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RESEARCH-BASEDAPPROACH
RIGBY PM
Implementing Guided Reading Instruction in the Classroom
WHAT IS GUIDED READING?
Guided reading is a research-informed approach to reading instruction. Used by literacy educators in
classrooms, it is a key component of a balanced and comprehensive literacy strategy. Guided reading is
designed to support the reading development of students in all years of elementary school.
GUIDED READING EQUIPS STUDENTS TO:
n Engage meaningfully with complex texts
n Apply a range of reading strategies to read fluently
and comprehend text by enabling them to respond
to literal, inferential, and response-based questions.
n Make personal connections with text
A TYPICAL GUIDED READING SESSION
Teacher Students
RESEARCH-BASED APPROACH | 1
Guided reading is a highly successful and
pedagogically sound teaching approach used to
support or scaffold student reading development
from the time they begin to read until they
become independent and balanced readers.
Typically, guided reading involves a teacher
working with a small group of students—between
four and six—with the same reading needs and
who are able to independently read texts at the
same or similar level.
THE PURPOSE OF GUIDED READING IS TO:
n Support students as they actively reconstruct
meaning by sampling, predicting, checking,
confirming, and self-correcting
n Help students learn and practice explicitly
taught reading and comprehension strategies
n Guide students in using initial sound and
picture clues to help decode content words
n Support students as they experience a wide
range of text types
n Select texts that target specific skills and
reading strategies students need to focus on
n Generate teacher–student conversation
regarding the text through discussion,
questioning, and evaluating the text
The teaching focus of a guided reading session
reflects the students’ learning needs and is
informed by reliable assessment data. It is crucial
to gather assessment data regularly in order
to effectively cater to the ever-changing needs
of students.
The ultimate goal of guided reading is to support
students to “think actively and problem-solve their
way through texts” (Wall, 2014, pp. 136–137),
drawing on a tool-belt of strategies. This will
enable them to become effective and efficient
independent readers when interacting with a
variety of sophisticated books.
Story by Annette SmithIllustrations by Ivan Alfaro
Little Bulldozer Helps Again
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By Jenny GilesPhotographs by Lindsay Edwards
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The TeacherThe Teacher
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Story by Sally CowanIllustrations by
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PM Level 18
17 The Class Slide Show
Asha’s class is having a photo slide show.
Everybody needs to take some photos of their
family and friends. But Asha’s camera is nowhere
to be found. Will she be able to join in the
slide show, too?
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2 | RIGBY PM
THE ROLE OF THE TEACHER
The teacher plays a critical role at all stages of a guided reading session. In a guided reading session,
a teacher may:
n Use questioning, prompting or modelling to
demonstrate the reading practices of effective
and efficient readers
n Invite responses and insights about the text
from students
n Facilitate quality discussions that involve
students expressing personal opinions
n Support students in examining challenges
presented in the text and characteristics of
a particular text type
n Invite students to share strategies for
establishing the meaning of unfamiliar
vocabulary
n Build students’ comprehension skills
n Provide considered and constructive feedback
that builds on students’ understandings.
THE BENEFITS OF GUIDED READING FOR
THE STUDENT INCLUDE:
n Building and applying new knowledge and
understanding through a wide range of
effective comprehension strategies
n Feeling motivated to read more widely and
more frequently
n Gaining the right balance of challenge and
support through using appropriately leveled
texts at his or her instructional level.
THE TEACHER INCLUDE:
n Small-group instruction that creates
opportunities to address common needs
of students
n The ability to explicitly target reading
strategies, supporting students to engage
meaningfully with increasingly complex texts
over time
n The ability to regularly monitor and assess
student reading progress
n The ability to acknowledge students’
established reading skills, so time is not
invested in teaching skills readers have
already attained
RESEARCH-BASED APPROACH | 3
A typical guided reading session should incorporate these seven elements:
1. Establish a teaching objective or focus.
The teacher identifies a teaching focus based
on the common needs of individual learners.
A teaching objective may include the
introduction of an unfamiliar text type.
2. Select a suitable guided reading text.
The teacher selects an appropriate text that is
accurately leveled. Early and emergent readers
commonly read a short text, while fluent and
advanced readers read more complex texts.
The Righy® PM series follows this model, and
our books are written to our strict and finely
graded leveling criteria.
3. Introduce the text prior to reading.
It is important to introduce the text to students
and determine whether it is fiction or non-
fiction. It is useful to discuss distinguishing
features of the text type and to explore the
text to identify any key words and to familiarize
students with the topic.
4. Read the text.
Invite students to read the text quietly or in
silence, allowing them to practice strategies
covered.
5. Discuss the text.
Explore specific aspects of the text in detail,
such as plot, character motivations, and the
resolution in a narrative. Teachers may discuss
common or atypical language features and
patterns, or investigate the use of illustrations
to convey meaning.
6. Respond to the text.
This step involves students working
independently on a personal response learning
task with links to the guided reading text.
7. Reflect on student learning.
The final stage of a guided reading session
involves the teacher and students revisiting the
original purpose of the session to share new
learnings and discuss how they can be applied
in future reading.
SEVEN ELEMENTS OF GUIDED READING
Story by Beverley Randell
Illustrations by Isabel Lowe
Father Bear’s SurpriseStory by Beverley Randell
Illustrations by Isabel Lowe
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Ten Little Garden Snails
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Story by Beverley Randell
Illustrations by Rae Dale
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Non-fiction
Walking in the SpringBy Beverley Randell
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THE LINK BETWEEN GUIDED READING AND LEVELED TEXTS
Careful selection of texts by teachers for guided reading is vital. The selected book needs to match
students’ reading needs, interests, and abilities, and be appropriate in terms of reading age. Leveled
texts are specifically designed to support reading instruction at all stages of reading development and
become progressively more challenging the higher the level.
The Rigby PM series is meticulously leveled and ensures students are gradually introduced to books of
increasing difficulty. The PM series has taken the complex Balanced Reader Model and broken it down
into 30 incremental levels, spanning all years of elementary school.
THE BALANCED READER MODEL
Fluency & Phrasing
Decoding
ComprehensionLiteral – Inferential – Response
TheBalancedReader
Wide range of text types and genres
RESEARCH-BASED APPROACH | 5
REFERENCES
Wall, H. (2014). When guided reading isn’t working: Strategies for effective instruction. Journal of Language
& Literacy Education, 10(2), 134–141.
This abbreviated white paper is derived from A Guided Reading Research Review, written by Patricia Ciuffetelli
Vocabulary and High-Frequency Words
Sentence Structure
Print Concepts
Word Count
Punctuation
Illustration/Text Match
Print and Layout
Text Type
Recurring Characters
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WHAT MAKES RIGBY PM LEVELING SO PRECISE?
Every title is intentionally written to ensure sentence structure, word choice, and illustrations
align with leveling guidelines.
Rigby®, Houghton Mifflin Harcourt®, HMH®, and The Learning Company™ are trademarks or registered trademarks of Houghton Mifflin Harcourt. © Houghton Mifflin Harcourt. All rights reserved. 01/20 WF1084480
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RESEARCH-BASEDAPPROACH
RIGBY PM
Implementing Guided Reading Instruction in the Classroom
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