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Guided ReadingCreated by:
Stephanie Woolard and Amanda Pierce
East End Elementary2011
Content Objectives
Participants will be able to define and describe the importance of incorporating Guided Reading into a balanced literacy classroom.
Language Objectives
Today I will learn… to identify the components that
are essential in a Guided Reading lesson
to thoughtfully plan for a Guided Reading lesson
What is “Guided Reading”?
In Reading Essentials, Regie Routman describes Guided Reading as:
“meeting with a small group of students, and guiding and supporting them through a manageable text. Students are grouped with others at a similar reading level and supported to use effective reading strategies. Often, there are ‘before, during, and after’ activities and discussion in which students talk about, think about, and read through the text.”
Gradual Release of Responsibility
Change Over Time
“Guided Reading changes as readersprogress…At first, students depend heavilyon the teacher but gradually, they assumemore responsibility for their own reading asthey learn strategies they can use toproblem solve on a variety of text.”
Payne & Schulman (2000)
Flexible Grouping
Students should be reading AND comprehending on about the same reading level (no more than one level apart)
Groups should contain no more than 6 students
Groups will change frequently as students progress
PLANNING Know your students’ strengths and
needs (abilities to decode, comprehend, read with fluency, write etc.)
Instructional Reading Level allows students to be successful while still providing appropriate challenge (90-94%)
Be aware of your students’ interests to increase engagement
Materials Texts can include leveled readers
(little books), basals, magazines/newspapers, journal articles, reading passages on a handout, etc
On the appropriate level Picture support Print features and layout
Components of a Guided Reading Lesson
Running Records and TRC progress monitoring …in order to monitor change over time
Sight Words … in order to build automaticity
Book Introductions … in order to build background knowledge, concepts and vocabulary
Teaching and Prompting for Strategies… in order to release responsibility and develop independence
Components of a Guided Reading Lesson (cont.)
Book Discussion … in order to build comprehension and language development
Letter and Word Work … in order to develop phonic awareness and phonics
Re-reading yesterday’s Book … in order to develop fluency and critical thinking
Writing … in order to build reciprocity with oral and written language
Why One Book for Two Days?
Enables teachers to use time more efficiently
Helps students develop higher order thinking skills
Allows for differentiated word work that will strengthen students’ phonemic awareness and decoding
Builds reciprocity between reading and writing
Book IntroductionAfter selecting an appropriate text, you
must ‘debug’ the book to make it accessible to the reader (pg 91, Clay, 2005) .
Preview and discuss illustrations Give the gist and “hook” the reader Introduce new vocabulary/concepts Discuss unfamiliar language structures Locate unfamiliar and more difficult words in the text Make predictions Make connections
Participant activity
Preview the book Lola at the Library
Consider the following about your students:• Reading level H-I (14-16)• Familiar with non-fiction text
features• Uses punctuation for meaning and
fluency• Has difficulty with multisyllabic
words
Is this an appropriate text for this group? Why or why not? (turn and talk)
Participant activity (cont.)
Using Lola at the Library, independently plan an appropriate book introduction
Share book introductions in small groups
Teacher Support During the Reading
As each child reads the text quietly to himself, the teacher dips in to listen, look for and support strategic processing (strategies).
“Strategies are mental operations, the in-the-head processes that readers use to read text.” Payne & Schulman (2000)
Extending Understanding:
Discussing the Text Discussing the text after reading is an
important time to provoke thought—to take readers to a new depth of understanding about what they read.
The post-reading discussion is not meant to be a question-answer session.
A Guided Reading lesson is also an opportunity to introduce your students to story elements and literacy devices: plot, character, setting, etc.
Teaching for Strategies
Remember that “strategies are mental operations, the in-the-head processes that readers use to read text.” Payne & Schulman (2000)
Discuss an appropriate strategy to teach for in Lola at the Library
Prompting for strategies
Verbalizing the process the student used while reading fosters metacognition and provides feedback and encouragement: “I like the way you reread that sentence and thought about what would make sense.”
Providing specific prompts encourages the reader to think and behave a certain way: “That sounds right, but does it look right? Go back and reread to see if it looks right.”
Guided Writing Interactive Writing (Levels PreA-A) Teacher gives the sentence and shares the pen
with students to model and guide
Dictated or Open Ended (Levels A-E) Teacher tells the sentence(s) and the students
write with some guidance
Guided Writing (Levels F+) Usually to a prompt and is sometimes open-
ended
Time to Reflect After today’s session, I learned…
After today’s session, I still wonder…
References Clay, M. (2005). Literacy lessons: Designed for
individuals. Portsmouth, NH: Heinemann. Fountas, I. & Pinnell, G.S. (2001). Guiding
readers and writers grades 3-6: Teaching comprehension, genre and content literacy. Portsmouth, NH: Heinemann.
Payne, C.D & Schulman, M.B. (2000). Guided reading: Making it work. New York, NY: Scholastic Inc.
Routman, R. (2003). Reading essentials: The specifics you need to teach reading well. Portsmouth, NH: Heinemann.