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Guided reading / thinkingthe currumbin way
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Reading resources
Working together to ensure that every day, in everyclassroom, every student is learning and achieving.A balance of reading procedures are needed.
Guided reading
Independent reading
Shared reading
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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 guided reading?
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The ultimate goal of guided reading is to help children learn how to use independent reading strategies successfully.
(Fountas and Pinnell, 1996)
What is the purpose of guided reading?
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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)
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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.)
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Guided reading vignetteyears 7-9 (6:45)
Guided reading vignetteyears P-3 (5:43)
Guided reading vignetteyears 4-6 (4:10)
What does guided reading look like?
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Suggestions for Using Guided ReadingPlanning 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
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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 Paraphrasing
Chunking
Creating images Consulting a reference Using analogy
First Steps in Reading: Reading Resource Book 2nd ed. (2003) p. 114