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GUIDED READING P-12

GUIDED READING P-12. Loddon Mallee Region. LITERACY ELEMENTS. SPEAKING & LISTENING OBSERVATION & ASSESSMENT. Read Aloud Shared Reading Guided Reading Independent Reading. Write Aloud Shared Writing Guided Writing Independent Writing. GRADUAL RELEASE OF RESPONSIBILITY.

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GUIDED READING P-12

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  1. GUIDED READING P-12 Loddon Mallee Region

  2. LITERACY ELEMENTS SPEAKING & LISTENING OBSERVATION & ASSESSMENT • Read Aloud • Shared Reading • Guided Reading • Independent Reading • Write Aloud • Shared Writing • Guided Writing • Independent Writing

  3. GRADUAL RELEASE OF RESPONSIBILITY Role of the teacher MODELLING The teacher demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the mental processes and modelling the reading, writing, speaking and listening SHARING The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information GUIDING The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback APPLYING The teacher offers support and encouragement when necessary The student works independently to apply the use of literacy focus DEGREE OF CONTROL Students work with help from the teacher and peers to practise the use of the literacy focus Students contribute ideas and begin to practise the use of the literacy focus in whole class situations The student participates by actively attending to the demonstrations 3 Pearson & Gallagher Role of the student

  4. DonutorInside Outside Line WHAT IS GUIDED READING? WHAT IS ITS PURPOSE?

  5. GUIDED READING Description The teacher and a small group of students talk, read and think their way purposefully through a common text, working collaboratively.

  6. GUIDED READING Classroom Indicators- Instruction • Teachers: • group and regroup students using ongoing observation and assessment • carefully plan strategic reading instruction and explicitly teach small groups of students • select texts appropriate for the common instructional needs of the group • promote active engagement in thoughtful group discussion • Time scheduled daily - each group approx. 20 minutes

  7. GUIDED READING Classroom Indicators- Instruction (Continued) • Teacher prompts assist students to: • engage in text orientation and activate prior knowledge, connections and thinking • deepen comprehension • develop prediction skills and understanding of the reading and writing processes • use other students to help solve problems • question ideas of the author • ask questions a reader asks when reading

  8. GUIDED READING Classroom Indicators- Resources • Adequate variety of texts in multiple copies - a set of 6 copies and an additional copy for the teacher • Small group organisation & tasks are clearly defined and visible e.g. management board

  9. How do we identify an instructional focus? • Teaching for Strategies sheet • Guided Reading Observations • Ondemand: Adaptive Linear Progress report • Reading Response Journal • Other formative assessments • Independent Reading Conferences

  10. Questioning • Literal Questions • Right there. The answer is clearly in the text. • Inferential • Think and Search • Prior Knowledge + Text Clues • Evaluative • On Your Own. • Your own knowledge plus what the author has said.

  11. Evaluative Why do we export? Countries need to export to earn money from overseas. “Australia, the lucky country”. Literal What is Australia’s main export? Our main export is coal Inferential Is coal our only export? Australia has other exports. Coal has not always been our main export. “ AUSTRALIA’S PRINCIPLE EXPORT IS NOW COAL.”

  12. How Do We Select Appropriate Text? • Based on instructional focus and knowledge of students in group • Text needs to be appropriate to students’ learning needs, backgrounds, interests, experiences • Text may have links to current topic study • Usually a new text for students, but may be re-visited for a specific purpose • Text at an appropriate level: no more than 5-10 difficulties in every 100 words

  13. Modelled Session- SNOOK GUIDED READING

  14. What are the other students doing? • Working independently • Working in groups on reading tasks • Well planned activities that reinforce prior teaching focus, literacy strategies and awareness

  15. Does it look different across year levels?

  16. TAKING STOCK

  17. Reference • Breakthrough Fullan Hill and Crevola • Literacy Teaching and Learning in Victorian Schools [Paper No 9] • Teaching for Comprehending and Fluency Fountas and Pinnell • Guided Reading Fountas and Pinnell • Effective Literacy Practice 1-4 and 5-8 NZ Ministry of Education • Victorian Essential Learning Standards DEECD • www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/default.htm

  18. Resources • Catching onto Comprehension- Pearson • NAPLAN resources • AIM resources

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