a student reads 19 or 20 words correctly from the Beginning List they can
proceed to List 1. If the student reads 13 words correctly from List 1 they
would read the benchmark Level C text.
Using the data from the Where-to-Start Chart select the appropriate benchmark form
and leveled book for the student. The Fountas and Pinnell Assessment Guide gives
you accurate information on how to score the students reading and how to analyse the
errors. This will give you information on the student’s accuracy, fluency and
comprehension. The Assessment Guide will also help you score whether the student
read at an independent, instructional or hard/frustration level text. Ultimately, the goal is
to determine the student’s instructional reading level.

Reading
One way to organize all the

blank Benchmarks so teachers
have quick access.
F & P Benchmark
F & P Student Folder: A A grade six teacher scoring

Longitudinal Assessment Folder a student Benchmark.

Reading
The F&P Text Level Gradient

should be seen as a continuum of
progress for readers. This Gradient
is used as a guide for teachers to
see growth in reading levels at all
grades.
“With daily teaching, the teacher

helps the child climb the ladder of
text difficulty with success. The goal
of guided reading is to bring the
child to the level of complex texts
appropriate for the grade.”
(http://www.heinemann.com/fountas
andpinnell/textlevelgradient.aspx)

Reading
Building Groups for Guided Reading
Once all students have had a benchmark assessment completed the teacher is ready to
group the students in guided reading groups.
Tips on how to get started:
 group students in similar reading levels (For example, at times there is only one
student in a specific reading level that can be grouped with a level higher or
lower)
 organize small groups (four to five children)
 select text at students’ instructional level
 students can also be grouped according to specific reading strategies
There are occasions when you may want to have one-on-one guided reading lessons
because a particular student does not fit well into a group. According to Jan Richardson
(2009), this is usually only a temporary problem since groupings change frequently.
The charts below explain the independent, instructional and hard reading level after a
benchmark assessment. Ideally you want your guided reading groups to be at a
student’s instructional level to provide reading challenges with support from the teacher.
Independent Level
Levels A-K: Highest level read with 95-100% accuracy and excellent or satisfactory
comprehension.
Levels L-Z: Highest level read with 98-100% accuracy and excellent or satisfactory
comprehension.
(Fountas & Pinnell, 2011, p. 143)
Instructional Level
Levels A-K: Highest level read with 90-94% accuracy and excellent or satisfactory
comprehension or 95-100% accuracy and limited comprehension.
Levels L-Z: Highest level read with 95-97% accuracy and excellent or satisfactory
comprehension or 98-100% accuracy and limited comprehension.
Hard Level
Levels A-K: Highest level read at which accuracy is below 90% with any level of
comprehension.
Levels L-Z: Highest level read at which accuracy is below 95% with any level of
comprehension.

Reading
Prepare for Guided Reading Instruction
Resources
In order to be successful in Guided Reading you need multiple copies of quality leveled
reading materials. Some examples of leveled reading materials are:
Scholastic Literacy Place Strong Nations Publishing
Reading A-Z Nelson Literacy Place

Reading
Resources
Many schools organize their guided reading resources in one location for every teacher
and educational assistant to have access to the materials. They can be stored in the
library or a designated literacy resource room where all guided reading books and
Fountas and Pinnell Benchmark Kits can be stored.
North Star Elementary School Art Smith Aviation Academy
Guided reading resources are Guided reading resources are stored

stored in the library. in the literacy resource room.
Duclos Elementary School
Guided reading resources are

stored in the library.

