Edu 354 Week 6-1 Watch the Video – “Reading and Writing Workshop” https://www.youtube.com/watch?v=ShYkXPXb3Fo Introduction to Guided Reading: What Is Guided Reading? Guided reading is an approach
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Edu 354 Week 6-1
Watch the Video – “Reading and Writing Workshop”
https://www.youtube.com/watch?v=ShYkXPXb3Fo
Introduction to Guided Reading:
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Order Paper NowWhat Is Guided Reading?
Guided reading is an approach used by teachers to meet the various instructional needs of all students in the classroom. The goal of guided reading is not to teach a selected book, but to teach students reading strategies they can apply to all books.
My guided reading lessons allow me to work with small groups of students at similar levels of development. I use texts that are carefully matched to each group’s unique needs. During my guided reading lessons, I provide instructional support to build reading strategies and increase independence. I have six different guided reading groups in my class. I try to meet with two to three groups a day. Each group is assigned a color and called to meet with me during literacy stations and centers. I also use a notebook to record student progress. My guided reading lessons generally last 20 to 30 minutes. The goal of my lessons is to help students become confident, proficient readers who love to read.
Steps for Guided Reading
Let’s take a look at three steps you need to take to implement a great guided reading lesson in your class.
Step One
Determine your objective for the lesson. I teach the same reading strategies using various leveled texts. Here are some of the skills and strategies I use during guided reading instruction:
Step Two
Select reading materials that match the instructional level of your student groups. Visit the Guided Reading Book Lists for leveled books — for every level reader — you can use during your guided reading instruction.
Step Three
Plan before-reading, during-reading, and after-reading activities.
Before-ReadingDuring-ReadingAfter-Reading
After reading the text, I do a short mini-lesson with my students. This is the time when I focus on the strategies and/or skills I’ve selected for the lesson.
3. Read the article-
http://woodard.latech.edu/~kklopez/EDCI424/Comprehension/WritingAGuidedReadingLessonPlan.pdf
4. Using the text, Feeding Time at the Zoo-
http://www.wilbooks.com/free-resources/online-books/2085.html
*Design a guided reading plan (using the attached template)
Edu 354 Week 6-1 Watch the Video – “Reading and Writing Workshop” https://www.youtube.com/watch?v=ShYkXPXb3Fo Introduction to Guided Reading: What Is Guided Reading? Guided reading is an approach
Guided Reading Planning Template Common Core Standard(s) Objective: What reading skill, strategy or behavior will you teach? Why are you teaching this to this group on this day? How will it help them as readers? Classroom Culture Introduce or review: Language, Procedures, Responsibilities BEFORE READING Set purpose for learning: What, Why, & How (from Objective above) Introduction: Depending on purpose, vary the length and type of book introduction by reading stage (info on reverse) Demonstrate teaching point: model, thinking aloud, and explaining Introduce/Review an Element of Classroom Culture DURING READING Briefly confer with one reader at a time, while other students are reading & practicing the strategy/skill on their own. While conferencing: Listen, observe, and take notes on what the readers are doing well & what they need support with. Affirm student’s problem solving attempts and successes Reinforce the teaching point and/or teach a different reading behavior, skill or strategy (as necessary) Provide prompts and reminders to use strategies AFTER READING Discuss and respond to the text Reinforce teaching point & link to independent reading Word work (optional) Extensions (optional) First Grade ELA Common Core Standards http://www.corestandards.org/ELA-Literacy/RL/1/ Additional Information: G uidelines for Book Introductions Emergent Readers: Levels A-C. A thorough introduction is recommended, including a book walk using explicit language readers will find in the text Early Readers: Levels D-I. A detailed introduction, but not a complete walk through, is necessary. The group can look over a few pages but discussion will not include a preview of what the actual text says. Transitional Readers: Levels J-N. Offer a brief introduction. This can include looking at text features (back cover, table of contents, title, etc.) for clues as to what the book will be about, making connections to books by the same author or in the same genre, and/or making personal connections. Fluent Readers: At Level O and Above Only a minimal introduction is necessary to refine and internalize students’ reading strategies.
