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Guided Reading

Guided Reading Definition


[A] teacher works with an individual student or convenes a small group of students to listen to them read and provide specific support that helps them use strategies to decode and comprehend text. Guided Reading Lessons include: Early Readers A-G Re-reading
Familiar books from previous GR lessons

Transitional Readers H-L


Familiar books or the first half of the book if teaching from the second half in current lesson. Summary overview of meaning, text structure, chunking 1-2 words. Sample some pictures in the book

Self-extending Readers M-Z


The last part of the chapter or section read yesterday

Introduction

Reading the new book or book section

Includes meaning statement, sentence structure sample, and 1-2 new/important words; may include a picture walk through the book Whisper read the whole book several times as the teacher listens and prompts students as needed. 5 minutes

Brief overview or provocative intro such as, "Read to find out" Strategy focus given

Silently read the assigned sections(s) of the book several times as the teacher taps in to listen to each child read and prompts as needed. 8 minutes 1-3 minutes for collective retelling sequence Behaviors, skills and strategies

Retelling Mini-lesson 3-5 minutes

1-2 minutes for collective retelling

Early behaviors, skills and strategies

Reads the whole assignment independently at their desks taking notes, writing reflections or noting strategies used. 1530 minutes of reading per section. 10 minutes to reconvene the group and discuss the section. Behaviors, skills and strategies

ASD Curriculum Consultants 2006

May

Guided Reading Stanley L. Swartz, Rebecca E. Shook, and Adria F. Klein, Guided Reading and Literacy Centers

Principles of Guided Reading


Guided Reading is not choral reading, round robin reading, or popcorn reading. Guided Reading is a form of small group instruction where students read a new text at their own pace following a well planned, supportive introduction. Guided Reading is a time for students to practice, in a new text, those skills and strategies previously taught in a familiar text, and for the teacher to provide further support and instruction. Guided Reading occurs for 10-15 minutes with an individual or in a small group setting. Students at the lowest level meet daily. Guided Reading mini-lessons follow the gradual release of responsibility model (To, With, and By). Guided Reading has (a) planned, specific instructional purpose(s) with explicitly identified teaching points. Guided Reading instruction is differentiated according to the needs of the group of students and for prompting of individual students. Guided Reading instruction uses a variety of texts at an instructional level (90-94% accuracy).

ASD Curriculum Consultants 2006

May

Guided Reading

Guided Reading instruction provides the initial reading experience with a new text. This new text becomes a familiar text for the student to read again independently. Guided Reading instruction is designed to ensure student success. Guided Reading encourages active student participation. Guided Reading should have a balanced of the instructional time be used for fiction and nonfiction time. Literature Circles and Reciprocal Teaching are forms of guided reading and include appropriate mini-lessons to further students' literacy mastery.

Guided Reading is enjoyable.

Professional Literature Guided Reading


Guided Reading: First Good Teaching for All Children by Irene C. Fountas and Gay Su Pinnell Guiding Readers and Writers (Grades 3-6): Teaching Comprehension, Genre, and Content Literacy by Irene C. Fountas and Gay Su Pinnell Literacy Techniques for Building Successful Readers and Writers by David Booth and Larry Swartz The Art of Teaching Reading by Lucy McCormick Calkins On Solid Ground by Sharon Taberski
ASD Curriculum Consultants 2006 May

Guided Reading

Invitations by Regie Routman Reading in Junior Class Ministry of Education Reading Essentials by Regie Routman Guided Reading by Irene C. Fountas and Gay Su Pinnell Guided Reading and Literacy Centers by Stanley L. Swartz, Rebecca E. Shook, and Adria F. Klein The Ultimate Guided Reading How-To Book: Building Literacy Through Small-Group Instruction by Gail Saunders-Smith Guided Reading: Making It Work by Mary Browning Schulman and C.D. Payne

Reflective Questions Guided Reading


Before Did I read the book? Why did I choose this book? What skills and strategies does a student need to know to be successful at reading this book? What skills and strategies can I teach from this book that they will need in the next level of books? Is that the best next step for that group? Did I use assessment and individual needs to determine my small groups? Why am I meeting with this group? Do the students know why we are meeting? Is my purpose related to moving students forward in their reading? How am I going to listen for and validate students application of skills or strategies? May

ASD Curriculum Consultants 2006

Guided Reading

During Is my book introduction well planned and supportive enough? How do I know? Are the book and level appropriate? What skills or strategies are the students practicing in this lesson? What strategies are the students using effectively? What strategies are they using but confusing? Are my students practicing the teaching point(s) within the text immediately (before leaving the small group)? How am I ensuring that each student is reading for understanding? Am I using the text as an effective tool to practice strategies? Am I listening for and validating students application of skills or strategies? Am I having fun?

After Is this the right group for each of these students? Was everyone reading at an appropriate fluency rate to read and reread during the lesson? Where do I go next? What do these students need to do (or know) in order to move to the next level? Did I use the text as an effective tool to practice strategies? Did my students practice the teaching point within the text immediately (before leaving the small group)? Was the level appropriate? Did I listen for and validate students application of skills or strategies? How was the lesson pacing? Where there parts I spent too much time on, too little time on, or missed a part completely? How many groups got lessons today? How many lessons did each of my groups get this week?

Adapted from Reading Essentials by Regie Routman

ASD Curriculum Consultants 2006

May

Guided Reading

ASD Curriculum Consultants 2006

May

Guided Reading

Roles and Responsibilities during Small Group Instruction


Teacher Student Text

Choose and read an appropriate level book prior to introducing it to the group Organize groups by instructional needs Support and demonstrate to guide students to independence Vary the genre Build on student strengths Keeps records of what has been taught Assess student progress, at least one child a day per group (running records, goals, conferencing, DRA) Listen to students read Plan a mini-lesson Look for one or two teaching points Teacher interacts with students Every child has their own book Move from student to student throughout the group Debrief at the end of the lesson Introduce new vocabulary Validates the known, activates the unknown Facilitate discussion Teach procedural expectations

Practice reading Be attentive Set goals Apply strategies taught Come prepared Interact with the teacher, other students, and text Reread the text for pleasure and enjoyment Whisper read or quietly read Apply skills already mastered Read for meaning Participate in discussions Ask questions Problem solve

Rich vocabulary Developmentall y appropriate Manageable Age appropriate content In good condition Good model of the English language

ASD Curriculum Consultants 2006

May