Observation Guide for Guided Reading
Note and record specific examples of any of these that you observe:
Familiar reading (Students reading a text they have seen or read before).
Problem-solving opportunities (Students reading new text and using the Cueing Systems to deal with unfamiliar words).
Teacher modeling and prompting for use of all 3 cueing systems: Meaning, Structure, Visual.
(See R. & C. Chapters 3 & 11, Fox & Hull pp 19 - 22, and Herrell, pp. 66 - 69, 193 - 196).
Gradual Release of Responsibility
(teacher scaffolding, supporting student’s growing independence)
Students using a variety of strategies for decoding unfamiliar words and for self-monitoring and self-correction.
Students articulating their strategies or thought processes (metacognition):
(How did you know? How did you figure that out?)
Individual diagnosis during the reading group:
(Teacher using informal, on-going observations for progress-monitoring assessment)
Comprehension strategies taught:
How is comprehension assessed during the reading and follow-up activities?
How long are the students actually engaged in reading a text independently?
(Percent of instructional time devoted to real reading of text)
What strategies does the teacher use to introduce new text?
Management for Reading Groups
What are the “rest of the students” doing while the teacher conducts guided reading groups?
How do students move among the activities or centers offered? (e.g. fixed rotation, free choice, menu, other?)
How are students accountable for their use of independent time?
To what extent is the teacher able to focus attention on the guided reading group?
How does she handle lesson interruptions?
How does she redirect off-task behavior?
What routines are in place to ensure the teacher’s ability to focus on the reading group?
(When things are going smoothly, there's a reason: the students have been taught and allowed to practice appropriate behavior for centers, seatwork, computers, listening center, etc., as well as routines for typical classroom situations.)