Transcript Understanding and Planning Guided Reading in the

Understanding and Planning
Guided Reading in the
Intermediate Grades
“The aim of guided reading is to develop
independent readers who question, consider
alternatives, and make informed choices as they seek
meaning.”
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What does it mean to “read”
a text?
 Identify and understand the important
information
 Connect personally
 React to the text emotionally
 Derive the author’s precise meaning
 Reproduce the author’s intended syntax
and phrasing
 Incorporate meaning in text to your own
knowledge
 Make inferences
Rationale for Guided Reading
To meet the varying instructional
needs
To expand their reading powers
To challenge and support
To learn how to overcome difficulties
To demonstrate how
To engross them in reading
The Role of Guided Reading
One one part; Critical
Reading Workshop
• Independent
• Guided
• Literature Study
Similar reading behaviors
Fine tune the needs of the group
Working in the “Learning
Zone”
What the learner can do
independently
What the learner can do
with the support of an
expert
Learning Zone
Overview
Designed to learn how to process a
variety of texts
Small group
Teacher selects text
Engaged in discussion
Teaching point
Extension
In Summary
 New opportunity to become better
readers
 Highly focused instructional
segment
 Teach them how to process text
 Before, during, after
 One book may last 3+ days
Planning for Guided Reading
Basic Materials
Planning
Lesson Frequency
Number of Texts
Classroom Management
A Framework for Guided
Reading
Selecting the Text
Introducing the Text to Students
Reading the Text
Discussing & Revisiting the Text
Teaching for Processing Strategies
Extending Understanding (Optional)
Word Work (Optional)
Basic Materials
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Table
Small whiteboards
Dry-erase markers
Magnetic letters
Sticky notes
Pencils
Book sets
Easel
Story maps or webs
Journals
ACCESSABILITY
Lesson Frequency
Create a system where you meet
regularly
Lower achieving groups need more
guidance
• Daily
Higher achieving groups can do more
on their own (Check-In)
Plan in weeklong chunks
Selecting the Text
Based on 3 kinds of knowledge
• Detailed info on the readers in the group
• Strengths & weaknesses
• Familiarity with the available texts
• Slightly more difficult than independent
reading
• Knowledge of the reading process &
general principles of reading
development
Number of Texts
One book for guided
One book for independent reading
USE CAUTION
Instead:
Use short texts
Text in guided reading can be used
for independent
Classroom Management
A Good Management system is a prerequisite for
guided reading
 Reading self-selected or assigned texts
independently
 Writing in response journals
 Reading texts for literature study
 Complete assigned tasks related to guided
reading instruction
 Work Stations
 Teach routines: Demonstration, Practice,
Feedback
Planning
Refer to notes on students
Refer to running records
Read book with your readers in mind
Plan introduction
Materials are organized
Reflect on lesson
Components of a Lesson
Introducing the Text to Students
Reading the Text
Discussing & Revisiting the Text
Teaching for Processing Strategies
Extending Understanding (Optional)
Word Work (Optional)
Advantages
Allows for better planning and
efficiency
Helps students know what to expect
Internalize a way of working together
and can focus on text
Provides for different kinds of
learning in different ways
Creates a solid base from which to
build comprehension
Seeing the Lesson as a
Whole
All teaching in a guided reading
lesson is directed toward
helping children develop a
system of strategies they can
use to construct meaning
while reading.
Attitude is everything!
Essential Elements of Guided
Reading
Teacher’s Role vs. Students’ Role
• Before
• During
• After
Fast paced & productive
Self-Assessment for Teaching Guided
Reading
Think about where you are in the
process.
Eight Dimensions of Guided Reading
Self Check
What resources and support
do you need?
Suggestions for Professional
Development
 Summarize what you have learned in this
meeting that will change your teaching in
guided reading.
 Set goals for the next couple of weeks.
Brainstorm how I or others on your team
can help you achieve your goals.
 Continue your self-evaluation.