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					Guided reading / thinking
     the currumbin way
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
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.
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)
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)
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.)
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)
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
   A List of Reading Strategies
    Predicting               Self-questioning                     Re-reading

    Connecting               Skimming                             Reading on

    Comparing                Scanning                             Adjusting reading rate

    Inferring                Determining importance               Sounding out

    Synthesising             Summarising and                      Chunking
                             Paraphrasing
    Creating images          Consulting a reference               Using analogy


First Steps in Reading: Reading Resource Book 2nd ed. (2003) p. 114

				
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posted:9/19/2012
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