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Guided Reading

Guided Reading

Chrissy Erpelding

on 7 March 2013

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Transcript of Guided Reading

photo credit Nasa / Goddard Space Flight Center / Reto Stöckli Guided Reading Guided Reading Teaching Sequence Emergent Reading Behaviors:
Scholar Demonstrates These Skills:: Emergent Reading Behaviors:
Scholar Demonstrates These Skills:: Pictures clues to predict word meaning
Semantic meaning clues to predict events
Punctuation to help with fluency and comprehension
Predicts "what else would make sense"
Familiar patterns and rhyme
Retells events in story that indicates understanding How to Put Scholars into
Guided Reading Groups The teacher must know the background knowledge of the scholars.

This is accomplished by first reviewing previous standardized test results and then the teacher would perform my own assessment on the scholars afterwards placing them in the proper small group for guided reading. Teachers must continually make assessments and follow up with the scholars progress in areas "such as strategy use, fluency, self-monitoring, and correcting" (Graves, 2011, pg 299). This is when teachers can reassign scholars to new guided reading groups. Teacher's Key Actions to Ensure Success Observe Scholars
Document Scholars' development
Assist the Scholar as required
Continue to assess Scholars, ensuring proper group placement
Repeat, this is a very dynamic process
Teacher's Role in Guided Reading Framework for Guided Reading Components
build Comprehension
Selecting the text
Introducing the text
Reading the text
Discussing and revising the text
Teaching for processing strategies

In a balanced literary program what you teach is as important as how you teach!
Anita Iaquinta, 2006 What is Guided Reading? Guided reading is a teaching approach used with all readers, struggling or independent, that has three fundamental purposes; to meet the varying instructional needs of all the students in the classroom; to teach the students to read increasingly difficult texts with understanding and fluency; to construct meaning while using problem solving strategies to figure out unfamiliar words that deal with complex sentence structures.
Anita Iaquinta, 2006 Mastery will unlock the
Universe for your Scholars! 1. Reread familiar text
2. Set the scene
3. Picture Walk
4. Reading the text
5. Returning to the text
6. Partner reading
7. Responding to the text If the teacher needs to read the book "to" the children, then the book is too difficult. IMPORTANT TO REMEMBER! Guided Reading = Small Groups Homogeneous small groups focus on
Learning Needs
Process Texts
Scholars receive specific instruction focused on their current level of needs The length of each of these steps depends on the scholar's development in the areas of emergent reading, early reading, or fluent reading behaviors. Author, illustrator, and title pages
Left to right
One-to-one correspondence of spoken to written word to printed word
Semantic: picture clues
Letter/Sound Match
Recognize initial consonates
Limited sight word vocabulary
Punctuation and its purposes -Betty Jo Evers, 2007, pg 221 Fluent Reading Behaviors:
Scholar Demonstrates These Skills: Self-corrects
Integrates clues: phonic, meaning, and structure
Building vocabulary
Uses questioning before, during, and after reading
Text-to-text connections
Developing fluency in oral reading -Betty Jo Evers, 2007, pg 221 -Betty Jo Evers, 2007, pg 221 Accomplished Guided Reading Goal & Mastery of the Universe! The reader will discover more about the process of reading while reading. As scholars develop this knowledge they:
Search for cues
Discover new things about the text
Check one source of information against another
Confirm their reading
Solve new words using multiple sources of information

Accuracy, speed, and fluency increases as they become experts in reading Betty Jo Evers, 2007, 220
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