Responsive Guided Reading. Jennifer Berne & Sophie Degener With support from International Reading Association Gertrude Whipple grant National-Louis University. Where Does Guided Reading Fit into the Balanced Literacy Program?. Shared reading Guided reading Independent reading Read aloud
Jennifer Berne & Sophie Degener
With support from International Reading Association Gertrude Whipple grant
use challenging texts
with teacher support
level texts and teacher provides
support as needed
and strategies learned during
shared reading and reinforced
during guided reading
vocabulary, talk about book,
introduction to new structures,
but enjoyment/engagement is
A predictable, transparent structure
Students understand how RGRG’s operate, and they operate in the same specific ways every time.
The teacher waits for students to miscue before determining the cue or instruction
There is minimal planning associated with these groups. Children get customized instruction that, for the most part, cannot be anticipated.
The books selected for RGRGs are selected for level, not high interest or theme
The content of the book is subordinated, in this teaching context, to the form.
High instructional level is key in efficient use of texts in responsive guided reading groups.
If the child doesn’t miscue or have a comprehension breakdown rather quickly, then instruction is limited.
Responsive guided reading groups should be brief--20 minutes maximum
Longer groups tax the ability of the rest of the class and puts the consistency of the groups at risk.
Responsive Guided Reading groups are most beneficial as sites for practicing that which has been previously introduced, not for introducing new strategies
Instruction that can be done whole group should continue to be done whole group.
*Try again, this time take a running start . . .
*Do you see a little word inside that big word that you might know?
*Does this start/end like a word you do know?
*What happens if I cover up this part, what do you see then?
*Look at the picture, then the first sound, and see if you can guess.
*What word that fits there might make sense?
*Does that look like a word on your word wall?
What just happened?
What do you predict will happen and on what basis are you making that prediction?
What other stories are like this and in what ways?
Can you retell the passage?
What information is being discussed?
What did you just learn about (frogs, Helen Keller, the American West)?
What do you think the next section will cover?
Can you summarize the most important information?
Go back and reread
Write or take notes
Connect or ask questions
Read in smaller chunks
Connect to other knowledge
Do further research
Use text structure
I found this book and I think we will have lots of opportunities to practice figuring out words we don’t know.
This will have lots of sections. Remember to use the section headings to help you along.
While you wait for me, take a look at the text and see if you can figure out the words based on the pictures and/or the sounds. If you cannot figure out all the words, see which you can. Remember I picked this because it was hard, so don’t feel badly about the words you don’t know.
While you wait for me or after I have read with you, make a list of all the words you have trouble understanding. Remember I picked this text because it is hard, so don’t be too worried by all those big words.
I know that is a hard word. Why don’t you see if you can figure out the beginning sound, then look at the picture to see if you know a word that might fit that begins with that sound.
I heard you reading and I see that you could say all those words but your tone made me think you were a little confused, can you tell me what you think just happened?
You told me to try to find a little word in a big word
You told me to look at the picture for a clue
Now for the rest of the week I want you to try to do that every time you see an unknown word.
We used the bold words to try to figure out the main points
We took extra pauses at the punctuation.
Now for the rest of the week I want you to try to do that every time you have trouble understanding what you read.