Guided Reading

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Guided Reading

• Session 7
• Campbell/Parr

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Energizer

• Quickwrite
• What is the difference between a skill and a
  strategy?
• With a partner, mime an example from the real
  world of a skill or a strategy, and see if your
  partner can identify it.

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Overview

• Principles and Goals of Guided Reading
• When are students ready?
• Teacher preparation
• Structure of a guided reading lesson
• Video what to watch for
• Menu of strategies continuum
• Summary benefits of guided reading

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Principles of Guided Reading

• Teacher supports or scaffolds
• Readers read from their own copies of books or
  texts
• Teachers teach for strategies
• Small group format
• Books at the instructional level

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Goals of Guided Reading

• Enjoyment possible when the readers can
  understand the story, and are able to use problem
  solving strategies to meet challenges.
• Successful reading possible when the text is
  chosen at the appropriate level, and the reader
  has been provided with sufficient scaffolding
• Independent use of flexible problem-solving
  strategies in order to
• -figure out words they dont know
• -deal with a tricky sentence structure
• -understand concepts or ideas they have not
  previously met in print

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Purpose of Guided Reading

• The purpose of guided reading is to enable
  children to use and develop strategies on the
  run. They are enjoying the story because they
  can understand it it is accessible to them
  through their own strategies supported by the
  teachers introduction. They focus primarily on
  constructing meaning while using problem-solving
  strategies to figure out words they dont know,
  deal with tricky sentence structure, and
  understand concepts or ideas they have not
  previously met in print. The idea is for children
  to take on novel texts, read them at once with a
  minimum of support, and read many of them again
  and again for independence and fluency.
• (Fountas Pinnell, p.2)

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When are students ready?

• Reading tasks children must be capable of
• They must be able to develop an understanding of
  the text whats happening, what its about.
• They must have the basic concepts about print
• They must be able to identify each word, or most
  words. This requires a bank of words a reading
  vocabulary already known.
• They must be able to string words together with
  fluent language.

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When are students ready?

• They must be able to do all of those tasks in a
  coordinated fashion
• If they are not close to showing those
  capabilities, they are unlikely to experience
  success
• They should continue to receive support through
  small group Shared Reading, in addition to
  participating in whole class Shared Reading

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Teacher Preparation

• Gather resources multiple copies of levelled
  texts (see Course Pack, p. 123)
• Pre-assess readers Concepts about Print
  observation, running records, reading inventories
• Group children who share similar reading levels,
  strategies and needs
• NOTE groupings are flexible, and change often

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Structure of the guided reading lesson

• Before
• During
• After

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Before reading what the teacher does

• Introduces the text, perhaps using a picture
  walk, keeping in mind the meaning, language
  structures, and visual information in the text,
  and the knowledge, skills and experience of the
  readers
• Scaffolds tricky words or structures leaving some
  reading work questions and challenges for the
  reader
• Activate or build background knowledge of the
  reader, predict, set purposes for reading
• May model a targeted strategy (e.g., Im going
  to re-read that to make sure it makes sense)

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Before reading what the readers do

• Engage in conversation about the story
• Raise questions
• Build expectations
• Notice illustrations, and/or information in the
  text

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During reading what the teacher does

• Reads 1-2 pages, works with the children while
  they read, move from student to student, take
  running records when students read aloud
• observes, listens, interacts, confirming and/or
  suggesting strategies to assist with
  problem-solving (prompting, not telling)
• See list of prompts in Course Pack, p. 185

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Four Basic Cueing Systems for Prompting

• Sense, Meaning (Semantic)
• Does it make sense?
• Visual Cues (Graphophonic)
• Does that look right?
• Letter/Sounds Expected (Graphophonemic)
• What can you hear? What word would you expect to
  see?
• Structure, Grammar (Syntactic)
• Can we say it that way?

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During reading what the readers do

• Independently READ the whole text, or a unified
  part (softly or silently)
• Request help with problem-solving when needed

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After reading what the teacher does

• Talks about the story with the readers
• Invites personal responses, encouraging
  reflective, inferential, and critical-level
  responses
• Selects one or two teaching points, focusing on
  STRATEGIES
• PRAISES on the cutting edge
• Engage children in word work and/or story
  extensions (drama, writing, art, more reading)

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After reading what the readers do

• Talk about the story, making text-to-self,
  text-to-world, text-to-text connections
• Check predictions
• Revisit the text at points of problem-solving as
  guided by the teacher
• Members of the group may share strategies they
  used to problem-solve words, or questions about
  the meaning of the text.
• May re-read the story to a partner, or
  independently
• Sometimes engage in extension activities

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Video what to watch for

• Behaviours to observe
• Good readers use processing strategies, from
  three main sources of information
• 1. the meaning
• 2. the language structures
• 3. the visual information
• See course pack, pp. 126-127

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Menu of reading strategies Continuum Emergent
readers

• Thinking about the story
• Tracking print
• Noting patterns
• Using pictures to predict story and words
• Attending to graphophonic/visual cues (beginning
  and ending letters)
• Looking through the word to the end

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Menu of reading strategies Early readers

• Thinking about the story
• Noting spelling patterns
• Monitoring and self correcting
• Using meaning, structure and visual
  (graphophonic) cues together
• Putting words together into phrases (fluency)
• Skip and return

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Menu of reading strategies transitional readers

• Thinking about the story use the strategy
  Stopping to think or use Thinkmarks
• Making a Story Map
• Using a Before and After Chart
• Retelling chapters in writing
• Rereading to clarify meanings

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Menu of reading strategies fluent readers

• Preview and Predict
• Using text features to aid comprehension
• Researching taking notes making data charts
• Writing to deepen understanding of stories,
  factual texts, poetry
• Webbing and charting (e.g., KWL)
• Strategy recursively taught at all levels
  Retell, Relate, Reflect, orally and in writing

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Stopping to Think strategy

• An antidote to the reading practice of reading
  and reading and not understanding.
• Demonstrate first with the whole class using a
  picture book with natural stopping points.
• Post these steps
• What do I think is going to happen?
• Why do I think this is going to happen?
• Prove it by going back to the story.
• Read a story and pause at key points, allowing
  students to think about these questions, write
  and/or discuss their thoughts. Prompt with the
  questions by pointing to them. Dont interrupt
  the read aloud too many times.
• - adapted from Sharon Taberski (On Solid Ground)

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Benefits of guided reading

• Strategy development that is flexible and
  self-extending
• Development of both individual skills and
  cooperative skills
• Students have the opportunity to re-read texts
  for pleasure, not for assessment
• The small group format creates a comfortable
  environment where readers learning, opinions and
  reactions are valued
• Opportunities for the teacher to capitalize on
  teachable moments

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Guided Reading Tips

• Lessons last for 25-30 minutes
• Groups of four or five students who are reading
  at the same level dynamic groups which change
  frequently
• Books are selected at students instructional
  level (90-94 accuracy)
• Teachers support students reading and their use
  of reading strategies
• Teachers take running records on 1-2 students

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Planning for Guided Reading

• Begin with a set of books appropriate for Guided
  Reading
• Develop an introduction to the book, decide on
  strategies to be taught and/or reviewed
• Document the teachers role during the reading
  and questions to be asked after the reading to
  confirm strategy use and check student
  comprehension
• Best to use the General Lesson Plan format where
  consolidation and application are incorporated
  into the context of the lesson

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Resources

• Guiding the Reading Process, David Booth
• Teaching Children to Read and Write, TDSB
• Guided Reading Good First Teaching for all
  Children, Fountas Pinnell