ABSTRACT
This chapter shares how guided reading moves along a continuum of emergent to fluent reading levels. Guided reading helps children develop an appreciation and understanding of the story and at the same time stimulates problem-solving conversations about how to apply reading strategies in context. The student’s success during guided reading is dependent on the teacher’s ability to plan and execute a lesson that is based on three theories: Theory of the task; theory of the prompts; and theory of the learner. Guided reading follows a predictable structure with built-in scaffolds for supporting student needs. For a guided reading group at the emergent level, the teacher uses ongoing assessments such as running records and samples of children’s writing to help her select a new book that is within the children’s zone of proximal development. The chapter provides examples of guided reading interactions at the emergent, early, transitional, and fluent levels.
