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Guided Reading in the Classroom

Training Presentations
by

Diana McCormick

on 5 December 2014

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Transcript of Guided Reading in the Classroom

Surprises!
Introducing Guided Reading
So what is Guided Reading?
Gradual Release of Responsibility Model
An Overview of Guided Reading
Teacher introduces stories, strategies, and concepts within group to increase independent application in appropriate leveled text.

Children are grouped according to similarities in reading development and instructional reading levels.
Every child reads and is supported by teacher.
Guided Reading sessions occur once or twice a
week with each group.

All children work at the same instructional level and read the same book chosen by the teacher.

Teacher works with 4-5 children in each group.
Emphasis is on
strategic problem solving within appropriate leveled text, focusing on a variety of decoding, fixing up and comprehension strategies.
Why Should you use Guided Reading?
It allows children to practice previously taught decoding and comprehension strategies
It allows children to use a variety of increasingly complex texts to apply successful reading strategies independently, in a supportive environment
It allows teachers to observe, assess, and provide feedback to individual children as they demonstrate their learning

It empowers children to become proficient, independent and confident readers who question, reflect and make informed choices as they seek meaning from a text
It addresses the reading strands from the English Curriculum and First Steps objectives
It meets the specific needs of individual children
In Mind in society, Vygotsky recognized that children learn through social interaction, both with the teacher and with peers.

Guided reading allows teachers to work in what Vygotsky refers to as the child's zone of proximal development. This is the zone between a child's actual development level
(i.e., what a child already knows or can achieve independently) and what he or she has the potential to achieve with teacher support.
Comparing a balanced and unbalanced reader
On a variety of texts
Motivation
Fluency
Comprehension
Vocabulary
Phonological
Awareness/Phonics
Components of Reading
http://pdst.ie/node/2907
Motivation refers to a child’s eagerness and willingness to read. The National Literacy and Numeracy Strategy, Literacy and Numeracy for Learning and Life (2011), states that positive attitude and motivation are vital for progression in literacy and numeracy. It also states that “… all learners
should benefit from the opportunity to experience the joy and excitement of getting ‘lost’ in a book (in both paper based and digital formats)” (p. 43).

“The ultimate objective of reading is comprehension or the reconstruction of meaning” English Curriculum, Teacher Guidelines
The teaching of reading needs to include a range of comprehension strategies. Comprehension strategies can be defined as the ‘mental processes’ that good readers use to understand text. These strategies need to be explicitly taught towards developing independent readers who engage meaningfully with text.
The process of comprehension begins before we start to ‘read’ and continues even after the ‘reading’ is finished.

Vocabulary development is the enrichment and extension of pupils’ word knowledge and understanding.
Vocabulary consists of the words we understand when we hear or read them understand when we hear or read them (receptive vocabulary) and words we speak or write (expressive vocabulary).
We build vocabulary by picking up words that we read or hear and through direct instruction from teachers or other professionals.
Two Important Definitions:
Phonological Awareness

Ability to recognise, combine and manipulate the different sounds of spoken words
Phonics

The combination of (letters) in written language and phonemes (sounds) in spoken language and how to use these correspondences to read and spell

Guided reading is an important component of a balanced literacy program. It is the bridge between modelled reading, shared reading and independent reading.
Guided reading is an instructional
approach that involves a teacher working with a small group of students who demonstrate similar reading behaviors and can all read similar levels of texts. The text is easy enough for students to read with the teacher's skillful support. The text offers challenges and opportunities for problem solving, but is easy enough for students to read with some fluency. Teachers choose selections that help students expand their strategies.
Guided Reading was pioneered in New Zealand in the 1960s. It was developed by two literacy educators Myrtle Simpson, an inspector of schools, and Ruth Trevor, the National Adviser on Reading. Their work formed part of a 1972 N. Z. handbook: Suggestions for Teaching Reading in Primary and Secondary Schools.
Fluency is the ability to read aloud with expression to demonstrate an understanding of the author’s message” (Department of Education and Training in Western Australia, 2004, p.30)
According to Mc Kenna & Stahl (2009) the three key components of reading fluency are accurate word recognition, automaticity, appropriate rhythm and intonation of speech.Each component affects comprehension in a different way.
Accurate word
recognition:
In order to improve reading fluency pupils should be reading at their instructional reading level i.e. 90% - 95% accuracy.
Automaticity
This is the ability to read words without conscious decoding. Here your reading allows you to read words fluently so that you can concentrate on comprehending the text. Mental energy is required for decoding meaning therefore very little mental energy may be left for comprehension.
Rhythm and intonation:
this is also referred to as prosody and concerns the ability to read with some sort of inflection. It often prosody indicates a child’s level of understanding about the parts of speech contained in a sentence which is in essence a lower order form of comprehension.
Guided Reading
in action
Plan for the day
8:45-10:00
Introducing Guided Reading
10:15-11:45
Assessment for Learning
12:30-2:00
Grouping & Using Levelled Books
I hope by the end of today you will be able ...
describe the major elements of guided reading
understand the importance of guided reading in a Balanced Literacy Program
select appropriate assessment to inform reading instruction
use running records effectively
create and work with dynamic groups
utilize leveled books
What Makes a good reader?
The main goal of guided reading instruction is to develop competent life-long readers who are able to think critically about what they are reading.
In order to meet this goal we must first think about what is involved in reading. What makes a good balanced reader? From this we can begin to think about what should be taught during guided reading sessions.
http://www.pdst.ie/Guided-Reading
Full transcript