Guided Reading is a powerful and efficient way to differentiate and meet the specific needs of your children. It gives children a chance to problem solve and learn in a safe environment and it gives you a chance to build rapport with children.
A chance to meet the needs of all children in your classroom. In Guided Reading, you meet with groups of up to six children at a time who are reading at similar reading levels. A time to support children as they take on more challenging texts. During Guided Reading, children read from the same instructional level texts. These are texts that they can understand, but that still provide them with some challenges and opportunities to problem solve.
An opportunity for children to learn in a more comfortable, supportive setting with peers who are in need of the same skill. Guided Reading is a time to teach a skill that a group of children need to move forward in reading.
Not simply a time to reteach a skill taught earlier in your literacy block. A way for you to get to know your children as readers. If you are already doing Guided Reading in your classroom, take a few moments to think about how it is currently going.
Use these questions to reflect on your own practice. What is your role and the role of the children before, during, and after reading the book? Effective Guided Reading instruction depends on children reading texts at their instructional level. Almost every basal has selections at a wide range of text levels, so that one selection might be written at text level G, while the following one is at level M.
Therefore, using your basal as the only source of texts for Guided Reading will not be effective or successful. The importance of leveling the selections to make sure that they are appropriate for your readers cannot be overemphasized.
The number of times that a group meets with the teacher each week is dependent upon the number of groups in the class. Most teachers meet with three Guided Reading groups per day. That allows for 15 Guided Reading sessions per week. It is fairly common to have more than three groups in a class. Therefore, you will not be able to meet with every group every day. Meet with your highest support group every day.
Over time, you should be able to turn more of the discussion over to the children. You might want to use address labels or sticky notes that you can peel off and stick in the child's reading folder. Make sure, however, that the lables or sticky notes are large enough to write the important informatin on such as comments on problem solving, fluency, comprehension, your teaching point.
Classroom Instruction. Assess the students in order to place them in guided reading groups. Develop a schedule for guided reading groups. Decide how you will organize your anecdotal notes.
Word work should be about one to three minutes, strategies are taught as students read and then a quick teaching point may be made. Discussion will last different lengths of time depending on the level of text. It is critical that discussion covers all three ways of thinking: Thinking Within, Beyond and About the text at every level.
Grades PreK—K , 1—2 , 3—5 , 6—8. Establish Routines to Foster Independence Establishing routines at the beginning of the year is crucial. I show students what reading partners look like and sound like. Dive Into Instruction Divide your lesson into segments: before, during, and after reading. Students should not read round-robin, as they used to do. Instead, make your way around the group to work one-on-one with each student for a few minutes.
Different students will need different strategies—some may need support using first-letter cues, while others may need help monitoring their comprehension see sidebar. Monitoring Are you right? Does that make sense? Does it look right? Check it with your finger. Decoding Say the first part and check the picture. What would look right and make sense? Can you break it into parts?
Do you know another word that looks like this one? Fluency Try reading it without pointing.
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