ENG -

207

Report by: Kamille G. Jawili

1. Define Guided Reading, its purpose and process

2. Identify Teachers’ Roles in Guided Reading

3. Determine Ways to Teach Guided Reading

 Guided reading is a small-group instructional context in which a
teacher supports each reader’s development of systems of strategic
actions for processing new texts at increasingly challenging levels
of difficulty.

Through guided reading, students learn how to engage in every

facet of the reading process and apply that literacy power to all
instructional contexts.
 Supports readers in expanding their processing
competencies (in-the-head systems of strategic actions).
 Allows students to engage with a rich variety of texts.
 Helps students learn to think like proficient readers.
 Enables students to read more challenging texts with
support.
How can I do this?
 Analysis of a running
record and/or review of
conference or anecdotal
notes.

Guided reading session

Determine a learning
consisting of before, during
and after reading segments. focus.

Teacher planning in Match students to a text

weekly program to reflect that will support the
analysis/thinking. learning focus.
 Teachers select texts to match the needs of the group so
that the students, with specific guidance, are supported to read
sections or whole texts independently.

Students are organized into groups based on similar

reading ability and/or similar learning needs determined through
analysis of assessment tools such as running records, reading
conference notes and anecdotal records.
activate prior knowledge of the topic

encourage student predictions

set the scene by briefly summarizing the plot

introduce any new vocabulary or literary language relevant to the
text

clearly articulate the learning intention (i.e. what reading strategy

students will focus on to help them read the text).
observe the reader’s behaviors for evidence of strategy use

assist a student with problem solving using the sources of information - the
use of meaning, structure and visual information on extended text

confirm a student’s problem-solving attempts and successes

give timely and specific feedback to help students achieve the
lesson focus

make notes about the strategies individual students are using to

inform future planning and student goal setting
talk about the text with the students

invite personal responses such as asking students to make

connections to themselves, other texts or world knowledge

return to the text to clarify or identify a decoding teaching

opportunity such as work on vocabulary or word attack skills
check if a student understands what they have read by asking them
to sequence, retell or summarize the text

revisit the learning focus and encourage students to reflect on

whether they achieved the success criteria
 You select a text for a small group of students who are similar in
their reading behaviors at a particular point in time. In general, the
text is about right for students in the group: It is not too easy, yet
not too hard, and offers a variety of challenges to help readers
become flexible problem solvers.
 You should choose Guided Reading Program books for
students that:

• Match their knowledge base

• Help them take the next step in learning to read
• Are interesting to them
• Offer just enough challenge to support problem solving while
still supporting fluency and meaning
Irene Fountas and Gay Su
Pinnell’s Reading Levels
 For the younger grades, a
picture walk is a tool that
teaches emerging readers to use
pictures as clues to understand
the meaning of a story and guess
at unfamiliar words.
 The Directed Reading Thinking
Activity (DRTA) is a strategy that
guides students in asking questions
about a text, making predictions, and
then reading to confirm or refute their
predictions.
 Anchor-Read-Apply is an instructional
approach that supports students in learning
how to activate background knowledge
based on prior experience or build new
background knowledge that they can
connect to information contained in or
related to the text.
 Guided reading is informed by Vygotsky’s (1978) Zone of
Proximal Development and Bruner’s (1986) notion of scaffolding,
informed by Vygotsky’s research.

The practice of guided reading is based on the belief that

the optimal learning for a reader occurs when they are assisted by
an educator, or expert ‘other’, to read and understand a text with
clear but limited guidance.
 Guided reading helps students develop greater control
over the reading process through the development of reading
strategies which assist decoding and construct meaning. The
teacher guides or ‘scaffolds’ their students as they read, talk and
think their way through a text (Department of Education, 1997).
 Do you have any questions?

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