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Guided Reading


Guided Reading On the index card, write things that come to mind when you hear the term Guided Reading. – PowerPoint PPT presentation

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Title: Guided Reading

Guided Reading
  • On the index card, write things that come to mind
    when you hear the term Guided Reading.

Guided Reading
  • Definition
  • Essential Components
  • Rationale
  • Incorporating a basal
  • Book leveling features

Guided reading is the context in which a teacher
supports each readers development of effective
use of reading strategies for comprehending texts
  • Goal readers will read increasingly challenging
    levels of text

Guided Reading in a Balanced Literacy Classroom
Balanced Literacy
  • Read-alouds
  • Shared Reading
  • Whole Group Instruction
  • Small group instruction (Guided Reading)
  • Independent reading practice
  • Writing

Four Kinds of Support
  • Reading Aloud- full teacher support
  • Share Reading- high level of support
  • Guided reading- some teacher support
  • Independent reading- little or no support

Purpose of Guided Reading
  • Enable the reader to use and develop strategies
    on the run.
  • Reader can enjoy text because he can comprehend
  • The readers knowledge of strategies is supported
    by teacher instruction.

Focus of Guided Reading
  • Constructing meaning while using problem solving
    strategies to figure out unknown words, tricky
    sentence structure, or concepts the reader has
    not met in print yet.
  • Students read for meaning.

Goal of Guided Reading
  • Focus on Comprehension.
  • Teach vocabulary in context.
  • Teach students to independently use metacogntive
  • Learn about story elements (character, setting,
    plot, solution).
  • Make predictions, organize, and compare
  • Read a wide range of literature.

Rationale for Guided Reading
  • Providing good text is not enough.
  • Teacher guidance is essential.
  • Readers have available skills, but are unable to
    use them.
  • Readers need to practice their reading skills by
    using appropriate text.
  • Readers need an opportunity to practice
    metacognitive strategies both independently and
    with support.

  • Teacher flexibility is permitted.
  • Teachers are encouraged to teach. each reader at
    his/her own level and provide appropriate text.
  • Whole group instruction can take place during
    other learning experiences within the balanced
    literacy framework.

Children who are learning to read as well as
learning comprehension skills need to
  • Be successful even with challenging texts.
  • Have opportunities to problem-solve while
  • Read for meaning even if they have to do some
    problem solving.
  • Use their strengths.
  • Have their active problem solving confirmed.

  • Use what they know to get to what they dont
  • Talk and respond to what they read.
  • Make connections with the text to self, to other
    texts and to the world.

Essential components of Guided Reading
  • Teacher works with small groups
  • Children in the group are similar in their
    development of the reading process.
  • Teacher introduces the story and assists in ways
    that help develop independent reading strategies.

  • The goal is for children to read independently
    and silently.
  • The emphasis is on reading increasingly harder
  • Children are grouped and regrouped.
  • Observation and assessment drive instruction.

Things to Remember
  • Include grade level and easier materials.
  • Set a purpose for reading.
  • Model skill/strategy.
  • Reread selections in different formats and for
    different purposes.
  • Use flexible grouping and strategic partnering.
  • Have a weekly plan.

Three Phases for Guided Reading
  • Prior to Reading- 10 minutes
  • During Reading- 20 minutes
  • After Reading- 10 minutes

Prior to Reading
  • Teacher selects appropriate text.
  • Build and access prior knowledge.
  • Make text connections (text to self, text to
    text, text to world).
  • Prepare students for challenges in text.
  • Develop vocabulary in context.
  • Make predictions.
  • Set a purpose for reading.
  • Start a graphic organizer.

Prior knowledge New information Comprehension
  • Having knowledge of the world is essential for
    comprehension, but it is useless if it is not
    being connected to the passage being read.
    Readers need to know something about what they
    are reading they also need to know when their
    knowledge fits the text.
  • ( Cunningham, Moore, and Cunningham 1999)

During Reading
  • Usually, student reads the entire text silently.
  • Student can request help.
  • Teacher, one student at a time, listens,
    observes, interacts, and makes notes.
  • Vary the formats during reading
  • choral reading, echo, shared, and partner

After Reading the Teacher helps the Students
  • Discuss the text.
  • Connect new knowledge.
  • Check predictions
  • Discuss reading strategies used.
  • Complete a graphic organizer.
  • Respond in writing.
  • Use the beach ball.
  • Assess their comprehension.

After reading the students
  • join in the discussion.
  • reread the story to a partner or independently.
  • may complete an extension activity that follows
    the story.
  • may engage in a word building activity.

Evaluating Guided Reading
  • The approach needs to meet the needs of the
    learners and enable the reader to continue to
    learn through the act of reading.
  • The teacher will observe if the students are
    using effective reading strategies.
  • The teacher will be looking for the students to
    use effective strategies with progressively more
    challenging texts.
  • Ongoing process

Where does a basal fit into balanced literacy?
  • Use basal scope/sequence to determine lessons to
    be taught.
  • Use basal story on the first two days of the
  • Provide alternate text for students based on

Scope/Sequence of Basal
  • This section will make you aware of the skills
    that need to be taught while using the story.
  • Plan your mini lessons around the skills and the
    needs of your students.

Day 1
  • Do a pre-reading activity with the whole class.(
    graphic organizer, make connections)
  • Set a purpose for reading.
  • Point out vocabulary words.
  • Have the class read the story independently,
    using sticky notes to monitor their

Support students who can not read the text
  • Read the text aloud to them.
  • Have them listen to it on tape in the listening
  • Let them partner with a stronger reader and read
    it as a pair.

After Reading
  • Bring whole class together.
  • Discuss unfamiliar vocabulary.
  • Go back to graphic organizer.
  • Listen to connections the students made while

Day 2 (Prior to reading)
  • Based on your observations you can choose a mini
    lesson tailored to the needs of your students or
    teach a skill from the basal.
  • Clarify any sticky notes the students placed in
    the text.
  • Discuss how to monitor comprehension.

During Reading
  • Have the students reread the text or partner
  • Some students can listen to the story in the
    listening center.
  • Have small groups choral reading the text.

After rereading
  • Add more information to the graphic organizer.
  • Expand on connections
  • Write journal response to the story.

Days 3-5
  • Provide students with a leveled book from the
    series or from your library.
  • Your mini lesson should be specific to the needs
    of your students.
  • Provide a purpose for reading.
  • Focus on comprehension.
  • Compare the texts read among the class.
  • Provide a writing activity that correlates to the

How do we tell a proficient reader from an
ineffective reader?
How are Books Leveled?
  • Complexity of story line
  • Correspondence between text and pictures
  • Familiarity of topics- links with personal
  • Similarity of text language to oral language

  • Consistency of format
  • Amount of white space
  • Repetition/ use of frequently encountered words
  • Length and syntax of sentences

The process of reading must be dynamically
supported by an interaction of text reading and
good teaching.