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Cassidy Roth
Grade Level: K
Small Group Guided Reading
Group Members:
Three total students
One female (Ruby) and two males (Spencer and Nolan)
Struggling readers lowest level in class
How did you choose these students?
My mentor teacher assigned these three students to my guided reading group.
She purposefully gave me the three lowest students in the class in order for
them to receive extra help.
Assessment (prior to guided reading)
What assessment did I use?

The assessments that I gave to the children were identifying letter sounds
without me giving the students the name of the letter. For instance, if the
child saw the letter m, then they would say the sound, mm. (Attached)

How did this help my instruction?

o This assessment helped me gain an understanding of where my students
were with their letter sounds and how I could build upon their knowledge
within my guided reading instruction.
What did I learn about my students?

Ruby: I learned that ruby knew 12/26 letter sounds

Spencer: I learned that ruby knew 24/26 letter sounds

Nolan: I learned that ruby knew 21/26 letter sounds

How will I use these assessments to guide my instruction?

This assessment guided my book choices for my guided reading. I knew I

needed to choose texts that had simple words to stretch out and pictures
that could aid my children in figuring out unknown words. These
assessments also aided in my choice of strategies to focus on. I wanted to

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children to look at the beginning letter and sound to get their mouth
ready for the word.
Books used for guided reading:
Day 1 & 2: What Do I See? by Lisa Trumbauer - Level A

I chose this book because it offers predictable, repeating text. The

pictures are clear and directly relate to many unknown words students
may come across like feather, shell, or nest. This will encourage the
children to feel confident in the use of pictures/illustrations to figure out
unknown words.

Day 3 & 4: Fun for All Seasons by Danielle Carroll Level A

I chose this book because it offers predictable, repeating text. The

pictures in the text relate to unknown words, but it may be a little more
difficult for students to decipher these words because they are action
words as opposed to objects. It will challenge students to really match
the beginning sound they see/hear with the picture.

Two goals for lessons:

Goal 1: Students will be able to use their reading finger in order to
demonstrate 1-1 matching during reading with support and/or independently

I will accomplish this goal by directly modeling the use of a reading finger
during each of my lessons.

Goal 2: Students will be able to use beginning sounds and letters in a word to
figure out unknown words during reading with support and/or independently

I will help students accomplish this goal by introducing this strategy and
explicitly model this strategy by thinking aloud prior to their independent
reading. I will also model the strategy incorrectly for students to fix.

Lesson 1

I.

Book Introduction - What Do I See? by Lisa Trumbauer - Level A

a. Before the reading:

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i. Hi friends! So, I found a book that I would love to share with you today.
Lets take a look at the cover of this book. Wow! I notice theres a little
boy on the cover with something held up to his eyes. I wonder what he is
doing?
ii. Lets take a picture walk and see if were can figure out what this boy is
looking at! Take a picture walk with students. What do you think this boy
sees?
iii. Point out the picture of an eggshell and look at the word shell. Oh, that
looks like a shell of an egg maybe! Do you see the word shell on this
page? Where is it? Lets stretch that word out together and double check.
iv. Look at you all being amazing readers already! Okay, lets turn back to
read our title. Where can I find the title of the book? Oh, wonderful, lets
turn to the cover! Will you help me read this title? What Do I See?
v. Okay lets all turn to the first page and read it together. I remember that I
need to use my reading finger and point to the words that I am reading, so
I dont get lost! Lets all make sure we have out reading fingers under the
first word, I see a tree. Now what we are going to do is read the book to
ourselves in our whisper voices. Remember, good readers always use that
reading finger and make sure that they press under the word that they are
saying! If you finish and some friends are still reading, I want you to read it
again. Then, we will talk about what this boy sees.
II.

Format
a. During the reading
i. Students will remain at the table as they take part in independent reading.
If other readers distract students, then they can spread out at the table
and change seats. I will float around and listen to students read. I will take
notes on what strategies children use on their own and prompt then to
use strategies if they struggle. I will mention within my notes whether
students use the strategy independently or with my support.