Reading
The Guided Reading Area

Ideally it is nice to have a guided reading area in the classroom where children can be
successful while reading. Some teachers prefer to sit at a kidney shaped table so they
can observe and guide the readers. Other materials that are helpful during guided
reading are:
 multiply copies of leveled readers

 white board or chart paper
 small white boards for each student and white board markers and eraser
 sticky notes and pencils (can be used for students to mark specific pages or
information)
 reading strategies (visual bulletin board of reading strategies or Café Menu
strategies)
 Paper Pensieve (Café Menu of reading strategies and individual reading
conferring sheets) (Boushey & Moser, 2009)
or
 online Café Conferring Pensieve (CCPensieve.com) (Boushey & Moser, 2014)
White Board Book Boxes Kidney Shaped Table

Listening Center
Students
engaged in
learning
CCPensieve
Multiple Copies of Text

Reading
The Guided Reading Process

Guided reading runs successfully in a language rich classroom once all the steps are in
place. When the structure of Daily 5 runs smoothly and the students stamina continues
to increase it will allow the teacher time to hear each student read. At this time a
Fountas and Pinnell word test and benchmark assessment can be completed.
Afterwards, the teacher can organize students into appropriate groups.
This process, even for experienced teachers, can take at least six to seven weeks or
more depending on several factors. However, the steps involved are imperative to the
success of guided reading throughout the year. Reading instruction can now be a
routine part of the day where students receive explicit instruction.
Fountas and Pinnell (2001) clearly state that the teacher “selects a book that will suit the
children in the group” (p. 135). The book selected is at the student’s instructional level.
If the book is too difficult, it is harder for children to monitor their reading for meaning
and accuracy. It is better to choose a book that is too easy rather than too hard.
Criteria for Determining Text Difficulty

Emergent and Early Readers Transitional and Fluent Readers
 font size, spacing and background  book length
 number of words and lines per page  character and plot complexity
 consistency of text placement  the degree of support offered at the
 how closely illustrations support the beginning of the book
meaning of the text  age appropriateness of concepts
 repetition of language patterns and  book features that help children
predictable text structures access information
 how closely the writing reflects  familiarity of topics and experiences
children’s oral language  balance of narration and dialogue
 how closely the content relates to  change of setting
children’s’ interests and prior
experiences
 word difficulty
(Taberski, 2000)

Reading
Books for Emergent, Early, Transitional and Fluent Readers
Since emergent and early readers are just learning about print and letter sounds, their
books must help them focus on words, integrate semantic, syntactic, and graphophonic
cues. They must use what they know about words to learn new ones (Richardson,
2009).
Transitional readers have acquired basic reading skills, but are challenged by the
longer, more complex texts they are beginning to read. Fluent readers will be asked to
interpret the author’s purpose or message, compare books on similar themes, and
research topics of interest (Richardson, 2009).
The Guided Reading Process: Before, During and

After Reading
If your school has the guided reading program titled Literacy Place, then inside each
package is a teacher lesson plan. Each lesson plan is organized into: before reading,
during reading and after reading. Extensions to each book are also suggested. For
example, writing, text analysis, or working with words are some recommendations. A
lesson plan for guided reading is going to vary depending on the reading level.
Emergent, early, transitional and fluent readers all need different prompts for monitoring
and decoding, as well as prompts for fluency and retelling.

Reading
Below are some examples of before, during and after reading instructional strategies.
Before Reading
A teacher will access background knowledge, build schema, set a purpose for reading,
and preview the text with students. The students will engage in a conversation about the
story, raise questions, build expectations, and notice information in the text.
Before Reading Instructional Approach can include:

 predicting: activate and build prior knowledge
 learning new vocabulary
 discussing various text features
 picture walk or visual literacy feature ( to explain any important information and
unfamiliar concepts in the pictures)
 set a purpose for reading
During Reading
The students will read independently within the group. As students read, the teacher will
monitor student decoding and comprehension.
During Reading Instructional Approach can include:

 monitor reading (listening to individual students)
 support individual students with vocabulary and reading strategies
 listen to students read and observe, prompt, coach and teach
 support with monitoring, decoding words, reading fluently and retelling
 introduce and practice reading comprehension strategies
 stop students periodically to “stop and check for understanding”
 observe: at this time the teacher can make notes in the Paper Pensieve or online
Café Conferring Pensieve (CCPensieve.com) (Boushey & Moser, 2014)
After Reading
Following the reading, the teacher will again check students' comprehension by talking
about the story with the students.
After Reading Instructional Approach can include:

