Guided Reading

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Guided Reading

• Putting Theory into Practice

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Self-Selected Reading

• Purpose  To develop reading fluency
• Time  30 minutes
• Children should be using this period of time
  reading books on their independent reading
  level.  It is necessary to have a variety of
  genre and reading levels available in the
  classroom to meet the needs and interests of the
  children.
• The teacher has a primary role in motivating the
  students to read, and to ensure they are reading
  books that are instructionally appropriate. 
  Several tools are available to assure that will
  happen.

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Books in the Classroom

• Books, books, books!  We can't expect students to
  get excited about reading if there are not an
  adequate number of books in the classroom.  Five
  hundred plus is a recommended number.  how do you
  get that many books in each classroom?  You may
  need to start with fewer and build.  I began with
  only 50 books.  Books can be checked out of the
  school library.  Budget money for books rather
  than paper since it will no longer be necessary
  to do all those worksheets.  Some teachers check
  out books from the public library, others shop at
  garage sales.
• The manner in which the books are displayed also
  impacts reading during this block.  Students must
  be able to see the covers of the books if we want
  them to read.  Remember, during self-selected
  reading the teacher is selling the concept of
  reading books.

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Conferencing

• Conferencing is the accountability factor in
  self-selected reading.  The students will be more
  attentive to their books if they know they will
  be discussing the books with the teacher.
• The classroom teacher usually conferences with
  approximately 4-5 students daily.  The teacher
  does conference more frequently with the less
  fluent reader(s).

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The reading conference is three-pronged
The book used during the conference does not have
to be finished, but the student should have
completed enough text to do a "retell" and answer
specific questions.

• A focus on comprehension.  Questions should be
  high level and based upon the literary elements.
• A focus is on the student's ability to support
  comprehension using text or illustrations. 
  Students use literary bookmarks to indicate
  specific literary elements of text as they read.
• A focus is on the student's ability to use the
  reading cueing systems.  A student who is having
  difficulty receives immediate instruction.

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Management

• Students should maintain a folder containing
  their book and a reading log.  The students
  should record pages read and a brief summary
  daily.  Literary Element bookmarks are also kept
  in this folder.
• Teachers should maintain a reading portfolio for
  each student.  It should contain a record of the
  conferences as well as Reading Logs as they are
  completed.  A self-selected Reading Assessment
  Rubric for grading purposes should also be kept
  in the portfolio.

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Materials Needed

• 500-3,000 Books
• Self-selected Reading Folders - one per student
• Portfolio Folders - one per student
• Reading Conference Forms
• Reading Log Forms
• Sets of Literary Book Marks
• Self-Selected Reading Assessment Rubric

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Teacher Directed Reading Using Literature
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• Purpose  To develop reading comprehension
  strategies Time  40 minutes
• During Teacher Directed Reading all the students
  in the class use the same text.  Stories from a
  basal may be used, or stories from an anthology,
  or class sets of novels.  The text is not reading
  leveled material rather it is age/grade level
  appropriate.  The text varies in instructional
  difficulty.  Therefore, the teacher should
  alternate hard pieces with easier pieces.  For
  instance, The Devil's Arithmetic is a hard novel
  and Pinballs is a much easier novel.  The goal is
  not to "cover" or "read" the literature -- the
  goal is to use the literature to teach reading
  comprehension strategies.  The lesson is
  structured to support diversity in reading levels
  within the class.

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• The purpose of this block is to teach reading
  comprehension strategies that will enable
  students to acquire, interpret, apply and
  evaluate text.  The teacher must preview each
  piece of literature or each chapter within the
  novel to determine which comprehension
  strategy(s) this particular text lends itself. 
  This then becomes the focus of the lesson.

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• There are only a few comprehension strategies but
  these strategies must be taught thoroughly as
  students develop the ability to read more complex
  text.  The strategies taught are those embedded
  in the text.  Examples of comprehension
  strategies are
• Inferences
• Compare/contrast
• Cause and effect
• Sequencing
• Main idea and supporting details
• Character analysis
• Literary elements
• Point of view
• Print concepts

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The Lesson is divided into three parts

• Prereading time - 10 minutes
• This component occurs at the beginning of each
  teacher directed reading lesson.  These
  activities prepare the reader to comprehend the
  text.

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• Building or Activating Prior Knowledge
• Brainstorm using prior knowledge
• Discuss any specifics about the text that might
  interfere with comprehension
• Key Vocabulary
• Point out specific words or phrases used in the
  text that might interfere with comprehension.
• Read the sentence (s) that contain the vocabulary
  word.
• Tell the students the meaning of the word (s).

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• Preview and Predict
• Set the Purpose for Reading
• This is the "treasure hunt" and is often
  neglected during the pre-reading.  Give the
  students a specific question to search out as
  they read.  This is powerful in building
  comprehension.

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• During Reading time - 15-20 minutes
• Students read the text in a variety of ways. 
  Some students will need support as they read this
  text as it may be above their instructional
  reading level.
•  
• Shared Reading
• The teacher reads the text aloud as the students
  follow in their text.  Some students may elect to
  choral read with the teacher. 

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The teacher

• reads with expression
• models the thinking processes, models predicting
  and thinking aloud
• "walks through" inferences in the text

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• Paired Reading
• The teacher pairs a strong "compassionate" reader
  with a weaker reader.  These students take turns
  reading the text.  The teacher may read with a
  flexible group as the pairs read.
• Independent Reading
• Students read text alone.  Students who need
  extra support use an audiotape of the text as
  they read, or they read with the teacher.

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• Post Reading  time 10-15 minutes
• Using the strategies that are embedded in the
  text, the teacher leads the students to think
  crucially about the text.  The use of graphic
  organizers at this time will enhance the
  students' understanding and comprehension.
• Post reading activities may be
• Whole class, teacher led
• Collaborative groups
• Independent

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• Note  A majority of the time the teacher should
  be teaching comprehension strategies.  Answering
  questions orally or in written format is not
  comprehension instruction - it is assessment of
  comprehension

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Management

• Time is needed to plan the lesson.  Just reading
  a story or chapter and doing an activity will not
  increase comprehension.  A good lesson plan will
  match the comprehension strategy embedded in the
  text with the instructional needs of the
  students.  This will ensure success.

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Materials Needed

• Whole class sets of reading materials, i.e.
  novels, basals, anthologies
• Graphic organizers
• Literature response journals