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III.

After the reading

a. After the students finish reading I will ask the students to mention some of
the things that the boy saw in the story. What was your favorite thing that
the boy saw? I will also highlight strategies I saw specific students using and
commend them for it, to instill confidence in the students. I will write on
sticky tabs a strategy that they used and let them stick it on their name tag/
bookmark/ self, so that they will be reminded of what makes them great
readers (i.e. I can use my reading finger!) Again, instilling confidence! Then,
students will go take part in quiet read-to-self time where they can use their
strategy on the sticker label.

IV.

Reflection
a. Today, the students used the reading finger strategy that I had introduced.
The strategy was review for them, but they each used it during their
independent reading time. I was a bit hesitant to read one page with the
students and then encourage them to read the rest on their own, but they
each exhibited confidence and tried, sometimes reading the books twice! I
noticed that a few students struggled with matching the beginning sound
with the photo. For instance one line was, I see a nest, and Ruby read the
sentence, I see a egg. I used this opportunity to visit this beginning sound
strategy and modeled it after the students read independently. Together,
we read the book and the students had to make sure that I was using the
strategies to be a good reader. I purposefully made the same mistakes I
noticed some students making such as not looking at the beginning sound
and solely relying on the picture and getting ahead of myself when reading
and not following under each word with my reading finger. When doing this,
the students picked up on my mistakes right away and corrected them! One
particular student had some attention difficulty, but with prompting and
refocusing, he stayed on task. I think tomorrow he will be more engaged in
the hands-on word work following the reading. Overall, the lesson was

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successful. Students exhibited the strategies I focused on and remained
engaged. I even noticed students showing their stickers to others at quiet
read-to-self time and saying that they can use their reading finger. I learned
that as a teacher, I must be flexible in my planning and go along with the
needs of the students.
Lesson 2

I.

Book Introduction - What Do I See? by Lisa Trumbauer - Level A

a. Before the reading;
i. Hi friends! Remember the book that we read yesterday, What Do I
See? Who can think of some things that this boy saw? Oh, I love to see
those hands! Yes, he saw a tree a nest a bird. Wow, you have great
memories.
ii. You know what Miss Roth forgot? What strategies did we focus on
yesterday when we were reading? Our reading finger! Show me how
you use your reading finger when we read the title together.
Wonderful, I notice each of you are pressing under each word to keep
track. Thats what great readers do.
iii. Next, Point out the picture of a nest. Now, Miss Roth is going to try to
read this page. Lets make sure Im being a good reader. Instead of I
see a nest, read I see a egg. Use reading finger.
iv. How did I do? Oh, thats the word nest! How do you know that? You
saw that it started with an N and knew the sound was nnnnn. Wow!
What an amazing strategy. You noticed the beginning sound and got
your mouth ready.
b. Now what we are going to do is read the book to ourselves in our whisper
voices, like yesterday. Remember, good readers always use that reading
finger and get their mouth ready for the beginning sound of words! I

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want you to try to use both of those strategies today! If you finish and
some friends are still reading, I want you to read it one more time.
II.

Format
a. During the reading
i. Students will remain at the table as they take part in independent
reading. If other readers distract students, then they can spread out at
the table and change seats. I will float around and listen to students
read. I will take notes on what strategies children use on their own and
prompt then to use strategies if they struggle. I will mention within my
notes whether students use the strategy independently or with my
support. If a student reads a word incorrectly during independent
reading I will say, Lets take another look at that word, and either
model the strategy for the student or prompt them to use a particular
strategy.

III.

After the reading

a. Word work: Sight Words
i. After the reading the children will take place in a sight word guessing
game. In a magic sight word bag (a sparkly cosmetic bag) are
numerous sight words including words from the text (I, see, a.) as well
as words the children have learned. Children will take turns choosing a
card out of the back and guessing the sight word. If they struggle to
guess it, then the sight word will be put in the middle of the table and
together the children and I will work together to figure it out by using
the beginning sound or finding it within out text.
ii. These are words you may see whenever you read at school or at
home! Next, we are going to have quiet book look time where you can
look for some of our sight words, use your reading finger, and focus on
our beginning sounds when reading! This will make you an excellent
reader.

