Guided Reading

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Guided Reading

• By Katie Alexander
• Summer 2009

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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

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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.

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

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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

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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

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During Reading Activities The TeacherFrom
Fountas and Pinnell

• Listens In
• Observes the readers behaviors for evidence of
  strategy use
• Confirms childrens 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

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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 childrens 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

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Pre-Reading Activities The StudentFrom Fountas
and Pinnell

• Engage in a conversation about the story
• Raise questions
• Build expectations
• Notice information in the text

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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

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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

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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

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

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

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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.

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

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

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Please Visit My Site!

• The web address is case sensitive.
• MISS AS READING RESOURCES
• http//web.me.com/katiealexander515/Site/Welcome.h
  tml

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Resources

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