 assess the students’ understanding of what they have read
 discuss successful reading strategies observed
 review and discuss any challenges students experienced
 retell, relate and reflect on the book
 make connections to the fiction or non-fiction text (text-to-text, text-to-self, text-to-
the-world)
 students could write about the text in a note book
 extend the story through activities such as art, drama or further reading
 add vocabulary words to their personal dictionary and provide opportunities to
practice the words

Reading
“With routines and procedures clearly established, students will be able to begin
working independently, allowing you to introduce the guided reading aspect of the
reading workshop.” (Richardson, 2009, p. 6)
Before Reading: A grade one teacher is reviewing the “ch” blend sound in vocabulary
words throughout the book.
Guided reading stands alongside read aloud, shared reading, independent reading,
word study groups, and writing. It is one means of helping children acquire the
strategies and skills they need to become fluent readers. It provides the teacher with an
important opportunity to demonstrate, to a small group of students, what reading is all
about. It provides the opportunity for students to practice and become successful
readers.

Reading
Time-Line: Literacy Assessment and Guided Reading

Example of an Approximate Time-Line for Planning, Assessments and Guided Reading
Launch Daily 5 using Boushey and Moser’s book The Daily 5. While your
students are building stamina in Daily 5 confer with children to assess their
Weeks 1-3 needs and match them with books for independent reading. Look through
their book bins for “Good Fit” books. Record notes about their reading in
the Paper Pensieve or CCPenseive.com (Boushey & Moser, 2014).
Continue to launch Daily 5 and build stamina. Start the Fountas and Pinnell
Benchmark Assessment System with each student. This can take
Weeks 4-5 approximately 1 to 3 weeks depending on the number of students in the
classroom and the stamina of the students during Daily 5. The number of
students a teacher can benchmark in a day varies from 1 – 3 students. Use
Boushey and Moser’s The Café Menu to model and discuss a specific
reading strategy goal. Continue to record notes about their reading in the
Paper Pensieve or CCPenseive.com (Boushey & Moser, 2014).
Based on conferences with students and the F&P Benchmark, organize
students into guided reading groups based on: similar needs, reading
levels, or reading strategies. Each group will have between 3-5 students.
End of October It is common that a student may not fall into one of the guided reading
groups, either because the groups are too large or because their needs are
different from the other children in the group. Plan to work with this student
individually and often they will fit into a reading group quickly.
Guided reading can now be put into place. Select a book that the children
Beginning of in each guided reading group can read at their instructional level with
November support. Select a strategy the children need to acquire. Continue to record
notes about their reading in the Paper Pensieve or CCPenseive.com
(Boushey & Moser, 2014).
November to Continue with guided reading within the Daily 5 structure. Adjustments to
the February each group can be made based on individual needs.
As required, confer with some students using the F&P Benchmark
Mid-February Assessment System. Continue to adjust reading strategy goals as required.
As well, this is a good time to review the selected books in the students’
book bins to see if they have “Good Fit” books.
Based on conferences with students and the F&P Benchmark, reorganize
End of February students into guided reading groups based on: similar needs, reading
levels, or reading strategies.
Continue to run The Daily 5 structure and review and model desirable
reading and writing behaviours.
March to mid- Select a book that the children in each guided reading group can read at
May their instructional level with support. Select a strategy the children need to
acquire. Continue to record notes about their reading in the Paper
Pensieve or CCPenseive.com (Boushey & Moser, 2014).
May – June Confer with each student using the F&P Benchmark Assessment System.
It is important to pass the F & P Benchmark Student Recording Sheet or
F & P Longitudinal Folder to the next year’s teacher.

