Guided Reading (GR) in English has been approved as an effective strategy of teaching reading skills such as fluency and comprehension. The presenters will discuss how Chinese as a Second Language (CSL) teachers can build up GR into Chinese reading instruction.

1. 中⽂指导性阅读
Guided Reading in Chinese
Donghong Wang
Chinese Curriculum Coordinator Hopkins XinXing Academy
NCLC 全美中⽂⼤会2016
Zhining Chin
Chinese Language and Culture Advisor
of XinXing Academy
Vicki Cheng
Author and Chief Editor of “It’s My Book”

2. 英⽂指导性阅读 Guided
Reading by Founts and Pinnell)
英⽂指导性阅读提
供
有效地教授阅读
技能的原则
详细的实践总结
可为中⽂阅读教
学借鉴
• Provide instructional bases for
Guided Reading in Chinese
• Instructional strategies
of teaching reading
skills effectively
• Detailed summary of
classroom practice
• Can be used in
Chinese Reading
instruction

3. 学⽣早期阅读技能发展流程
Early Reading Skill Development
1.
Previous acquired
knowledge (oral)
2.
Learn about
the structure of
language
3.
) Learning
about print
4.
Understand meaning
and language
structure visually
5.
Use
problem-solving to
know new word in
context
6.
Build a
system of known words to
learn the new text.

4. 教师的任务 Teacher’s Role
在早期阅读教学中的主
要任务
• 提供示范与讲解，
• 提供适合的阅读材
料给予反馈
• 鼓励学⽣在阅读过
程中的交流与互动。
In early stage of reading,
the major tasks of teaching
are:
• Provide demonstration
and explanation
• Provide proper reading
text and feedback
• Encourage and engage
students’ interaction in
process of reading

5. 指导性阅读的特点
Key Elements of Guided Reading
• 因材施教：选择适合学⽣程
度的书籍
• 小组阅读：阅读⽔平相当的
学⽣4-6⼈
• 教学时间：15-20分钟，练
习已经学过的阅读理解的技
能和⽅法
• 阅读材料：⼈⼿⼀本
• 学⽣自主阅读
• 教师观察、聆听并提供指导
• Teacher-supported reading of texts at
students’ instructional level
• Small group instruction of 4-6 students who
share common instructional needs and
reading level
• 15-20 minute lessons allowing
students to practice previously
introduced skills
• Texts are teacher-selected and each
child has his/her own copy of the book
• Each student reads the text
independently to him or herself
• The teacher listens to each student
read and acts as a guide to reinforce
previously taught skills

6. 指导性教学课堂实践
Instruction Strategies for GR
• 教学前期 Before Instruction
• 教学中期 During Instruction
• 教学后期 After Instruction

7. 教学前期
Before the Guide Reading
• 利用多种测试决定学⽣的阅读能⼒
• 按照学⽣阅读能⼒，把学⽣分成
4-6⼈小组
• 选择适合各小组阅读的书籍
• 制定⼀个班级各个小组的阅读计划
• 决定其他学⽣做什么

9. 其他学⽣做什么？
What are the other students doing?
• 自⼰阅读
• 互相阅读：读给同伴听
• 聆听时间：录音机、iPad、电脑等
• 科学／故事⽹站：听故事、读故事
• 字词练习：拼音、笔画、偏旁、部首、组词、造句
• 写字活动：书法练习（⽑笔、瓷砖、⽔）
• 读书报告／笔记／画画：
• 列⼗个名单 ：如：列⼗件你最想做的事／列⼗个天⽓词汇／⼗
个与颜⾊有关的成语／⼗ 个有趣的动词／⼗个你想和爸爸妈妈
⼀起去的地⽅
• 写作活动：每周漫画，周记

10. 教学中期
During the Reading
• 复习上次读过的书
• 介绍新书：书名、作者、插图、封面、封底
• 学习⽣字／词：利用字卡
• 看图画：提问题，回答问题，训练阅读技巧
⽅法
• 自⼰阅读：读时用⼿指指着每⼀个字小声读
• 句型练习：用重点句型练习说话
• 复读故事：复读最后⼀页⽂字

11. 阅读理解的⽅法
Teach reading comprehension
• 预测：想⼀想接下来会发⽣什么？
• 提问：阅读的时候要问问题：谁？什么？在哪里？什么时间？为什么？
你看见什么？你好奇什么？你为什么这么认为？等。
• 想像：在阅读的时候，按照你的理解在脑⼦里构造出⼀幅图画。可以
用这些例句来引导学⽣：“我看见_因为__”，“我想它闻起来像__因
为__”，“我觉得__因为__”等
• 检查理解：阅读的时候问问自⼰：“这个合理吗？是这样的吗？”
• 推断：引导学⽣用已知事实推测出故事中没有说明的事情。“我可以
说__因为__
• 联系：阅读的时候联系自⼰、其他的⽂章，或世界上发⽣的什么事情。
• 总结：用自⼰的话总结故事的内容：“这是关于__”
• 评估：讲讲你的想法和原因：“我同意／不同意__因为__”

