Guided Reading

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Guided Reading

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

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Guided Reading

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

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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

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Guided Reading in a Balanced Literacy Classroom
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Balanced Literacy

• Read-alouds
• Shared Reading
• Whole Group Instruction
• Small group instruction (Guided Reading)
• Independent reading practice
• Writing

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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

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Purpose of Guided Reading

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

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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.

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Goal of Guided Reading

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

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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.

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• 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.

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

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

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Essential components of Guided Reading
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• 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.

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

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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.

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Three Phases for Guided Reading

• Prior to Reading- 10 minutes
• During Reading- 20 minutes
• After Reading- 10 minutes

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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.

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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)

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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

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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.

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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.

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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

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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
  week/cycle.
• Provide alternate text for students based on
  ability.

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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.

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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
  comprehension.

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Support students who can not read the text
independently

• Read the text aloud to them.
• Have them listen to it on tape in the listening
  center.
• Let them partner with a stronger reader and read
  it as a pair.

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After Reading

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

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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.

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During Reading

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

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After rereading

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

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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
  story.

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How do we tell a proficient reader from an
ineffective reader?
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How are Books Leveled?

• Complexity of story line
• Correspondence between text and pictures
• Familiarity of topics- links with personal
  experience
• Similarity of text language to oral language

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

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