Determining your students’ reading level is the first step in guided reading. Second-graders may have been leveled at the end of first grade, so that is a great place to start, but if not, many reading programs provide leveling systems that can assist in this step. If no system is available, you can use a running record to find ability levels. Give students a text to read, marking the words read correctly as well as the errors. A book is at the child's instructional level if the accuracy is 90 to 95 percent. Once you know the reading levels of your students, begin forming groups. Ideally, guided reading groups will consist of four to six children at the same instructional level. Learners with greater needs benefit from smaller groups of two to three to allow for more individualized instruction.
Once you have formed the groups, it is time to begin using guided reading in the classroom. Select a book for the guided reading group based on ability level and student interests if possible. Identify new vocabulary words in the text, and present them to the children. Creating word cards with pictures to match the definition is an easy way to do this. Then take the students on a "picture walk" of the book. Look through the pictures, asking questions such as "What do you notice about this character?" or "What might happen next?" Look for pictures that illustrate vocabulary words as well.
During guided reading, each student should have his own book and read it aloud. Since five second-graders reading all at once can get noisy, teach them to whisper read. Then monitor each student, offering support and praise throughout. You can do this by standing behind them and listening as they read or by leaning in to listen. If it appears that a child is copying another student's reading, it is acceptable to ask her to reread a previous page so she is no longer in the same place in the book. If they finish early, encourage them to reread the book to practice fluency and allow other students time to complete the book.
Comprehension is the ultimate goal of reading, and it is important to know if the students understand the text. When they have finished reading the book, provide time for discussion. You can develop questions and have students whisper with a partner to find the answer, or they can create their own questions to ask other members of the group. By observing and listening closely as the students share with their peers, you can determine how well they were able to comprehend their reading.
At the end of the lesson, it is important for you to share the strategies you noticed students using during reading. Letting learners know what was working and what they might try next time will help them improve their reading. Second grade students are also able use this time to share their challenges or successes during the reading process. This encourages them to be responsible for their learning and provides a safe and comfortable opportunity for them to ask for help as they progress through the reading levels.