Reading
The Café Book
The Café Book provides the technical expertise

necessary for individual students to receive exactly what
they need to improve as readers. CAFÉ stands for
comprehension, accuracy, fluency and expand
vocabulary. Throughout the book they explain about their
Café Menu and lessons to support the reading strategies
on the Café Menu. As well, Boushey and Moser (2009)
provide a structure for conferring, a language for talking
about reading development, and a system for tracking
growth and fostering student independence. CAFÉ
addresses the need for literacy assessment and keeping
track of each child’s strengths and goals as a reader.
In the Pensieve section of The Daily Café website it has a conferring

notebook video tour and the Pensieve paper forms to get started conferring
with students. All of the forms are also on the CD that is provided with The
Daily Café book. (www.thedailycafe.com)

Reading
Paper Pensieve
Boushey and Moser (2009) developed the CAFÉ system to support teachers as they:
 organize assessment data so it informs instruction

 track each child’s strengths and goals
 create flexible groups of students, all focused on a specific reading strategy
Boushey and Moser (2009) state, “In this age of accountability and increasing diversity, we need
records that document how we are assisting each child with exactly the skills and instruction he
or she needs.” Children meet with the teacher during literacy workshop conferences, during
reading assessments and during guided reading or small-group instruction.
The Paper Pensieve is a teacher notebook with a few key record-keeping forms, including a
calendar, individual student conference forms, strategy group planners and the CAFÉ menu.
The CAFÉ book includes all the paper forms in the appendix, as well, all Paper Pensieve forms
can be found on The Daily Café website. (www.thedailycafe.com)
Below is an example of a Reading Conferring Sheet for tracking a student’s reading progress.
The teacher keeps track of progress on the goal sheet in the notebook and schedules the next
conference on the calendar. The same forms can be used during guided reading instruction.

Reading
Online CAFÉ Conferring Pensieve: www.ccpensieve.com

Boushey and Moser now offer a digital conferring notebook if a teacher prefers to keep
track online instead of on paper. The digital conferring notebook makes it easy to
organize data, monitor student growth, and differentiate instruction. It is a reliable tool
to keep track of student interactions, conferences, commitments, and next steps.
CCPensieve makes it easy to:

 get started with The CAFÉ Menu’s interactive reading goals and strategies
 manage and assess each student’s reading progress
 maintain a history and time line of interventions and conference for each student
 organize student conferring dates on a calendar and organize guided reading
groups
 generate pdf reports that summarize goals, interventions and strategies used

Reading
Online CAFÉ Conferring Pensieve (CCPensieve.com)
Goals and strategies are chosen on the conferring form to improve reading skills.
Observations and next steps can also be recorded.
Interactive CAFÉ Menu (CCPensieve.com)
The Interactive CAFÉ Menu can be accessed on your CCPensieve account. This allows
for convenient access to videos, downloads, articles, and books that support each
strategy.

Reading
References
Boushey, G. & Moser, J. (2009). The Café Book: Engaging all Students in Daily Literacy
Assessment and Instruction. Portland, ME: Stenhouse Publishers.
Boushey, G. & Moser, J. (2014). The Daily 5 Second Edition: Fostering Literacy
Independent in the Elementary Grades. Portland, ME: Stenhouse Publishers.
Boushey, G. & Moser, J. (2015). CC Pensieve. Retrieved from www.ccpensieve.com.
Boushey, G. & Moser, J. (2015). The Daily Cafe. Retrieved from www.thedailycafe.com.
Fountas I.C., & Pinnell, G.S. (2007). Fountas and Pinnell Benchmark System Kit 1.
Portsmouth, NH: Heinemann Publishing.
Fountas I.C., & Pinnell, G.S. (1996). Guided Reading: Good First Teaching for all Children.
Fountas I.C., & Pinnell, G.S. (2001). Guided Readers and Writers Grades 3-6: Teaching
Comprehension, Genre, and Content Literacy. Portsmouth, NH: Heinemann
Publishing.
Fountas I.C., & Pinnell, G.S. (2012). Text Level Gradient. Retrieved from
http://www.heinemann.com/fountasandpinnell/textlevelgradient.aspx
Literacy Place for the Early Years: A Comprehensive Canadian Literacy Resource for K-3.
Scholastic Inc.; www.education.scholastic.ca
Moving Up With Literacy Place: A Complete Balanced Literacy Resource for 4-6.
Scholastic Inc.; www.education.scholastic.ca