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IV.

Reflection
a. Today, the students and I revisited the text from the previous day and
tried to remember some of the things that the boy saw. I made this part
like a mini game and the children were very eager to share what they
remembered, constantly flapping their hands in the air! The students also
remember both strategies that we worked on the previous day. After
this, the students took part in independent reading and I noticed that
they went through the book rather quickly. Perhaps this was because the
book was so simple and familiar to them that it no longer posed a
challenge. I may think about introducing a new text the next day or
maybe something that challenges them a little more. During their
independent reading, I had to prompt Spence to take his time once again
with his reading finger, but after prompting he began using it effectively. I
also prompted Ruby to use our beginning sound strategy to figure out the
tricky words she came across and she did. Nolan demonstrated more
confidence in his reading and seems to really pick up on the strategies we
used the previous day. After the reading, the children and I played a
guess the sight word game that also included words from the like
see. The children picked up on the connection and said, Hey, that was
in our book! In order to create more connections from students, I will try
to incorporate more of the text words into our word work.

Lesson 3

I.

Book Introduction: Fun for All Seasons by Danielle Carroll Level A

a. Before the reading;
i. Hi friends! So, I found a new book that I would love to share with you
today. Lets take a look at the cover of this book. What do you notice
about the cover of this book? Yes, I notice they are jumping in leaves!

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ii. Lets take a picture walk and see if we can figure out what this book is
about. Take a picture walk with students. What are these people doing
in this book?
iii. Point out the picture of the adult and child planting and look at the
word plantl. Oh, that looks like they are planting flowers! Do you see
the tricky word plant on this page? Where is it? Lets stretch that
word out together and double check. How did you know that word was
plant?
iv. Thats one of the strategies we used with our last book! Remember,
good readers try to look at the beginning letter and sound to figure out
a word. Okay, lets turn back to read our title. Where can I find the title
of the book? Oh, wonderful, lets turn to the cover! Will you help me
read this title? Fun for All Seasons. Hmm, I wonder what this book is
going to talk about, Fun for All Seasons. Lets see!
v. Okay lets all turn to the first page and read it together. I remember
that I need to use my reading finger and point to the words that I am
reading, so I dont get lost! Lets all make sure we have out reading
fingers under the first word, We can swim. Now what we are going to
do is read the book to ourselves in our whisper voices. Remember,
good readers always use that reading finger and look for beginning
sounds or letters when they dont know a word! If you finish and some
friends are still reading, I want you to read it again. Then, we will talk
about what happens in the book.
II.

Format
a. During the reading
i. Students will remain at the table as they take part in independent
reading. If other readers distract students, then they can spread out at
the table and change seats. I will float around and listen to students
read. I will take notes on what strategies children use on their own and

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prompt then to use strategies if they struggle. I will mention within my
notes whether students use the strategy independently or with my
support. If a student reads a word incorrectly during independent
reading I will say, Lets take another look at that word, and either
model the strategy for the student or prompt them to use a particular
strategy.
III.

After the reading

a. Take book away to put in student book bags. Can anyone remember
some of the fun things these people did in the book you just read? Yes,
they were sledding! What season do you think that was in? Winter! Can
we remember two more things that happened in the book?
b. Word work: Sight Words
i. After the reading the children will take place in sight word bingo. Each
child will receive a game board with numerous sight words including
words from the two texts they have read (I, see, a, can, we) as well as
words the children have learned. I will call out a word and the children
have to find it on their bingo board and cover it with a game piece
(plastic cubes.). If they struggle to guess it, then the sight word will be
put in the middle of the table and together the children and I will work
together to figure it out by using the beginning sound or finding it
within out text. This activity will build upon the word work from the
previous day.
ii. These are words you may see whenever you read at school or at home!
Next, we are going to have quiet book look time where you can look for
some of our sight words, use your reading finger, and focus on our
beginning sounds when reading! This will make you an excellent reader.

