3 Things to Leave, 3 Things to Pack, and 6 Big Ideas for Making the Most of Your Trip
We travel a lot.
Over the years, we’ve packed and unpacked our fair share of suitcases. And if there’s one thing we’ve learned through countless hours in airports and hotel rooms, it’s this: what you carry with you matters.
Some things aren’t worth the weight. (So long, beloved hair dryers.) They take up space without delivering enough value. Others? They make every leg of the journey smoother—like the travel pillow that actually saves your neck or the dongle that keeps the whole workshop setup running. And when we find a more compact, more efficient version of something essential—a portable charger with lots of different ports—we invest in it, because we know the benefits it can bring to our travel experience.
The same is true for teaching.
For decades, Guided Reading has been a beloved approach to small-group literacy instruction. But the field is moving on. And as we travel from guided reading (home) to other small-group instruction destinations, it’s worth considering what we should take with us—if anything—and what we should leave behind.
This post isn’t about tossing everything out of your teaching carry-on. And it’s not about trying to jam more into an already overstuffed bag. It’s about making intentional choices about what to bring forward, what to leave behind, and what new tools might better serve you and your students as you move ahead.
What is Guided Reading and Why Does it Matter?
For decades, Guided Reading has been a cornerstone of small-group literacy instruction. While there’s no single, universally accepted definition, Guided Reading is most often described as a teacher-led small group approach where students at similar reading levels read a common text with teacher support.
Some of us have practiced this instructional method for so long and so passionately that it feels like home. This level of comfort and trust can make it challenging to even consider a different approach. We’ve also certainly wrestled with leaving some familiar and comforting practices behind.
In this post, we want to help you take your understanding and use of dialogic conversations even further—whether the term is brand new to you or you’re already a seasoned facilitator of these lovely and powerful exchanges.
Typically, Guided Reading emphasizes the following:
- Flexible, leveled groups
- Texts that match students’ assessed reading levels
- Teacher-led prompting to support decoding, comprehension, and problem-solving
And while this approach has served as a trusted framework for many teachers, recent attention to research has prompted important adjustments to better align guided reading with what we now know about how children’s brains learn to read.
So, if home is guided reading, what’s the destination?
Other Models of Small Group Instruction
Small-group instruction—although often used synonymously with guided reading—is a much broader term. It is really any type of differentiated instruction designed to provide individual time with the teacher for specific children and instruction tailored to their specific needs.
Guided reading, as we’ve known it, is actually one form of small group instruction, but is certainly not the only form. In fact, much of what we suggest in this post is about broadening and thinking more flexibly about how to best leverage various models of small-group instruction, as we leave behind some less-sound aspects of guided reading.
Why is small group instruction important?
Before we explore what should stay behind and what is worth bringing along, it’s helpful to remember why small-group instruction is such a valuable tool in the first place.
Research shows that well-structured small groups have numerous advantages:
📍 Targeted instruction that meets students where they are
📍 In-the-moment feedback as students read and write
📍 Opportunities to listen to individual readers and gather formative data
📍 Safe spaces to take risks and encourage student engagement
📍 Monitoring literacy progress and adjusting instruction accordingly
📍 Time for meaningful conversations about texts, language, and ideas
By blending these benefits with some updated instructional practices, we can build on what’s best about Guided Reading to maximize the impact of small-group time. So, let’s take a look at three things worth dragging along on our journey from Guided Reading and three things that aren’t worth their luggage fees.
🧳 3 Guided Reading Strategies That Deserve Space in Your Instructional Suitcase
1. Needs-Based, Intentional Grouping
Grouping students based on shared needs is still at the heart of meaningful small-group instruction—but how we identify those needs is key. Rather than grouping by text level, the shift is to group by skill need:
- Those who are working to master closed syllables
- Students who are building fluency with previously taught patterns
- Readers who need to build background knowledge on a topic
- Those who need concentrated vocabulary development
- And more—based on the evolving needs you uncover through assessment and observation
Use assessments like dictation, phonics screeners, or observational data to target instruction precisely—and keep your groups flexible and fluid.
2. Responsive Teaching
One of the greatest gifts of small group instruction is its flexibility. It allows us to respond—in the moment—to what we see and hear from students.