Reading
Nelson Literacy: Guided and Independent Reading Kit. Toronto, ON: Nelson Education
Ltd.; www.nelsonliteracy.com
Reading a-z; www.readinga-z.com
Richardson, J. (2009). The Next Step in Guided Reading: Focused Assessments and
Targeted Lessons for Helping Every Student Become a Better Reader. New
York, NY: Scholastic Inc.
Strong Readers: Aboriginal Guided Reading and Series; Strong Nations Publishing Inc.;
www.strongnations.com
Taberski, S. (2000). On Solid Ground: Strategies for Teaching and Reading K-3.

A Guide To Guided Reading

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What is guided reading?

What is guided reading?

What are the components of guided reading?

What are the components of guided reading?

A Guide to Guided Reading

Written by Suzanne Aessie, Janice

An NLSD Professional Literacy Project

2. What is Guided Reading?

3. Our Shared Philosophy of Guided Reading

4. The Purpose of this Guide

5. NLSD: Components of a Balanced Literacy Approach

6. What do the Experts Say?

7. Key Learning Outcomes and Specific Learning Outcomes

8. Preparing for Guided Reading

 The Daily Café Website

 Fountas and Pinnell Benchmark Assessment System

 Building Groups for Guided Reading

 Prepare for Guided Reading Instruction

 The Guided Reading Area

 The Guided Reading Process

 The Guided Reading Process: Before, During and After Reading

 Time Line: Literacy Assessment and Guided Reading

9. The Café Book

10. Paper Pensieve

11. Online Café Conferring Pensieve (CCPensieve.com)

S. Aessie, J. Dunn & N. Spencer (2015) Page 1

“Guided reading is a key part of a balanced reading framework and an essential

S. Aessie, J. Dunn & N. Spencer (2015) Page 2

What is Guided Reading?

Our Shared Philosophy of Guided Reading

The Purpose of this Guide Is To:

S. Aessie, J. Dunn & N. Spencer (2015) Page 3

NLSD: Components of a Balanced Literacy Approach

Guided reading is one component of NLSD’s Balanced Literacy Approach. Depending

 gives children the opportunity to develop as individual readers while being

S. Aessie, J. Dunn & N. Spencer (2015) Page 4

What do the Experts Say?

“Grouping gives the teacher a way to approach reading instruction systematically so

• is a teacher-directed activity for small groups of students with a similar need

• involves students practising strategies that will enable them to read

• provides students with the necessary strategies to overcome “reading road

• increases students comprehension, accuracy, fluency, vocabulary and reading

S. Aessie, J. Dunn & N. Spencer (2015) Page 5

Key Learning Outcomes

 KLO – I communicate my understanding of new ideas and information by making

 KLO – I consider the ideas of others to enhance my understanding.

 KLO – I use a variety of strategies and cues to understand text

 KLO – I use text features to understand ideas and information in texts

S. Aessie, J. Dunn & N. Spencer (2015) Page 6

 KLO – I use text features to understand ideas and information in texts.

 KLO – I identify main characteristics of a variety of texts.

 KLO – I make connections between different elements found in texts.

 KLO – I show attentive listening and viewing by responding to others idea.

S. Aessie, J. Dunn & N. Spencer (2015) Page 7

Preparing for Guided Reading

The Daily Five is an example of a classroom structure

• Teaches and Fosters Independence

S. Aessie, J. Dunn & N. Spencer (2015) Page 8

Listening to Reading Read to Someone