What+is+Guided+Reading?


 Guided reading is not about learning to read a specific book, it is about learning how to read. It scaffolds or supports readers as they negotiate texts and develop independent reading strategies. The purpose of guided reading is to help children develop a repertoire of reading strategies that they can use successfully in independent, meaningful reading.

As a result of guided reading instruction children will learn to reflect on their use of strategies for self-regulated learning. They develop flexible and innovative strategies to use for new and familiar situations. **

Characteristics of a guided reading program **• groups of 5 to 6 students reading at approximately the same instructional level ( 90-95% accuracy, aprox 70% comprehension ) and needing instruction in similar reading strategies • groupings are flexible and students can move into other groups as needs change • 20 min sessions • using texts at the instructional level of the students in the group • focusing instruction on students needs • reading a wide variety of text for different purposes • frequent and consistent monitoring of progress   ** The following video clip shows an intermediate teacher with a guided reading group: media type="youtube" key="MD_zW0Rd3HU" height="344" width="425" **
 *  How do I plan a guided reading session? **

** 1. **// Decide on the learning objectives for the group // - which reading strategies are established, which strategies need to be practised, which strategies need teacher modeling

** 2. **// Select a text // - which the children can read at instructional level (95% accuracy) ** 3. **// Introduce the book/strategy check // - set a purpose for reading - encourage links with previous experience and draws attention to important ideas - give opportunities for children to talk about new vocabulary; - remind children of the repertoire of strategies they can use ** 4. **// Independent reading // Following the introduction and strategy check each child reads the text independently. The teacher may intervene to deepen a child's understanding, ask questions, focus on a teaching point or do a quick running record

** 5. **// Returning to the text // This is an opportunity to review the use of particular strategies and to revisit the questions discussed at the start of the session. Encourage the children to identify issues requiring clarification or discussion.

** 6. **// Responding to the text // This is an opportunity to talk about personal preferences and to develop and justify opinions.

** 7. **// Next Steps // Assessment of the children's learning during guided reading will inform the next steps for your planning. This will involve the selection of appropriate objectives for the next session. Adapted from Brenda MacIsaac