IV.

Reflection
a. Today, the students were responsive and engaged throughout the guided
reading lesson. I introduced the new text and the students took a picture

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walk, even reading a few pages as they looked through the book! With
the students, I visited some tricky words that may not be as obvious to
decode from the photo/illustration. I modeled using the beginning sound
strategy and the students aided me in figuring out the word! This helped
the students during their independent reading. During this time, I noticed
that each student used their reading finger effectively without my
prompting and demonstrated 1-1 matching. I also saw the students using
the beginning sound strategy when they came to the words skate. The
student said, We can ssss*look at picture* skate! The students are
independently using the strategies that were my goal for them to use!
Lesson 4

I.

Book Introduction: Fun for All Seasons by Danielle Carroll Level A

a. Before the reading;
i. Hi friends! Remember the book that we read yesterday, Fun for All
Seasons? Who can think of some things that happened in this book?
Oh, I love to see those hands! Yes, they swam went sledding iceskated. Wow, you have great memories.
ii. You know what Miss Roth forgot? What strategies did we focus on
yesterday when we were reading? Our reading finger! Show me how
you use your reading finger when we read the title together.
Wonderful, I notice each of you are pressing under each word to keep
track. Thats what great readers do. What is one more strategy we
talked about? Yes! Looking at the beginning sound or letter in a word
we dont know. How does that help us when we are reading? Model
for students by reading a page of the book using the beginning sound.
iii. Model for students by reading a page of the book using the beginning
sound. How did I do? Oh, thats the word run! How do you know that?

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You saw that it started with an r and knew the sound was rrr. Wow!
You are amazing readers, I can tell.
b. Now what we are going to do is read a book of your choice, What Do I
See or Fun for All Seasons to yourself in our whisper voices, like
yesterday. Remember, good readers always use that reading finger and
get their mouth ready for the beginning sound of words! I want you to
try to use both of those strategies today! If you finish and some friends
are still reading, I want you to read it one more time or read the other
book!
II.

Format
a. During the reading
ii. Students will remain at the table as they take part in independent
reading. If other readers distract students, then they can spread out at
the table and change seats. I will float around and listen to students
read. I will take notes on what strategies children use on their own and
prompt then to use strategies if they struggle. I will mention within my
notes whether students use the strategy independently or with my
support. If a student reads a word incorrectly during independent
reading I will say, Lets take another look at that word, and either
model the strategy for the student or prompt them to use a particular
strategy.

III.

After the reading

a. Word work: Same Vowel Word Families AT/AN
i. After the reading the children will take place in a word sort that
focuses on same vowel word families at/an
ii. Okay friends, so I brought so many new words in my word bag today,
some may even be pictures! Lets take a look at these words. Spread
words in front of children.

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iii. Now, what we need to figure out is how to sort these words. What do
you think sort means? Right, we have to separate or sort them based
on things that are the same. I have two categories to put at the top of
our sort and we are going to use these to sort our words (at/an) So,
lets look at this word, cat. Do you think that it goes in the at or an
column? Cat, at or cat, an? Yes, Cat, at! How about can? Can, at, can,
an? Yes, an! How about mat? Mat, cat or mat, can? Wonderful, you
are professional word sorters! I love how you are stretching out the
words. Give each child one word card to sort on their own and then
check as a group.
iv. What do you notice about all the words in this column? They all end in
at! How about all the words in this column? They all end in an. Yes,
they also rhyme, great connection!
v. Next, have students play AT/AN game by having the student flip a
card, read it, and move their game piece to the corresponding ending
AT or AN.
vi. Okay friends, now you may take your book bags to find a quiet spot in
the room to read. When youre reading, try to use those great reading
strategies that we worked on, reading finger and beginning sounds!
These strategies will help you become even better readers.
IV.

