GUIDED READINGP-12Loddon Mallee Region

Revisit Shared ReadingIn your head, think - what have you stopped doing what

have you started doing and what has stayed the same?

Share with a partner

Comments?

22nd June

9 – 11 amHere to support

Book with Penny

GUIDED READING Description

The teacher and a small group of their students purposefully

talk, read and think their way through a common text,

working collaboratively.

LITERACY ELEMENTS

• Read Aloud

• Shared Reading

• Guided Reading

• Independent Reading

SPEAKING & LISTENING

OBSERVATION&

ASSESSMENT

• Write Aloud

• Shared Writing

• Guided Writing

• Independent Writing

GUIDED READING Description

The teacher and a small group of students purposefully

talk, read and think their way through a common text,

working collaboratively.

GUIDED READING Classroom Indicators- Instruction

Teachers:•group and regroup students using ongoing observation and assessment•carefully plan strategic reading instruction and explicitly teach small groups of students•select texts appropriate for the common instructional needs of the group•promote active engagement in thoughtful group discussion

Time scheduled daily - each group approx. 20 minutes

GUIDED READING Classroom Indicators- Instruction (Continued)

• Teacher prompts and assist students to:• engage in text orientation and activate prior

knowledge, connections and thinking• deepen comprehension• develop prediction skills and understanding of

the reading and writing processes • use other students to help solve problems• question ideas of the author• ask questions a reader asks when reading

Guided Reading is NOT• Round Robin Reading• Taking in turns to read• Reciprocal reading/teaching• Silent reading and completing comprehension

questions• A group of students working together on the same text

without their teacher• A group of students working with another adult• Staying in the one group all year or term

Decisions

• Who are we going to work with? (Grouping)

• What are we going to teach them (focus)

• What are we going to use? (Texts)

Decisions

Focussed, deliberate observations

• Independent Reading Conferences • Reading Response Journals• Observations during whole class sessions • Previous Guided reading sessions• On Demand: Adaptive, Linear or Progress reports • Teaching for Strategies

Shoulder talk

How do we identify an instructional focus?

• Guided Reading Observations

• Ondemand: Adaptive Linear Progress report• • Reading Response Journal

• Classroom observations

• Other formative assessments

• Independent Reading Conferences

• Teaching for Strategies

GUIDED READING Classroom Indicators- Resources

• Adequate variety of texts in multiple copies - a set of 6 copies and an additional copy for the teacher

• Naplan and Aim books• Write Time for Kids cards• Catching onto Comprehension pages• Sets of guided reading books• Newspaper articles• Maps• Diagrams

What are the other students doing?

The rest of the class is actively engaged in reading that they can do without support. They are practising

• Reading independently• Working on reading tasks which reinforce a prior teaching

focus• Working on texts to practise comprehension strategies• Working on texts to practise reading strategies• Responding to texts they have read or are reading• Listening to quality literature being read aloud

How Do We Select Appropriate Text?

• Based on instructional focus and knowledge of students in group

• Text needs to be appropriate to students’ learning needs, backgrounds, interests, experiences

• Text may have links to current topic study• Usually a new text for students, but may be re-visited for a

specific purpose• Text at an appropriate level: no more than 5-10 difficulties in

every 100 words

We need to Plan

Planning needs to include• What are the supports that this text provides?• What are the challenges?Strategies:Within the text – solving words, searching and using

information, summarising, searching and using information

Beyond the text – predicting, making connections, inferring, synthesising

About the text – analysing, critiquingRef: Fountas and Pinnell

Framework• Introducing – Building common background knowledge

• Reading – text is broken into stopping points

• Discussing – continual – students need to learn protocols

• Teaching – every teachable moment

Does it look different across year levels?Guided Reading 1 2.VOB

Guided Reading Year 7.mov

TAKING STOCK

Reference• Breakthrough Fullan Hill and Crevola

• Literacy Teaching and Learning in Victorian Schools [Paper No 9]

• Teaching for Comprehending and Fluency Fountas and Pinnell

• Guided Reading Fountas and Pinnell

• Effective Literacy Practice 1-4 and 5-8 NZ Ministry of Education

• Victorian Essential Learning Standards DEECD

• www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/default.htm