Guided Reading within the Daily 5 Framework

I was filling in for a 3rd grade teacher, who needed to attend an assessment meeting on behalf of one of her students. When I walked in, she had me start the third of four rotations. She uses the Daily 5 framework in her classroom, so students not meeting with me were engaged in tasks such as reading to self or working on writing.

Our goals for guided reading: Expression; fluency; decoding; self-correcting. A tall order!

The group coming to me was reading a Time Warp Trio title. The students seemed motivated to dig back into this authentic text.

Not having taught guided reading in some time (I have been a principal for seven years now), I relied on what I know now – the Ongoing Cycle of Responsive Teaching:

OLM Cycle

I started the group by modeling what strong expression and accurate reading looks and sounds like. After I read a page aloud, I asked the students to tell me what I did well.

Student A: “Your voice went up and down.”

Me: “What do you mean?

Student B: “When there was a question mark at the end of a sentence, your voice went up at the end.”

I could have very well told the students that this is what readers do, to change the pitch of their voice based on the type of sentence. But I decided to let them arrive at this conclusion. In this manner, they own the learning and have a better chance to apply it to their own reading.

Instead of having the students each read aloud a page from our common text, I asked the group to read the next two pages silently and identify a part where expression was needed to best understand what the author was trying to convey. They read without a peep for the next couple of minutes.

When we were ready to share, I didn’t have them simply point to the line that evoked strong expression. Each student was encouraged to read aloud the text that demanded a specific tone and pitch. If we felt that the student read the part with accurate expression, we gave him or her a thumbs up. If there were corrections to be made, I briefly pointed out how they could improve, but only after I noticed what they did well.

All of this occurred while the other students were working independently. We got through two groups in my brief time there. While I asked one group to read the rest of the chapter independently, I met with another group that still needed some scaffolding. While the scaffolded group was working independently, I snuck a few minutes back to meet with the first group and check their understanding of the remainder of their reading.

Teaching is a very complex task. I have no doubt that it is one of the toughest and most rewarding jobs out there. Yet I feel that we can sometimes make our positions more difficult than necessary. By setting up a structured system, such as the Daily 5, during our literacy instruction, we give ourselves the opportunities for specific and tailored teaching for those students that need our support the most.

Author: Matt Renwick

Matt Renwick is an 18-year public educator who began as a 5th and 6th-grade teacher in Rudolph, WI. He now serves as an elementary principal for the Mineral Point Unified School District ( Matt also teaches online graduate courses in curriculum design and instructional leadership for the University of Wisconsin-Superior. He tweets @ReadByExample and writes for ASCD ( and Lead Literacy (

2 thoughts on “Guided Reading within the Daily 5 Framework”

Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s