Guided ReadingIn guided reading, teachers work with a small group of students (three to six) who read at about the same level. During a guided reading lesson, teachers hand out individual copies of the text to all members of the group and begin the lesson by introducing the book and setting the purpose for the lesson. For early and emergent readers, the book introduction is often a picture walk, a way to activate background knowledge and clarify challenging vocabulary. Teachers will also observe, coach, and evaluate students reading development. Students are given texts based on their instructional reading level in order to match their reading ability. Teachers should select books that students can read with 90% accuracy. This allows students to focus on meaning but also use problem-solving strategies to figure out works they do not know, deal with difficult sentence structure, and understand concepts they have not encountered in print.
"The purpose of guided reading is for students to practice reading and using the skills and strategies that they have learned through read-alouds and shared readings. The teacher does not read the book to or with the students but instead prepares them to read it on their own. As previously mentioned, the teacher serves as a coach, providing scaffolding as needed to help students apply their skills to read and make sense of the text. The goal of guided reading is to help students move up to higher reading levels and become independent readers of increasingly difficult texts" (Wright, 2010, page 202). Student needs will vary in the classroom. Therefore, teachers provide flexible small groups to accommodate to each child's reading ability. There are various ways to determine a child's ability level, such as running records and teacher observations. "Since students’ progress at different rates, the teacher will need to have a plan for ongoing observation and assessment to track student growth, select appropriate texts, and to regroup students as their needs change" (Kreul, n.d. paragraph 5). Benefits for English language learners:
The steps for a guided reading lesson: Before lesson: Complete a picture walk, set the purpose for reading, introduce vocabulary, make predictions, and practice or extend on reading strategies taught in previous lessons. During reading: Guide students as they read, provide wait time, give prompts or clues as needed by individual students After reading: Strengthen comprehension skills and provide feedback Fountas and Pinnell offer the following suggestions for guided reading with ELLs (Wright, 2010, page 204):
In a guided reading lesson, teachers build a community of readers and writers in the classroom so the students are engaged and independent in meaningful and productive language and literacy opportunities (Fountas and Pinnell, 2012). In the picture above, you will notice that there are different sets of books for different reading groups. Effective teachers must select different texts for different groups of children. They must also provide students with texts that they can read proficiently in order for them to become successful readers.
In these two examples, you will see a classroom teacher working with 3-4 students during a guided reading lesson. Both of these video clips describe what to do before, during and after reading. You will notice that both teachers introduce the stories and assist the student's reading in a way that will help each child develop independent reading strategies. Most students cannot expand their reading abilities on their own, even if they are given time to read. However, with guided reading, students can expand on a reading comprehension strategy in order to show complete understanding of a text.
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Content examples
Math:
Teachers can create flexible small groups that allows students to work in their zone of proximal development. Before beginning the activity, students read a short passage about the mathematical concept/skill that is being taught. During this time, teachers can also re-teach, reinforce and expand on the concepts, strategies and skills being taught. Students are grouped based on their instructional level. This allows teachers to support each child's development of mathematical proficiency at increasingly levels of difficulty. This also gives students the opportunity to talk with their peers, ask questions and justify their mathematical thinking.
Teachers can create flexible small groups that allows students to work in their zone of proximal development. Before beginning the activity, students read a short passage about the mathematical concept/skill that is being taught. During this time, teachers can also re-teach, reinforce and expand on the concepts, strategies and skills being taught. Students are grouped based on their instructional level. This allows teachers to support each child's development of mathematical proficiency at increasingly levels of difficulty. This also gives students the opportunity to talk with their peers, ask questions and justify their mathematical thinking.
Here, the teacher is expanding the students knowledge by using manipulatives to support their thinking. Students are using the information gathered in the text to further explain the strategy/skill. By doing this, students are able to think critically to help them fully understand the concept/skill that is being taught.
Writing:
During a writing activity, teachers decide on a skill or strategy that they want to teach or reinforce based on student needs (in this case writing a persuasive letter). Students will first read the short story I wanna Iguana by Karen Kaufman, which is about a young boy who tries to convince his parents why he should have an iguana. After they are finished with the text, they will then use a graphic organizer to begin generating ideas. During this time, they must also choose a topic as well as identify a purpose and an audience. This lesson allows students to make connections to the guided reading activity as they brainstorm ideas to write their own persuasive letter.
Social Studies
During a guided reading activity, teachers can select a book that identifies community leaders and discusses the importance of establishing rules in their community. As a follow up activity, students will identify characteristics of leadership by researching the lives of great American leaders.
Science
Teachers will break students into small groups based on their reading level. In these small groups, students will read a short story on the water cycle. Students will first take a picture walk and make a prediction based on the illustrations, headings and graphics. After students are done reading the text, the teacher will ask follow up questions to ensure they comprehended the text.
During a writing activity, teachers decide on a skill or strategy that they want to teach or reinforce based on student needs (in this case writing a persuasive letter). Students will first read the short story I wanna Iguana by Karen Kaufman, which is about a young boy who tries to convince his parents why he should have an iguana. After they are finished with the text, they will then use a graphic organizer to begin generating ideas. During this time, they must also choose a topic as well as identify a purpose and an audience. This lesson allows students to make connections to the guided reading activity as they brainstorm ideas to write their own persuasive letter.
Social Studies
During a guided reading activity, teachers can select a book that identifies community leaders and discusses the importance of establishing rules in their community. As a follow up activity, students will identify characteristics of leadership by researching the lives of great American leaders.
Science
Teachers will break students into small groups based on their reading level. In these small groups, students will read a short story on the water cycle. Students will first take a picture walk and make a prediction based on the illustrations, headings and graphics. After students are done reading the text, the teacher will ask follow up questions to ensure they comprehended the text.
Resources:
Fountas, I.C., & Pinnell, G.S. (2012). Prompting guide part 2: For comprehension. Portsmouth, NH: Heinemann.
Guided Reading in a 3rd Grade Classroom. (2012, October 10). Retrieved September 30, 2015, from https://www.youtube.com/watch?v=NBy6Bgo7lvg
Guided Reading with Jenna: Small Group Guided Reading. (2011, July 14). Retrieved September 30, 2015, from https://www.youtube.com/watch?v=y9F_AV4Yhbk
Kreul, M. (n.d.). Guided Reading in the Primary Classroom | Scholastic.com. Retrieved September 30, 2015, from http://www.scholastic.com/teachers/article/guided-reading-primary-classroom
Wright, W. E. (2010). Foundations for teaching English language learners: Research, theory, policy, and practice. Philadelphia: Caslon Pub.
Fountas, I.C., & Pinnell, G.S. (2012). Prompting guide part 2: For comprehension. Portsmouth, NH: Heinemann.
Guided Reading in a 3rd Grade Classroom. (2012, October 10). Retrieved September 30, 2015, from https://www.youtube.com/watch?v=NBy6Bgo7lvg
Guided Reading with Jenna: Small Group Guided Reading. (2011, July 14). Retrieved September 30, 2015, from https://www.youtube.com/watch?v=y9F_AV4Yhbk
Kreul, M. (n.d.). Guided Reading in the Primary Classroom | Scholastic.com. Retrieved September 30, 2015, from http://www.scholastic.com/teachers/article/guided-reading-primary-classroom
Wright, W. E. (2010). Foundations for teaching English language learners: Research, theory, policy, and practice. Philadelphia: Caslon Pub.