Picture Perfect GUIDED READING. Kathy Keane Lora Drum. Guided Reading is only one component of a balanced literacy program. A Balanced Reading Program. Read Aloud Shared Reading Guided Reading Independent Reading (Self-selected) Writing.
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Picture PerfectGUIDED READING Kathy Keane Lora Drum
A Balanced Reading Program • Read Aloud • Shared Reading • Guided Reading • Independent Reading (Self-selected) • Writing
“Guided reading is a teaching approach designed to help individual students learn how to process a variety of increasing challenging texts with understanding and fluency. The ultimate goal of guided reading is to help children learn how to use independent reading strategies successfully."-Fountas and Su Pinnell, 1996
Why Guided Reading? “We cannot expect them (students) to expand their reading abilities on their own, even if they are given time to read. Explicit instruction is essential for most students and will make reading more powerful for all students.” - Irene Fountas, Gay Su Pinnell
What is Guided Reading? • Instructional teaching strategy for small groups (4-6 students) • Students learn and practice effective strategies • Students are grouped by similar developmental reading levels
Goals of Guided Reading • To teach comprehension strategies • To teach students how to read and respond to all types of literature, including content texts • To develop background knowledge and vocabulary • To provide as much instructional-level material as possible • To maintain the self-confidence and motivation of struggling readers
Preparation for Guided Reading • Assess students for placement in Guided Reading Groups • Determine a schedule for meeting with each group • Establish clear structures for students not participating in guided reading groups (Literacy Stations) • Have books/materials available to support reading instruction (leveled readers)
Essential Elements… • A designated place where the teacher can monitor both the group and class. • Multiple copies of leveled readers. • A clipboard or notepad to record observations. • Various teaching tools (sentence strips, white boards, paper, etc.)
What does a Guided Reading Group Look Like? • 4-6 students who are similar in their reading behavior, their text processing needs, and reading strengths • Instruction is specific and focused, finely tuned to the needs and challenges of the group of students with whom you are working
What is the teacher doing? During guided reading the teacher introduces the text and observes the students The teacher acts as a guide. The students are primarily responsible for the reading. Teacher “listens in” and takes anecdotal notes as to the needs of the student
What do you observe during reading? • Fluency • Students using strategies • Teaching points to emphasize • Strong points to praise
Critical Components of Guided Reading Lessons • Before Reading • During Reading • After Reading
Before Reading An introduction (including a brief picture walk for emergent readers, using the same language patterns and exact words from the text to get students so familiar with the text that words practically pop out of their mouths while reading (Taberski, 2000). video clip
During Reading · Independent reading time, where students are given opportunity to practice learned strategies. While the students are reading the teacher observes reading behaviors to confirm strategy use. Prompts and cues are given to help the students apply their problem-solving strategies. Teacher records observations. Round robin reading does not occur in guided reading (Routman, 2000). video clip
After Reading Follow-up discussion that includes personal thoughts and reflections to the reading (although teacher should try to elicit discussion during all three phases of reading, before, during and after reading.) video clip
What are the other kids doing? • Self-selected reading • Literacy Stations Word Work (i.e. Words Their Way) Poetry Writing • Book Club Groups or Literature Circles
Interacting as a Learning Community Literacy development is a social process. Students must have meaningful interactions with adults and peers in the classroom.