Guided Reading

1. Guided Reading By Katie Alexander Summer 2009

2. What is Guided Reading? • A reading strategy that helps students become strong independent readers • Requires small group instruction • Students learn to use various reading strategies with teacher support • Can be adapted for upper grades

3. Why Guided Reading? • Students have a high accuracy rate in reading when the proper text is selected for them. • Students are provided with the necessary strategies to overcome “reading road blocks.” • The focus of reading shifts to meaning rather than decoding; the construction of meaning is imperative. • Independent reading and the application of independent reading strategies is the goal of Guided Reading.

4. Children have an early foundation for reading text. Marie Clay explains these three sources of information: meaning, structure, and visual information.

5. How Do I Start ?: The Initial Framework for Every Classroom • Students are divided into small groups (ideally, 4-6 students per group) • Lessons will run 15-20 minutes • Determine appropriate level of groups • Provide a text for each child

6. What Does Small Group Instruction Look Like ? • The teacher introduces the text to the small group • As the text is read aloud or silently, the teacher briefly works with students; each child reads the whole text. • The teacher may select one or two teaching points to address after reading • The students resume reading and apply the teaching points presented by the teacher

7. Pre-Reading Activities: The TeacherFrom Fountas and Pinnell • Selects an appropriate text, one that will be supportive but with a few problems to solve • Prepares an introduction to the story • Briefly introduces the story, keeping in mind the meaning, language, and visual information in the text, and the knowledge, experience, and skills of the reader • Leaves some questions to be answered through reading

8. During Reading Activities: The TeacherFrom Fountas and Pinnell • “Listens In” • Observes the reader’s behaviors for evidence of strategy use • Confirms children’s problem-solving attempts and successes • Interacts with individuals to assist with problem-solving at difficulty (when appropriate) • Makes notes about the strategy use of individual readers

9. Post Reading Activities: The TeacherFrom Fountas and Pinnell • Talks about the story with the children • Invites personal response • Returns to the text for one or two teaching opportunities such as finding evidence or discussing problem-solving • Assesses children’s understanding of what they read • Sometimes engages the children in extending the story through such activities as drama, writing, art, or more reading • Sometimes engages the children for a minute or two of word work

10. Pre-Reading Activities: The StudentFrom Fountas and Pinnell • Engage in a conversation about the story • Raise questions • Build expectations • Notice information in the text

11. During Reading Activities: The StudentFrom Fountas and Pinnell • Read the whole text or a unified part to themselves (softly or silently) • Request help in problem-solving when needed

12. Post Reading Activities: The StudentFrom Fountas and Pinnell • Talks about the whole story • Check predictions and react personally to the story or information • Revisit the text at points of problem-solving as guided by the teacher • May reread the story to a partner or independently • Sometimes engage in activities that involve extending and responding to the text (such as drama or journal writing) • Sometimes engage in a minute or two of word work

13. How Do I Create Groups ? • Groups should be based on assessment results and, therefore, based on reading ability. • The assessment of students should continue on a regular basis to support the re-grouping of students based on needs. • Groups can be altered and based on interest and social interaction. • The teachers should group students who use similar reading processes and are able to read similar level text

14. Forming and Reforming Groups for Guided Reading This is a continual and repeated process.

15. Assessment • Ongoing observations will probably be the most beneficial for tracking students. • A notebook with Post-It notes can serve as your documentation. • Running records provide a quick assessment of fluency.

16. These are “in-the-head” strategies that good readers use. The use of these strategies may be an unconscious process.

17. What Are the Others Doing? • Establishing routines and procedures within your class is imperative. • Take the time at the beginning of the year to do this. In the end, it will prove to be extremely beneficial! • Utilize any aide or parent volunteer in an instructional manner. They should always reinforce previously taught material and should NEVER introduce new topics.

18. Suggestions for Establishing Procedures • Require students to complete the more academic centers at the beginning of center time. This will encourage them to complete their tasks and move on to the fun centers. • Keep some basic centers that are always required, but allow for some variety of changing centers on a weekly basis. • Keep a chart or schedule where students can easily identify their progress and position during center time. • Clearly explain directions for new centers. It is a great idea to model expectations. Any time spent on implementing procedures and routines is time well spent! • Students should be aware that they must follow the assigned schedule. They cannot skip centers.

19. Center Ideas for the Classroom: Remember centers will not change everyday!

20. Center Ideas • Visit http://www.readinglady.com for great ideas! • http://www.hubbardscupboard.org • http://www.msrossbec.com/literacy_index.html

21. Please Visit My Site! The web address is case sensitive. MISS A’S READING RESOURCES http://web.me.com/katiealexander515/Site/Welcome.html

22. Resources Fountas, I.C. & Pinnell, G.S. (1996). Guided Reading. Heinemann: Portsmouth, NH. http://olc.spsd.sk.ca/DE/PD/instr/strats/guided/guided.html