Reflection
a. Today, I let the students choose their reading of choice during
independent reading. This would allow the children to have choice in
which text they read and implement the strategies that we have worked
on the previous three days. I noticed that the children were responsive to
having a choice and actually read both books, just in a different order (1st
and 2nd preference.) The children each implemented the strategies that
we worked on and used them effectively! During our guided reading
group, my teacher had two other children join in and independently read.

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During this time, I noticed that the two children looked to my three
original group members and started mimicking the strategies such as the
reading finger. I also provided them with the beginning sound strategy
that they struggled with. This showed me that the three children in my
group, Ruby, Nolan, and Spencer, were showing growth in their
independent reading in just four days!
V.

Overall Reflection of the Guided reading Experience:

Throughout this guided experience, I really learned a multitude of things
about the three students I worked with so closely as readers and as children. This
experience overall, I would name a success. The students I worked with, Nolan,
Ruby, and Spence, were three of the lowest level readers in my classroom. One
must keep in mind that although these students are deemed low, they are
developmentally in the appropriate reading stage. The standards at Hudsons
Evamere are incredibly high for students and a many students in my classroom
are reading a level B, C, or D DRA level text. With my small group, I saw amazing
growth that I took me by surprise in a matter of four days. The students
responded well to the reading strategies I proposed. I believe this is because the
students were able to hear the strategy, see the strategy modeled correctly and
incorrectly, and had the opportunity to practice it with my support. One thing
that worked well was the first day was when I gave the students their reading
stickers. I am not one to give rewards, but this was different. The students did
not know that they were going to receive the sticker, so there was no bribery
for the students to do well. Also, the sticker labels, I can use my reading finger,
were merely a reminder to them as they read, which I saw them using and
verbalizing to other teachers and students. I noticed right away that this group of
readers I had was not as confident in their reading abilities, often quiet or
appealing for help often, so this little boost aided in their self esteem as readers
and reminded them that they were using reading strategies all on their own.

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If I could change what something during this guided reading experience,
it would be living the students a bit more challenging text, because I knew that
they were capable. The text that they were reading was extremely repetitive and
help no real story line, so after one guided reading session they practically had it
memorized. I think it would have been great if I found a text that was still
repetitive, but held a different ending line to keep the students alert and on their
toes when reading. I felt that at points, the students got bored with the text,
which I figured would happen with a Level A book. Perhaps, I could have created
a graphic organizer or retell cards to create a more interactive experience with
the book during and after reading.
For next week, I would definitely choose a more challenging text for this
group of students. I would not focus as much on the reading finger, because
many students had that perfected by the end of my four days. A strategy I would
focus on is getting their mouth ready for the beginning sound, but also looking
through the whole word and stretching it out. Some of my students tend to
focus solely on the beginning sound struggle to look at the middle or ending
sounds within the word. I would with this strategy and also support it with word
work activities such as same vowel word families (similar to day four of my
lessons) so students could practice looking at the ending sounds or chunking
the word into parts. This would aid in their reading and give them the tools
necessary to implement the stretching or chunking strategy.
This experience contributed to my knowledge of guided reading and its
basic principles. The individualized nature of the guided reading group allowed
me to work closely with students and address their needs as readers and
learners. This benefitted the students greatly within my group. I was able to
listen in to their natural independent reading and get of sense of where they
were, what they needed, and how I could adjust my instruction the next day to
address their needs. The planning process was very flexible and individualized in
nature. This experience also allowed me to take the framework that we looked

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at in class and connect it with real children and real guided reading instruction. I
think that overall, this experience taught me more about guided reading than
any write up in a textbook.

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Guided Reading Assessments (3)

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Guided reading Assessment (Continued)

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Guided Reading Day 1 & 2 Notes

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Guided Reading Notes Day 3 & 4

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AT / AN Same Vowel Word Families Board Game

4 In a Row Sight Word Bingo Game