Guided reading Grades 3-5 contains some of the elements of guided reading in the primary Grades (K-2). When working with students at higher Grades (3-5) the teaching approach needs to take into consideration that the texts will:

  • be longer in length
  • have less familiar content
  • become increasingly difficult.

The teacher’s role is first to support students in developing the strategies and skills to read these texts. And second to teach the students to transfer their increasing knowledge and understanding to texts they will encounter across the curriculum.

Establishing the strategy focus

While the teacher may initially introduce the text and establish the focus, most of the reading the students do will be done independently or with the support of a partner. When the students meet with the teacher for their small group lesson, the teacher’s role is to encourage the students to talk about their thinking and prompt them to respond critically to the text. Students in the group are expected to engage in high level discussions with the teacher acting as a facilitator.

Help students to synthesize

A graphic organizer for students to use as they read provides a framework for the students to record and keep track of their thinking. The graphic organizer not only holds the students accountable for their independent work it is also a very useful a tool for the teacher to assess the strategies and skills that have been taught.

Below is an example of a graphic organizer that could be used for students to track their thinking when comparing and contrasting information within a text.

Example:


Assessment

Can students use information they have gathered to form their own opinions about a topic?