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GUIDED READING P-12

GUIDED READING P-12. Loddon Mallee Region. Revisit Shared Reading. In your head, think - what have you stopped doing what have you started doing and what has stayed the same? Share with a partner Comments?. 22 nd June 9 – 11 am Here to support Book with Penny.

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GUIDED READING P-12

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  1. GUIDED READING P-12 Loddon Mallee Region

  2. Revisit Shared Reading In your head, think - what have you stopped doing what have you started doing and what has stayed the same? Share with a partner Comments?

  3. 22nd June 9 – 11 am Here to support Book with Penny

  4. GUIDED READING Description The teacher and a small group of their students purposefully talk,read and think their way through a common text, working collaboratively.

  5. LITERACY ELEMENTS SPEAKING & LISTENING OBSERVATION & ASSESSMENT • Read Aloud • Shared Reading • Guided Reading • Independent Reading • Write Aloud • Shared Writing • Guided Writing • Independent Writing

  6. GUIDED READING Description The teacher and a small group of students purposefully talk,read and think their way through a common text, working collaboratively.

  7. GUIDED READING Classroom Indicators- Instruction • Teachers: • group and regroup students using ongoing observation and assessment • carefully plan strategic reading instruction and explicitly teach small groups of students • select texts appropriate for the common instructional needs of the group • promote active engagement in thoughtful group discussion • Time scheduled daily - each group approx. 20 minutes

  8. GUIDED READING Classroom Indicators- Instruction (Continued) • Teacher prompts and assist students to: • engage in text orientation and activate prior knowledge, connections and thinking • deepen comprehension • develop prediction skills and understanding of the reading and writing processes • use other students to help solve problems • question ideas of the author • ask questions a reader asks when reading

  9. Guided Reading is NOT • Round Robin Reading • Taking in turns to read • Reciprocal reading/teaching • Silent reading and completing comprehension questions • A group of students working together on the same text without their teacher • A group of students working with another adult • Staying in the one group all year or term

  10. Decisions • Who are we going to work with? (Grouping) • What are we going to teach them (focus) • What are we going to use? (Texts)

  11. Decisions Focussed, deliberate observations • Independent Reading Conferences • Reading Response Journals • Observations during whole class sessions • Previous Guided reading sessions • On Demand: Adaptive, Linear or Progress reports • Teaching for Strategies Shoulder talk

  12. How do we identify an instructional focus? • Guided Reading Observations • Ondemand: Adaptive Linear Progress report • Reading Response Journal • Classroom observations • Other formative assessments • Independent Reading Conferences • Teaching for Strategies

  13. GUIDED READING Classroom Indicators- Resources • Adequate variety of texts in multiple copies - a set of 6 copies and an additional copy for the teacher • Naplan and Aim books • Write Time for Kids cards • Catching onto Comprehension pages • Sets of guided reading books • Newspaper articles • Maps • Diagrams

  14. What are the other students doing? The rest of the class is actively engaged in reading that they can do without support. They are practising • Reading independently • Working on reading tasks which reinforce a prior teaching focus • Working on texts to practise comprehension strategies • Working on texts to practise reading strategies • Responding to texts they have read or are reading • Listening to quality literature being read aloud

  15. How Do We Select Appropriate Text? • Based on instructional focus and knowledge of students in group • Text needs to be appropriate to students’ learning needs, backgrounds, interests, experiences • Text may have links to current topic study • Usually a new text for students, but may be re-visited for a specific purpose • Text at an appropriate level: no more than 5-10 difficulties in every 100 words

  16. We need to Plan

  17. Planning needs to include • What are the supports that this text provides? • What are the challenges? Strategies: Within the text – solving words, searching and using information, summarising, searching and using information Beyond the text – predicting, making connections, inferring, synthesising About the text – analysing, critiquing Ref: Fountas and Pinnell

  18. Framework • Introducing – Building common background knowledge • Reading – text is broken into stopping points • Discussing – continual – students need to learn protocols • Teaching – every teachable moment

  19. Does it look different across year levels?Guided Reading 1 2.VOB Guided Reading Year 7.mov

  20. TAKING STOCK

  21. Reference • Breakthrough Fullan Hill and Crevola • Literacy Teaching and Learning in Victorian Schools [Paper No 9] • Teaching for Comprehending and Fluency Fountas and Pinnell • Guided Reading Fountas and Pinnell • Effective Literacy Practice 1-4 and 5-8 NZ Ministry of Education • Victorian Essential Learning Standards DEECD • www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/default.htm

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