Guided reading / thinking the currumbin way

1. Guided reading / thinking the currumbin way

2. Reading resources Working together to ensure that every day, in every classroom, every student is learning and achieving. A balance of reading procedures are needed. Shared reading Guided reading Independent reading

3. What is guided reading? • Guided reading: • is a teacher-directed activity for small groups of students with a similar need • uses texts at the student’s instructional level to provide the necessary support and challenges during the lesson • involves intensive teaching, with the teacher supporting students as they talk, read and think their way through a text • involves students practising strategies that will enable them to read independently. • Most reading is performed SILENTLY… this may look differently in P – 2 where a balance of choral reading, teacher reading aloud and reading quietly with the teacher will ensure all students are maintaining meaning with the text.

4. What is the purpose of guided reading? The ultimate goal of guided reading is to help children learn how to use independent reading strategies successfully. (Fountas and Pinnell, 1996)

5. Why use guided reading? Guided reading: • caters to the specific reading needs of small groups of students based on current reading data (STARS/CARS) • Is not always level based! • involves explicit teaching and practise of a key reading strategy or skill matched to the needs of the groups of students • provides opportunity for close observation of how each student operates when reading in a small group situation • develops targeted reading comprehension and vocabulary skills • allows students to practise acquired reading skills and allows the teacher to monitor these • helps students to explore questions, feelings and ideas about a text, based on the 3 level guide (see handout). (Annandale et al, 2004)

6. Key things to consider • Curriculum intent — Choose an engaging text at an instructional level that enables practice of the skills and/or strategies being targeted. • Assessment — Observe students as they read and respond to texts. Watch for use of strategies, comprehension, and responses to text. • Sequencing teaching and learning — Engage a small focus group of students in practising the selected strategies and/or skills and responding to texts through substantive conversations. • Making judgments — Determine how well students demonstrate their understanding through their responses to the guiding questions. Decide on how to record observations. • Feedback — Reflect on evidence of learning and monitor, assess and record evidence of student progress. (Students may be grouped and regrouped.)

7. What does guided reading look like? Guided reading vignette years P-3 (5:43)  Guided reading vignette years 4-6 (4:10)  Guided reading vignette years 7-9 (6:45) 

9. Suggestions for Using Guided Reading Planning for Guided Reading • Plan the physical space with easel/WB • Lesson times: 10-15 minutes (early) and 20-30 minutes (fluent) • Identify a small group of students who have a similar need The identified need will become the focus (or purpose) of the lesson • Organise other students to work independently • Choose a text at the students’ instructional level so the focus can be practised • Pre-read the text and identify natural breaks where guiding questions or prompts can be asked. Identify challenges (vocabulary or unknown prior knowledge) • Formulate guiding questions or prompts • Decide on how to record observations • Decide on any follow on activities

10. A List of Reading Strategies First Steps in Reading: Reading Resource Book 2nd ed. (2003) p. 114