During shared reading in the kindergarten classroom, teachers guide the entire class through stories with a high level of support.  It is considered guided reading at this level.  In order to continue meeting the needs of beginning or emergent readers,  kindergarten teachers are also incorporating modified aspects of the guided reading used in most first grade classrooms.

Guided reading has many of the same components as shared reading.  However,  it is conducted with a smaller number of students and focuses more on the individual reading needs of each child.  During guided reading, teachers work with students at their instructional level to guide them in using the context, visual, and structure cues within stories to generate meaning.  By using instructional level texts that gradually increase in difficulty, students apply strategies in context and feel successful! The end goal, as with any literacy component used in kindergarten, is for students to become confident, proficient readers who LOVE to read!

-Give your child wait time of 5 to 10 seconds when they get stuck.  See what he attempts to do himself
-Ask, "What would make sense there?"
-Ask, "What do you think the word could be?"
-Say, "Use the picture to help you figure out what it could be."
-Say, "Skip it and go on to the end of the page.  Now do you think you know what that word could be?"
-Say, "Put in a word that would make sense there."
-Say, "You read that word before on another page.  See if you can find it."
-Say, "Look at the beginning letter and think about what sound that makes."
-Say, "You know another word that has the same sounds.  (write the known word on a piece of paper and have the child read it)  Now, what is this word?"
-If your child misreads a word, and the misread word does not change the meaning of the story, don't correct at all!
-Always wait until your child has finished the sentence at least before pointing out a misread word, and then say, "Did that make sense when you read __________?
-Use two or three prompts, and if your child still did not get the correct word, give it to him.
-focus on what your child is doing well and attempting to do.  Remain loving and supportive.  When your child is having difficulty and trying to use the independent strategies he has been shown, make sure you point it out!