Guided Reading

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Guided Reading

  1. 1. Guided Reading Sue Lecatsas EDIM - 510 Wilkes University
  2. 2. What Is Guided Reading? <ul><li>“ Guided reading is a highly effective form of small-group instruction. Based on assessment, the teacher brings together a group of readers who are similar enough in their reading development that they can be taught together” (Pinnell & Fountas, 2007, p. 42). </li></ul>
  3. 3. Small Groups <ul><li>Children are grouped based on assessment </li></ul><ul><li>Read independently at the same level </li></ul><ul><li>New text selected is a little more challenging </li></ul><ul><li>Bridge between shared reading and independent reading </li></ul><ul><li>Groups meet about four times a week </li></ul>http://www.flickr.com/photos/judybaxter/115424637/
  4. 4. The Teacher’s Role <ul><li>Provides support for small groups of readers – before, during, and after reading </li></ul><ul><li>Selects books matched to children’s needs and abilities </li></ul><ul><li>Demonstrates various reading strategies </li></ul><ul><li>Prompts reader to problem-solve </li></ul><ul><li>Reinforces an effective strategic action </li></ul><ul><li>Observes how the reader processes effectively </li></ul>http://www.flickr.com/photos/besphotos/2361682862/
  5. 5. Guided Reading Framework <ul><li>Book Introduction </li></ul><ul><li>- brief summary statement </li></ul><ul><li>- ask questions to provide a connection </li></ul><ul><li>- picture preview </li></ul><ul><li>Guided Reading </li></ul><ul><li>- listen in and keep records </li></ul><ul><li>- teach, prompt, and encourage </li></ul><ul><li>Return to Text </li></ul><ul><li>- talk about the story </li></ul><ul><li>- model word work </li></ul>
  6. 6. After the Lesson <ul><li>Reflect on the appropriateness of the book </li></ul><ul><li>Evaluate each student in the group to determine appropriate grouping </li></ul><ul><li>Consider the needs of the group </li></ul><ul><li>Does the group need to move to a higher or lower level? </li></ul><ul><li>Does a child need to move to a higher or lower level? </li></ul><ul><li>What strategies are needed? </li></ul><ul><li>How can you teach those strategies? </li></ul>http://www.flickr.com/photos/phildowsing/2423170240/
  7. 7. Goal of Guided Reading <ul><li>Independent reading </li></ul><ul><ul><li>Acquire skills and knowledge required to read more difficult text independently </li></ul></ul><ul><ul><li>Apply strategies to make meaning from print </li></ul></ul>http://www.flickr.com/photos/wwworks/2874885989 / http://www.flickr.com/photos/judybaxter/2315408488 /
  8. 8. Reference <ul><li>Pinnell, G., & Fountas, I. (2007). The continuum of literacy learning, grades K-2: a guide to teaching . Portsmouth, NH: Heinemann. </li></ul>

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