[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-357846-105":53,"doc-detail-357846-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","school-wide-guided-reading-implementation-rubric","School Wide Guided Reading Implementation Rubric","","School Wide Guided Reading Implementation Rubric evaluates how effectively schools implement guided reading practices across key components. It uses a performance scale to assess enabling systems (leveled library access and scheduled instructional time), shared purpose knowledge, student assessment and data analysis routines, and guided reading lesson planning quality. It also reviews text-to-reader matching practices and planned prompts that support thinking during and after reading, describing what strong versus incomplete implementation looks like.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":36,"@type":70,"position":76},"https://docshare.wps.com/template/forms/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/school-wide-guided-reading-implementation-rubric/357846/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/school-wide-guided-reading-implementation-rubric/357846.png","ImageObject",442,249,{"name":88,"@type":89},"Đào","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-23","2026-09-23",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",7,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What does the rubric evaluate for enabling systems in guided reading?","Question",{"text":109,"@type":110},"It checks whether the school maintains a leveled Guided Reading library, schedules Guided Reading time for students, includes benchmark assessment times in the calendar, and plans collaborative data review.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How does the rubric assess student assessment and analysis?",{"text":114,"@type":110},"It evaluates whether formative and benchmark assessments are used to analyze multiple aspects of reading performance, whether teachers conduct deep analysis for next instructional steps, and whether ongoing data and anecdotal notes support grouping and movement of students.",{"name":116,"@type":107,"acceptedAnswer":117},"What does strong guided reading lesson planning require according to the rubric?",{"text":118,"@type":110},"Strong implementation requires teachers to use a separate lesson plan template tailored to specific reader types and needs, with clear evidence of before-, during-, and after-instruction components in all plans.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},357846,1791404003,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":35,"category_name":36,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":73,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":9},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","| School Wide Guided Reading Implementation Rubric |  |  |  |  |\n| --- | --- | --- | --- | --- |\n|  | Accelerating (4) | Implementing (3) | Building (2) | Not Started (0) |\n| Enabling Systems | School maintains and regularly updates a leveled Guided Reading library.\u003Cbr>Time for Guided Reading is built into the schedule 4-5 days a week for all students.\u003Cbr>Time is built into the instructional calendar for benchmark assessments 3-4 times each year. Time for collaborative review of data is also planned. | School maintains a leveled Guided Reading library.\u003Cbr>Time for Guided Reading is built into the schedule 3 days a week for all students.\u003Cbr>Time is built into the instructional calendar for benchmark assessments 3- 4 times each year. | Teachers have access to leveled texts.\u003Cbr>Time for Guided Reading is built into the schedule for some students.\u003Cbr>Time is built into the instructional calendar for benchmark assessments 1-2 times each year. | Teachers do not have access to leveled texts or texts are lowquality.\u003Cbr>Time is not built into the schedule for Guided Reading.\u003Cbr>Time is not built into the calendar for benchmark assessments. |\n| Purpose for Guided Reading | Knowledge of the purpose for Guided Reading instruction exists among all grade level teachers, leadership, and students. | Knowledge of the purpose for Guided Reading instruction exists among most grade level teachers and leadership. | Knowledge of the purpose for Guided Reading instruction exists among individual teachers and specific classrooms. | Knowledge of the purpose for Guided Reading instruction does not exist among individual teachers. |\n| Student Assessment and Analysis | Formative and benchmark assessments are used by all teachers to analyze multiple facets of student reading performance and progress throughout the year.\u003Cbr>All teachers perform a deep analysis to determine next steps for instruction.\u003Cbr>All teachers use ongoing assessment data to group and move students as needed.\u003Cbr>All teachers use anecdotal notes to determine next steps for instruction have a system for maintaining and organizing notes. | Assessments are used by all teachers to monitor students’ reading levels at least 3 times throughout the year.\u003Cbr>Most teachers analyze the results to determine next steps for instruction.\u003Cbr>Most teachers use ongoing assessment data to group students and move students occasionally.\u003Cbr>Most teachers use anecdotal notes to determine next steps for instruction. | Assessments are used by some to monitor students’ reading levels throughout the year.\u003Cbr>Some or individual teachers use the results to determine next steps for instruction.\u003Cbr>Some teachers use ongoing assessment data to group students, but students are not regularly moved to reflect ongoing data.\u003Cbr>Some anecdotal notes are used to determine next steps for instruction. | Assessments are not used by teachers to monitor students’reading levels throughout the year.\u003Cbr>Teachers do not use reading data to plan instruction or group students.\u003Cbr>Anecdotal notes are not used to determine next steps for instruction. |\n| Guided Reading Lesson Plan | All teachers use a separate Guided Reading lesson plan template to teach specific readers (Pre-A, Emerging, Early, Transitional, Fluent) and meet their needs/situation.\u003Cbr>Evidence of before, during, and after instruction is evident in all lesson plans. | Most teachers use a separate Guided Reading lesson plan template to teach specific readers (Pre-A, Emerging, Early, Transitional, Fluent) and meet their needs/situation.\u003Cbr>Most lesson plans show evidence of before, during, and after instruction. | Some teachers use a separate Guided Reading lesson plan template to teach specific readers (pre-A, Emerging, Early, Transitional, Fluent), Lexile needs, or levels.\u003Cbr>Some lesson plans show evidence of before, during, and after instruction but one or more components are weak or missing. | Guided Reading lesson plan templates do not reflect needs of specific reade","cbCaivawFBqLxiwj","https://ap.wps.com/l/cbCaivawFBqLxiwj","pdf",321622,"English","# Enabling Systems\n# Purpose for Guided Reading\n# Student Assessment and Analysis\n# Guided Reading Lesson Plan\n# Matching Text to Readers: Right Text, Right Time, with the Right Students\n# Planned Prompts","[{\"question\":\"What does the rubric evaluate for enabling systems in guided reading?\",\"answer\":\"It checks whether the school maintains a leveled Guided Reading library, schedules Guided Reading time for students, includes benchmark assessment times in the calendar, and plans collaborative data review.\"},{\"question\":\"How does the rubric assess student assessment and analysis?\",\"answer\":\"It evaluates whether formative and benchmark assessments are used to analyze multiple aspects of reading performance, whether teachers conduct deep analysis for next instructional steps, and whether ongoing data and anecdotal notes support grouping and movement of students.\"},{\"question\":\"What does strong guided reading lesson planning require according to the rubric?\",\"answer\":\"Strong implementation requires teachers to use a separate lesson plan template tailored to specific reader types and needs, with clear evidence of before-, during-, and after-instruction components in all plans.\"}]","School Wide Guided Reading Implementation Rubric | PDF",1790132053]