Guided Reading
Guided reading is a time within the literacy
block, where students are grouped together based on the text level or skills
needed. When first creating guided reading groups, you want to determine your
students instructional reading level. This means that students reading accuracy
score would be 90-94% . This is important so that students can extend their
learning by reading texts that are on the edge with regards to challenge level.
Guided reading is also flexible in the sense that students are constantly
moving to a new makeup of groups. Guided reading is actually the second lesson
of the day within the literacy block, and should last approximately 20-30
minutes. During the literacy block, teachers should plan to meet with three to
four groups per day. The aspect that makes guided reading so intriguing to
teachers, is that students have their own leveled materials, which really
allows teachers to apply differentiated instruction throughout their lessons.
Guided Reading from the researchers Fountas and Pinnell:
According to researcher, Anita Iaquinta
within the article Guided Reading: A Research-Based Response to the
Challenges of Early Reading Instruction, guided reading is a teaching
approach that has three core aspects. Those three aspects include meeting the
array of students needs within the classroom, teaching students to continually
read increasing texts with fluency and understanding, and to construct meaning
from the text while using strategies. Guided reading is beneficial to students
because it allows texts to be explored in a deeper, more meaningful way. For
example, students can think about texts in three ways such as within, beyond,
and about the text. Within the text, students can monitor, use searching for
information, and summarizing. Beyond the text, students can make connections,
use prediction, synthesize, and can infer. When thinking about the text,
students can analyze and critique the authors purposes, the flow of the text,
and the word choice (Laquinta, 2006).
Within the online text of Guided
Reading: Making it Work, the authors Mary Browning Schulman, and Carleen
DaCruz Payne, state the importance of using assessment data to group
students together. However, one key aspect to guided reading is that the
grouping are flexible, and require systematic data to be constantly occurring. Groups
can be put together depending on the developing skill or by the text level the
students are on (Browning, and DaCruz , 2000).
Structuring a Guided Reading lesson:
Before
reading:
1. Selecting the text - Teachers
must choose text that is on the group's instructional reading level.
2. Introduce the text - Explain
important ideas and concepts through a picture walk, and then point out
certain details to the text such as access
features, descriptive words etc.
During
reading:
Read the
text - Students read the
text silently or quietly by using whisper phones. During this time, the teacher
listens to students and provides support on strategies/skills.
After
reading:
1.
Discuss the text - Students discuss the text.
Ultimately, this aids students comprehension of the text.
2.
Teaching Points - During this time, the
teacher would use text dependent questions.
3. Word
Work - When working on word work,
teachers are helping students to become more flexible and knowledgeable when
working with words.
Question:
Within the article Guided Reading: The Romance and the
Reality, the authors Fountas and Pinnell state the importance of using
assessment data to guide teaching. What are three aspects that you can assess
by using running records within the classroom?
Great Literacy Rich Blogs!
Citations:
Browning Schulman, M., & DaCruz Payne, C. (2000). Guided
Reading: Making it Work. Retrieved June 18, 2015, from
https://books.google.com/books?id=yQzGpF85HGYC&pg=PA160&lpg=PA160&dq=guided
reading using assessment data to group students together.&source=bl&ots=AKdT4RXrsS&sig=XhGKUH-Dad1bagKHsN_blPxY2UU&hl=en&sa=X&ei=0kyCVfjsG8v1-AGNv4PICQ&ved=0CDYQ6AEwBA#v=onepage&q
Fountas, I., & Pinnell, G. (n.d.). About Leveled Texts.
Retrieved June 18, 2015, from
http://www.fountasandpinnellleveledbooks.com/aboutleveledtexts.aspx#GR
Fountas, I., & Pinnell, G. (2012). Guided Reading: The Romance
and the Reality. The Reading Teacher, 66(4), 268-284.
Iaquinta, A. (2006). Guided Reading: A Research-Based Response to
the Challenges of Early Reading Instruction. Early Childhood Education Journal,
33(6), 413-418. doi:10.1007
Three aspects that teachers can asses are how well the student is doing, how the student self- monitors, and what areas the student may be struggling in. I personally believe that taking reading running records not only helps with this, but that it also is a fast way for teachers to make anecdotal records. Teachers can gather important information in a matter of minutes about how their student is doing, and they can use this information to improve their lessons. According to the website teachervision.com, students show significant improvement in their reading skills when teachers use reading running records to assess where they are struggling. This website shows facts that explain that when students are assessed this way, teachers can see where the student may be struggling, for example, decoding or using context clues, and can adjust their lessons to meet the students needs. I believe that all teachers should use reading running records, because they are a great way to see what your students know, as well as to assess a students progress. Reading running records can also be used to show parents how well he student is doing, or areas where they may need help. Overall, using reading running records can help teachers in many different ways.
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