Transcript GUIDED READING P-12 Loddon Mallee Region

GUIDED READING
P-12
Loddon Mallee Region
LITERACY ELEMENTS
• Read Aloud
SPEAKING &
LISTENING
• Write Aloud
• Shared Reading
• Shared Writing
• Guided Reading
• Guided Writing
• Independent Reading
OBSERVATION
&
ASSESSMENT
• Independent Writing
GRADUAL RELEASE OF RESPONSIBILITY
DEGREE OF CONTROL
Role of the
teacher
MODELLING
SHARING
GUIDING
APPLYING
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
The teacher continues
to demonstrate the
literacy focus,
encouraging students
to contribute ideas
and information
The teacher provides
scaffolds for students
to use the literacy
focus. Teacher
provides feedback
The teacher offers
support and
encouragement when
necessary
The student
participates by
actively attending to
the demonstrations
Students contribute
ideas and begin to
practise the use of the
literacy focus in
whole class situations
Students work with
help from the teacher
and peers to practise
the use of the literacy
focus
The student works
independently to
apply the use of
literacy focus
3
Pearson & Gallagher
Role of the
student
Donut
or
Inside Outside Line
WHAT IS GUIDED READING? WHAT IS
ITS PURPOSE?
GUIDED READING
Description
The teacher and a small group of students talk,
read and think their way purposefully through a
common text, working collaboratively.
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
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
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
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
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.
“ AUSTRALIA’S PRINCIPLE EXPORT IS
NOW COAL.”
Evaluative
Why do we export?
Literal
What is
Australia’s 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.
Countries need to export
to earn money from
overseas. “Australia, the
lucky country”.
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
Modelled Session- SNOOK
GUIDED READING
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
Does it look different across
year levels?
TAKING STOCK
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/teachingresources/english/literacy/default.
htm
Resources
• Catching onto ComprehensionPearson
• NAPLAN resources
• AIM resources