- Introduce text ( sell it)
- Introduce skill focus
- Walk through gradual release model ( I do, we do, you do).
- Picture walk with student
- Read fro a purpose-state a question of what you want your students to look for while reading ( i.e. Why was the princess sad?, or What happened to the fish?, Who is the protagonists?” etc) – suitable for reader level.
- Examine Text
- Listen to the skill focus lesson-ask questions if needed
- participate in gradual release model
- Predict/share ideas in picture walk
- Listen to individual students as they read. Make formative assessment notes and gather information that will help in further learning and guided reading sessions.
- Help students when they are very stuck. Remind them of strategies learned to problem solve and De-code text.
- Read text quietly to self (Whisper Voice).
- Read for purpose. Find the answer to the question stated at the beginning.
- use strategies learned during mini lessons to help problem-solve and de-code text.
- Prompt students with questions that contribute to a guided conversation about the story.
- Try asking certain students questions about specific details, and inferencing of the text.
- Make observational/ formative assessment notes.
- Participate in conversation of the text.
- Retell parts if the story.
- Ask questions to rest of group to spark a conversation or clarify your own understanding.
– ** Guided reading is extra support for all students to help develop their individual skills. Benefits of guided reading shine when students feel engaged and have a positive attitude towards working collaborative, helping others in their group, and being open to learning from others in the group, Including the teacher. Teaching conversation skills and positive language will make the comprehension conversation at the end so much more rich**.
When setting up a space to instruct guided reading sessions, you may want to do this in a spot where you can also keep an eye on the rest of the class. A spot where you can easily scan and make sure students are on task and participating in the classroom rules and instructions.
The materials you will need are:
A Table and enough chairs: Ideally a table where you can easily support up to 5 students and have them work comfortably.
White Board and White board Markers: Something to write on and show students the skill focus of the lesson. where you can demonstrate a gradual release model of the skill.
Enough copies of the book: Each student is going to quietly read the text to self. They are reading for comprehension and meanwhile working on the skill demonstrated. Students will each need the book.
Formative Assessment Notebook/Files: While supporting students, you may want to make notes of student progress for next steps to further support their learning. Guided reading groups will often change as some students will struggle with different skills throughout the process. Guided Reading is a good opportunity to assess students for further learning.
1) Assessment: You are going to need to know what your students reading levels are, reading behaviours, strengths and stretches. You can use the NLPS assessments we learned, reading records, and any another assessments that will help draw any useful information about your students as readers.
2) Making your groups: By your assessment, Group 3-5 students at the same reading level and similar reading behaviours together. You are wanting students to work on strategies that will help them develop as independent readers while also able to comprehend the story. By grouping students with students at the same level, they have the opportunity to build from their skill level while working with other students to deepen understanding and have conversations about the stories and problem solving strategies.
3) Finding the right fit: Pick a book that would be of interest to the students and is at their reading level. (Librarians can help you). Make sure each student has a copy of the book. Every student will need a copy of the book so they can independently reading quietly to self as the rest of the group is doing the same.
4) Skill Focus: For each group of students, identify a skill(s) to introduce as a focal point of the lesson. Students are to practice this skill while they are reading the story for purpose.
5)Purpose of reading: Teachers must set a purpose for reading. This helps build the meaning and comprehension of reading stories. (i.e. what is the problem in the story? why is the character sad? Etc.) What are students to be looking for in the story? afterwards in the closing of the lesson, students are going to have a conversation about these questions and re-telling of story.
Guided Reading is a small group session (3-5 students) that is lead by the teacher. These small lessons allow students to get more support on their specific needs for reading development. Students are grouped with other students who are currently at the same reading level and have similar reading behaviours. Guided reading allows the teacher to help students focus on a goal (reading strategy), practice reading for meaning (fluency and comprehension), and learning to problem solve, all by getting more support from the teacher and working/having discussions with their group. Guided reading sessions only last for about 20 mins and at minimum be scheduled once a week. The ultimate goal of guided reading is to build independent readers.
by Clicking the Link Below, It will take you to a guided reading video of what a session generally would look like and unravel.
Video of Guided Reading
Welcome to my blog. For this inquiry assignment I am focusing on Guided Reading. Specifically, how to set up Guided Reading sessions and how to lead them as well. As I post feel free to comment and ask questions!