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Enhancing Learning Through Guided Reading Procedure

Discover the power of talk in literacy and learning through Guided Reading Procedure. Learn how to connect talking to reading and writing for transformative knowledge acquisition. Explore the steps involved in the GRP and its emphasis on close reading for accurate understanding.

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Enhancing Learning Through Guided Reading Procedure

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  1. Talking is a hydrant in the yard – and writing is a faucet upstairs in the house. Opening the first takes the pressure off the second. –Robert Frost

  2. c h a p t e r s e v e n Talking to Learn Guided Reading Procedure

  3. As teachers, we can make strong connections between literacy and learning when we link talking to reading and writing. Talk is a bridge to literacy and learning across the curriculum . . .

  4. Through the power of talk . . . students are able to transcend the information encouraged in text, and in doing so, they are in a better position to transform knowledge and make it their own (Vacca et al, 2002).

  5. Through the power of talk . . . students are able to transcend the information encouraged in text, and in doing so, they are in a better position to transform knowledge and make it their own (Vacca et al, 2002).

  6. GRP

  7. GuidedReadingProcedure

  8. c h a p t e r s e v e n Talking to Learn Main Teaching Points • What is Guiding Reading Procedure (GRP) • How we apply GRP in learning

  9. c h a p t e r s e v e n Talking to Learn The guided reading procedure emphasizes close reading. It requires that [one] gather information and organize it around important ideas . . .

  10. c h a p t e r s e v e n Talking to Learn It requires . . . [gathering of] information and [organizing] it around important ideas, and it places a premium on accuracy as [one] reconstruct[s] the author’s message. Vacca et al, 2002

  11. Steps in the Guided Reading Procedure

  12. Prepare for reading

  13. Assign a reading selection

  14. As you finish reading, turn the article face down

  15. What do you remember?

  16. Record the responses

  17. Much is not remembered, or is incorrect

  18. Redirect

  19. Organize an . . .

  20. Extend questioning to stimulate analysis

  21. Provide immediate feedback

  22. Questions

  23. Reference: Vacca, Richard, Jo Anne L. Vacca, and Deborah L. Begoray. Content Area Reading: Literacy and Learning Across the Curriculum. Toronto: Pearson Education Canada Inc., 2002.

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