Rituals and Routines



DPS Literacy Program – Special Education Center Program Teachers

Best Practices: Guided Reading for Early Fluent and Fluent Readers

(This rubric has been modified in bold print to reflect the unique needs of special education students in center programs)

| |Getting Started |Developing |Highly Effective |

|Grouping |Teacher groups students using |Teacher groups students using instructional reading levels as|Teacher groups students based on instructional reading levels, language |

| |beginning of the year assessments |determined by ongoing assessment (reading conferences, |level, and/or strategies & skills with reading components, or other |

| |(DRA, QRI or EDL or other appropriate|running records, reading components, or other appropriate |appropriate assessments (as determined by ongoing assessment during reading |

| |assessments). |assessments). |conferences and guided reading lessons). |

| |Groups change infrequently. |Groups are somewhat flexible. | |

| | | |Teacher reflects frequently on how students are grouped. |

| |Groups no larger than 6. | | |

|Text Selection |Teacher selects text based on |Teacher selects text based on |Teacher selects text based on |

| |approximate instructional reading |- students’ instructional level |- students’ instructional level and strategies |

| |level of students. |- students’ language level |- students’ language level and conceptual understandings |

| | |- opportunities text offers for discussion and retelling |- opportunities text offers to teach specific literature concepts and |

| | |- opportunities text offers to learn about different genres |comprehension strategies |

| | | |-opportunities text offers to teach about specific genres |

|Selection of Focus Strategy|Teacher selects focus strategy from |Teacher selects focus strategy from skills identified for |Teacher selects focus strategy that students need as identified by reading |

| |skills that are identified for that |that instructional level and from observing students during |conferences, guided reading lessons, and analysis of skill level in reading |

| |instructional level. |guided reading lessons. |components. The emphasis is on problem-solving and fostering independence.|

|Book Introduction |Teacher has students predict from the|Teacher activates students’ background knowledge by |Teacher guides students in making personal connections, activating background|

| |cover and discuss what the book might|predicting from their experience and their knowledge about |knowledge, developing conceptual schema and vocabulary and building a deeper |

| |be about. |the story structure, the subject of the book, and/or the |understanding of how to use text structure and identify the purpose of the |

| | |author. |text. If appropriate, teacher uses realia and visuals to support |

| | | |understanding. |

|Reading the Book | | | |

| |Each student has a copy of the book |Teacher chunks the text into manageable sections for students|Teacher guides students to set their own purposes by having them ask |

| |and reads a portion of the text. |to read. Teacher sets the purpose for reading each section |questions and make predictions while they read portions of the text. |

| |Teacher listens and observes as |with focus questions. Teacher may listen to individual |Students may use post-its to keep track of their comprehension. Reciprocal |

| |students read. |students read quietly. |Teaching or Literature Circles techniques may be used to encourage students’ |

| | | |independence (only if appropriate based on the individual student’s |

| | | |cognitive, developmental, and social-emotional needs and abilities). |

| | | |Teacher listens to individual students read quietly and takes notes on their |

| | | |strategies and comprehension in assessment notebooks. |

|Discussion and |Teacher asks questions and/or |Teacher encourages discussion connected to students’ |Teacher encourages discussion that allows students to make connections and to|

|Comprehension Tasks |students retell story. |predictions and to their experiences. Accountable talk may |use higher level thinking skills and accountable talk (only if appropriate |

| | |be used. |based on the individual student’s cognitive, developmental, and |

| | | |social-emotional needs and abilities). There is student-student interaction |

| | | |in supported settings. |

|Extensions and Connections |Teacher sometimes does extension |Teacher provides word work instruction based on words |Teacher has planned word work/vocabulary lessons that are based on systematic|

|to: |activities. |students had difficulty with when reading. |word study and language objectives. |

|Phonemic Awareness | |Teacher may have students do reading that is related by genre|Teacher may have students do reading that is related by theme, author, genre,|

|Phonics | |or author. |or subject. |

|Fluency | |Students sometimes read aloud for fluency practice. |Teacher guides students in practicing reading for fluency. |

|Vocabulary | |Students sometimes write responses to their guided reading |Students sometimes write responses to their guided reading texts in their |

|Writing | |texts in their reading response journals. |reading response journals. |

| | | | |

| | | | |

3/1/05 Denver Public Schools Department of Student Services

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