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Maximizing Literacy Skills through Guided Reading Stages

Understand the importance of Guided Reading (GR) in enhancing comprehension skills and strategic reading abilities. Explore the three GR stages: before, during, and after reading, each focusing on different aspects of literacy development. Learn how to engage students through various reading activities and discussions. References: Cunningham, Hall, & Sigmon (1999) and Erickson & Koppenhaver (2007).

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Maximizing Literacy Skills through Guided Reading Stages

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  1. Guided Reading Four Blocks Literacy

  2. What is Guided Reading? Guided Reading is focused on comprehension and helps students develop the skills and understandings necessary to be strategic in reading a wide variety of texts. Erickson, K., & Koppenhaver, D. (2007). Children with disabilities: reading and writing the four-blocks way. Greensboro, NC: Carson-Dellosa Publishing Company, Inc.

  3. Why is GR important? The Guided Reading block allows students to: • Predict what might happen or what they might learn. • Learn about story elements or characters, setting, and plot. • Learn how to organise and compare information. • Improve comprehension skills. • Be exposed to different types of literature.

  4. Guided Reading Stages The Guided Reading block has 3 stages: • before reading activity. • during reading activity. • after reading activity.

  5. Before reading: • Build background knowledge • Make connections to personal experiences • Develop vocabulary essential for comprehension • Take a picture walk • Make connections • Set a purpose for reading • Graphic organizer or KWL chart

  6. During reading: • Teacher reads uninterrupted on day one of text • Choral reading • Echo Reading • Shared Reading • Partner reading • Small, flexible groups • Three-ring circus – alone, with partners, or with the teacher • Book club groups • Everyone read to….(ERT) • Sticky note reading • With inner voice • Repetitive lines recorded on a speech generated device

  7. After Reading: • Discuss the text • Connect new knowledge to what they knew before • Follow up predictions • Discuss what they have learnt • Complete graphic organizer or KWL chart. • Discuss answers to set purpose

  8. References All information in this presentation has been sourced from: • Cunningham, P. M., Hall, D. P., & Sigmon, C. M. (1999). The teacher’s guide to the four blocks. Greensboro, NC: Carson-Dellosa Publishing Company, Inc. • Erickson, K., & Koppenhaver, D. (2007). Children with disabilities: reading and writing the four-blocks way. Greensboro, NC: Carson-Dellosa Publishing Company, Inc.

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