GUIDED READING

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GUIDED READING P-12
Loddon Mallee Region
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LITERACY ELEMENTS
SPEAKING LISTENING OBSERVATION
ASSESSMENT

• Read Aloud
• Shared Reading
• Guided Reading
• Independent Reading

• Write Aloud
• Shared Writing
• Guided Writing
• Independent Writing

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GRADUAL RELEASE OF RESPONSIBILITY
Role of the teacher
MODELLING The teacher demonstrates and explains
the literacy focus being taught. This is achieved
by thinking aloud the mental processes and
modelling the reading, writing, speaking and
listening
SHARING The teacher continues to demonstrate the
literacy focus, encouraging students to
contribute ideas and information
GUIDING The teacher provides scaffolds for
students to use the literacy focus. Teacher
provides feedback
APPLYING The teacher offers support and
encouragement when necessary
The student works independently to apply the use
of literacy focus
DEGREE OF CONTROL
Students work with help from the teacher and
peers to practise the use of the literacy focus
Students contribute ideas and begin to practise
the use of the literacy focus in whole class
situations
The student participates by actively attending to
the demonstrations
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Pearson Gallagher
Role of the student
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• DonutorInside Outside Line

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

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GUIDED READING Classroom Indicators- Instruction
(Continued)

• Teacher prompts 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

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GUIDED READING Classroom Indicators- Resources

• Adequate variety of texts in multiple copies - a
  set of 6 copies and an additional copy for the
  teacher
• Small group organisation tasks are clearly
  defined and visible e.g. management board

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How do we identify an instructional focus?

• Teaching for Strategies sheet
• Guided Reading Observations
• Ondemand Adaptive Linear Progress report
• Reading Response Journal
• Other formative assessments
• Independent Reading Conferences

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Questioning

• Literal Questions
• Right there. The answer is clearly in the text.
• Inferential
• Think and Search
• Prior Knowledge Text Clues
• Evaluative
• On Your Own.
• Your own knowledge plus what the author has
  said.

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AUSTRALIAS PRINCIPLE EXPORT IS NOW COAL.
Evaluative Why do we export? Countries need to
export to earn money from overseas. Australia,
the lucky country.
Literal What is Australias main export? Our
main export is coal
Inferential Is coal our only export? Australia
has other exports. Coal has not always been our
main export.
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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

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GUIDED READING

• Modelled Session- SNOOK

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What are the other students doing?

• Working independently
• Working in groups on reading tasks
• Well planned activities that reinforce prior
  teaching focus, literacy strategies and awareness

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Does it look different across year levels?
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TAKING STOCK
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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/teachingr
  esources/english/literacy/default.htm

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Resources

• Catching onto Comprehension- Pearson
• NAPLAN resources
• AIM resources