Guided reading in a small group provides the ideal opportunity for teachers to work closely with pupils who require extra support to develop their reading skills. Groups working independently should be engaged in tasks which extend their literacy skills or enhance their understanding of texts. Tasks must be meaningful rather than merely time fillers.
The Enjoy Guided Reading Teacher Books contain comprehension questions and extension activities which allow pupils to read, answer questions and complete extension activities related to the books they are studying.
The questions and extension activities are ideal for groups working independently during guided reading sessions. Click here to see an example of what's inside our teacher books. It is important to monitor pupils' understanding in order to identify and target weak areas. Completing detailed written records whilst questioning pupils during a guided reading session can be onerous and impractical.
The teacher books in the Enjoy Guided Reading series contain straightforward assessment tick lists which link to reading objectives and questions. These tick lists enable teachers to quickly assess the understanding of a guided reading group against specified objectives. Space is also provided to make more detailed notes where deemed necessary. Whole class guided reading offers an alternative approach to guided reading in groups.
It involves the entire class studying the same novel or text. Some teachers feel that it is preferable to group guided reading as pupils tend to receive more direct instruction than the traditional guided reading setup allows.
Group guided reading is usually organised so that pupils work with the teacher once a week. During whole class guided reading, all pupils receive direct instruction in every session. Another reason whole class guided reading is gaining in popularity is because it is easier to organise.
In addition to allowing the whole class to engage in the shared experience of studying a text in depth, many teachers report that it requires less planning time. During whole class guided reading, the teacher shares a selected text with the pupils. Sharing the text may involve the teacher reading aloud whilst pupils follow; alternatively, selected pupils could be chosen to read sections. On occasion, pupils may be expected to read the text independently, in groups or in pairs and then discuss their understanding.
During whole class guided reading, support is constantly provided by the teacher therefore more challenging texts may be selected. After reading and discussing a specified section, teachers provide pupils with activities which further strengthen understanding and develop comprehension skills.
As pupils will usually be expected to work independently at his point, activities may need to be differentiated to meet the needs of the class. Badger Learning provide teacher notes for a wide selection of books which support whole class guided reading. What do you notice? Text clues Why does Nick choose to ride up on the horse rather than the car or plane? Background information on siblings, family dynamics and stereotypes about gender choices. An example of the scaffolding required to assist early readers to answer an inferential question.
Quality literature is highly motivating to both students and teachers. When selecting texts for teaching purposes include: levels of text difficulty and text characteristics such as:. During the reading stage, it is helpful for the teacher to keep anecdotal records on what strategies their students are using independently or with some assistance. Comments are usually linked to the learning focus but can also include an insightful moment or learning gap.
Teacher anecdotal records template example. There are a number of points during the guided reading session where the teacher has an opportunity to provide feedback to students, individually or as a small group. To execute this successfully, teachers must be aware of the prompts and feedback they give. Independent reading promotes active problem solving and higher-order cognitive processes Krashen, It is important to note that guided reading is not round robin reading.
When students are reading during the independent reading stage, all children must have a copy of the text and individually read the whole text or a meaningful segment of a text e. Students also have an important role in guided reading as the teacher supports them to practise and further explore important reading strategies.
Providing opportunities for teachers to learn about teaching practices, sharing of evidence-based methods and finding out what is working and for whom, all contribute to developing a culture that will make a difference to student outcomes Hattie, , pp.
When there has been dedicated and strategic work by a Principal and the leadership team to set learning goals and targeted focuses, teachers have clear direction about what to expect and how to go about successfully implementing core teaching and learning practices.
One way to monitor the growth of teacher capacity and whether new learning has become embedded is by setting up peer observations with colleagues. It is a valuable tool to contribute to informed, whole-school approaches to teaching and learning.
The focus of the peer observation must be determined before the practice takes place. This ensures all participants in the process are clear about the intention. Peer observations will only be successful if they are viewed as a collegiate activity based on trust. To improve the practice of guided reading, peer observations can be arranged across Year levels or within a Year level depending on the focus.
A framework for the observations is useful so that both parties know what it is that will be observed. It is important that the observer note down what they see and hear the teacher and the students say and do. Evidence must be tangible and not related to opinion, bias or interpretation Danielson, Noting specific examples of engagement and practice and using a reflective tool allows reviewers to provide feedback that is targeted to the evidence rather than the personality.
Finding time for face-to-face feedback is a vital stage in peer observation. It is through collaborative reflection and evaluation that teaching and learning goals and the embedding of new practice takes place Principles of Learning and Teaching [ PoLT ]: Action Research Model.
Teacher Observation template example. For in practice examples, see: Guided reading lessons. Christie, F. Language Education in the Primary Years. Department of Education, Victoria Teaching Readers in the Early Years. Department of Education, Employment and Training, Victoria Professional Development for Teachers in Years 3 and 4: Reading. Dewitz, P.
In The Reading Teacher, 56 5 , Duke, N. Farstrup Eds. Fisher, D. Thousand Oaks, California: Sage Publications. Hall, K. Hall, U. Goswami, C. Harrison, S. Ellis, and J. London: Routledge. Hattie, J. Visible Learning: A synthesis of over meta-analyses relating to achievement.
Krashen, S. Portsmouth, NH: Heinemann. Join the fastest growing community in the field of literacy education. Get your free membership and stay up to date on the latest news and resources from Fountas and Pinnell. For a well-organized, searchable archive of FAQs and discussions that are monitored by Fountas and Pinnell-trained consultants, go to our Discussion Board. If you have any questions or comments on this topic, please go to our Discussion Board. Return to FountasandPinnell.
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