Responsive teaching includes:
- Modeling the new strategies you know a group needs next
- Scaffolding with prompts or support
- Extending a lesson if students need more practice
- Adjusting course when students show readiness for the next challenge faster or slower than expected
Whether a child is stuck on learning a particular sound-spelling or a group needs another day with a concept, small-group instruction gives you space to adapt.
3. Rich Conversations About Text
We’re not just teaching students to read the words—we’re teaching them to think with them. One of Guided Reading’s strengths has always been the conversation that surrounds a shared text. This is worth holding onto—and deepening.
Foster thoughtful discussions with these tips:
- Ask open-ended questions
- Teach students to agree/disagree respectfully
- Encourage academic language use
And if you’re looking to take your conversations even further, check out our recent blog post on Dialogic Conversations for some additional ideas.
🔄 3 Things About Traditional Guided Reading to Leave Behind
1. Selecting Texts by Level
One major shift we recommend is moving away from letting text levels and leveled texts be the primary drivers of instruction. While you don’t need to get rid of all of your leveled texts, you’ll want to think about them in different ways. In fact, learning to evaluate and select texts for reasons other than “level” is a critical skill for elementary teachers to develop.
Instead of searching for text by level, consider a broader range of criteria to align with your instructional goals. Here are a few options:
- Decodable texts aligned to phonics instruction for students working on decoding
- High-interest informational texts to build vocabulary and background knowledge
- Engaging literature for inspiring conversations and deep comprehension work
- Short, challenging texts or excerpts for building fluency through repeated reading
Shifting the way we select texts helps ensure that our instructional materials actually serve the learning goals we’re targeting.
2. Prompting with MSV (Three-Cueing System)
While meaning still matters—and always will—decoding should come first when a student encounters an unknown word.
Instead of teaching children that there are lots of ways to “figure out” a word, we now prompt students to follow these steps:
- Blend each sound-spelling in a word from left to right.
- Check the word to see if it sounds like something they know.
- Confirm it with meaning (context or pictures) only after decoding.
It’s time to retire prompts like “What would make sense?” as a starting point, and instead, teach students to lean on the code. Then, use context to verify.
3. Rigid Rules and Routines
Small-group instruction doesn’t need to look the same every day. And on a busy school day, with lots of diverse student needs, that’s good news. So, let’s loosen the grip on rigid routines and give ourselves the freedom to adjust our instruction, our routines, and even our schedules based on what students actually need.
Consider these flexible possibilities:
- Group size can vary. Some groups may be just 2–3 students. But if half your class is still working to master the long vowel digraphs ea and ee, your “small group” might include 10 students—and that’s okay. Let the need dictate the size.
- Time can flex, too. Some small groups might need just 5 minutes of quick review, while others might go for 15–20 minutes of deeper instruction.
- Frequency should match the need. Some students may need daily small-group instruction. Others may benefit from a quick check-in every few days. And who gets more or less frequent check-ins can also vary, based on students’ changing needs.
- Small-group work isn’t just for reading. Use this time to support writing, vocabulary, fluency, or background knowledge—wherever students need that just-right extra layer.
Letting go of rigid expectations opens the door for responsive, efficient, and meaningful instruction that truly serves all learners.
Takeaway Tip:
Meeting every child’s needs doesn’t mean
students should all get the exact same thing.
It means giving each child
the precise kind of support they need
when they need it.
🗺️ 📌 You Are Here: Planning Your Route
You don’t have to leave all your beloved instructional gear behind to provide effective small-group instruction. You just need to refine your practice by integrating what you now know, building your knowledge about brain-friendly reading instruction, and reflecting on your students as humans and as readers.
Here are a few questions to consider as you navigate your way:
- Are your groups based on skill need—or still organized by text level?
- Are your texts aligned to a clear instructional goal?
- Are you flexing your routines to meet the needs of the students in front of you?
- Are your word-reading prompts encouraging decoding first, followed by confirming with meaning and deep thinking about the text?
As always, professional growth is not about perfection—it’s about progress. One thoughtful shift at a time.
Enjoy the journey. We are honored to be your travel companions. 😎