12. 教学后期
After the Reading
• 复读故事：复读最后⼀页⽂字（自⼰读、轮流读
等）
• 复述故事
• 看图讲故事
• 角⾊扮演
• 画⼀幅画
• 故事内容图片排序／句⼦排序
• 理解问答
• 读书笔记

16. 指导性阅读示范教学录像
Hopkins新星小学幼⼉园的学⽣
进⾏指导性阅读活动。
The Kindergarten students of XinXing
Academy, Hopkins Schools in
Minnesota are doing the Guided
Reading in Chinese.
(Instructor) Donghong Wang

17. Hopkins新星小学幼⼉园的学⽣进
⾏指导性阅读活动。
The Kindergarten students of XinXing
Academy, Hopkins Schools in Minnesota
are doing the Guided Reading in Chinese.
(Instructor) Donghong Wang
指导性阅读示范教学录像

18. 培养阅读技能必须通过阅读⼤量的书籍⽽实现
A large variety of text organized by level of difficulty
build frequent reading skills.
教师需要
• 选择合理的阅读材料：书籍是否
太容易，或是太难？
• 太容易：没有能让学⽣进⾏承上
启下的学习机会。
• 太难：学⽣就⽆法开展承上启下
的学习活动。
• 经验表明学⽣在指导和帮助下⽆
法正确阅读该⽂中90%的⽂字，
即为太难⽽不合适
• 帮助学⽣⼀步⼀步⾛过掌握阅读
技能的环节
• 培养他们的思维和学习能⼒
• 最后培养独立阅读的能⼒
What teachers need to do:
• Select proper reading text, too
hard or too easy ?
• Too easy: will lose the problem
solving opportunities to learn new
words.
• Too hard: won’t let students to
process what they read.
• Rule of thumb: if readers can not
read words 90% accurately, the
text is too difficult.
• Support student to master one
step at a time to learn the reading
skills.
• To build their ability of thinking
and learning.
• To support them become an
independent reader.

19. 指导性阅读与合理的分级阅读书籍
Guided Reading and proper leveled
reading books
• 分级阅读书籍是指导性
阅读教学的基⽯
• 指导性阅读教学通过分
级读物培养自主的阅读
能⼒
• ⼆者缺⼀不可
• 缺乏合理的中⽂分级阅
读书籍是对外汉语阅读
教学发展的主要障碍
• Proper leveled books are
fundamental for guided
reading instruction.
• In GR lessons, students
develop the independent
reading skill through leveled
reading materials
• These two components rely
on each other.
• Lack of proper leveled reading
books in Chinese is the major
obstacles promoting reading
skills for CSL

20. 何为合理的分级读物
Properly leveled Reading Materials
• ⾼标准制定的从易到难的中⽂阅
读体系
• 阅读⽔平由多种阅读元素结合⽽
定：⽂章总字数，⽣字词数，句
型结构与句⼦长短等。
• ⽂章的关键字与句型的出现根据
教学顺序和语⾔发展标准⽽定。
• 读物的⽣字词有合理的重复
• 插画加强对⽂字和内容的理解。
• 阅读内容保持合适的长度配合指
导性阅读的教学。
➤ A sequence of high-quality, engaging
text that supports individual progress on
a scale of text difficulty
➤ Reading text is leveled according to
various parameters, including total
character count, number of new words,
sentence patterns, sentence length, and
sentence complexity.
➤ The characters being used are repeated
logically to built reading fluency and
words comprehension.
➤ Illustration are designed explicitly for the
purposes of interpreting the words and
content.
➤ Keep story a proper length in each level
that students can finish reading in a
instructional setting.

21. 创建均衡的语⾔环境
Build A Balanced Literacy
• 教学标准要求学⽣能够掌握各种形
式和内容的⽂字表达
• 阅读范畴包含多种⽂体和⽂字形式：
⽂学性与非⽂学性
• ⽂学性包括神话，现实和历史⽂学，
科幻和传统经典，幽默和民间⽂学
• 非⽂学性包括信息内，新闻报道，
“怎样做？”之类说明，⼈物传记，⼴
告、留⾔、日周记，信件、短信，
食谱、菜单、发票、表格等等
• 学科性⽂章包括：自然科学，社会
科学，⽂学艺术，诗歌散⽂，数学、
等
• Language Arts standards
require students to read a big
variety of literature
• Fiction and Non-fiction are all
included.
• Fiction: Realistic & historic,
fantasy & science fiction,
mysteries, folk story & fairy
tales;
• Non-Fiction: information Text,
“how to” books,
biographic,notes & letter.
• Content areas: science, social
science, math, language, art.

22. 《这是我的书》“ It’s My Book”
The first of this
kind the Guided
Reading in
Chinese

23. Questions & Answers
Thank you for coming and keep in
touch!
Contact us with email:
Donghong Wang
donghong.wang@hopkinsschools.org
Zhining Chin chin.zhining@gmail.com
Vicki Cheng vicki.y.cheng@gmail.com