What Is Guided Reading, as Defined by Fountas & Pinnell?.

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Guided Reading

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Guided Reading

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1. Guided Reading By Katie Alexander Summer 2009

2. What is Guided Reading? • A reading strategy that helps students become potent independent readers • Requires modest group pedagogy • Students larn to use various reading strategies with teacher support • Can be adapted for upper grades

3. Why Guided Reading? • Students take a high accuracy rate in reading when the proper text is selected for them. • Students are provided with the necessary strategies to overcome "reading road blocks." • The focus of reading shifts to meaning rather than decoding; the construction of meaning is imperative. • Independent reading and the application of independent reading strategies is the goal of Guided Reading.

4. Children take an early foundation for reading text. Marie Clay explains these three sources of information: meaning, structure, and visual information.

5. How Practice I Start ?: The Initial Framework for Every Classroom • Students are divided into modest groups (ideally, four-6 students per group) • Lessons will run xv-20 minutes • Decide advisable level of groups • Provide a text for each child

6. What Does Minor Group Education Look Similar ? • The teacher introduces the text to the small group • Equally the text is read aloud or silently, the teacher briefly works with students; each child reads the whole text. • The teacher may select one or two teaching points to accost after reading • The students resume reading and utilise the teaching points presented by the instructor

7. Pre-Reading Activities: The TeacherFrom Fountas and Pinnell • Selects an appropriate text, i that will be supportive but with a few problems to solve • Prepares an introduction to the story • Briefly introduces the story, keeping in heed the significant, language, and visual information in the text, and the knowledge, feel, and skills of the reader • Leaves some questions to exist answered through reading

8. During Reading Activities: The TeacherFrom Fountas and Pinnell • "Listens In" • Observes the reader's behaviors for bear witness of strategy utilize • Confirms children'due south problem-solving attempts and successes • Interacts with individuals to assist with trouble-solving at difficulty (when appropriate) • Makes notes about the strategy use of individual readers

9. Post Reading Activities: The TeacherFrom Fountas and Pinnell • Talks most the story with the children • Invites personal response • Returns to the text for i or two teaching opportunities such as finding evidence or discussing problem-solving • Assesses children'south understanding of what they read • Sometimes engages the children in extending the story through such activities every bit drama, writing, art, or more than reading • Sometimes engages the children for a infinitesimal or two of word work

10. Pre-Reading Activities: The StudentFrom Fountas and Pinnell • Engage in a conversation about the story • Enhance questions • Build expectations • Notice information in the text

11. During Reading Activities: The StudentFrom Fountas and Pinnell • Read the whole text or a unified part to themselves (softly or silently) • Request help in problem-solving when needed

12. Post Reading Activities: The StudentFrom Fountas and Pinnell • Talks well-nigh the whole story • Check predictions and react personally to the story or information • Revisit the text at points of problem-solving as guided by the instructor • May reread the story to a partner or independently • Sometimes engage in activities that involve extending and responding to the text (such as drama or journal writing) • Sometimes engage in a infinitesimal or two of give-and-take work

13. How Exercise I Create Groups ? • Groups should be based on cess results and, therefore, based on reading ability. • The cess of students should continue on a regular basis to support the re-grouping of students based on needs. • Groups can be altered and based on interest and social interaction. • The teachers should group students who utilise like reading processes and are able to read similar level text

14. Forming and Reforming Groups for Guided Reading This is a continual and repeated process.

15. Cess • Ongoing observations will probably be the well-nigh benign for tracking students. • A notebook with Mail service-It notes can serve as your documentation. • Running records provide a quick cess of fluency.

16. These are "in-the-head" strategies that good readers use. The apply of these strategies may be an unconscious process.

17. What Are the Others Doing? • Establishing routines and procedures inside your course is imperative. • Accept the fourth dimension at the beginning of the year to do this. In the cease, it will prove to be extremely beneficial! • Utilize whatever aide or parent volunteer in an instructional mode. They should always reinforce previously taught cloth and should NEVER introduce new topics.

18. Suggestions for Establishing Procedures • Require students to consummate the more than academic centers at the beginning of center time. This will encourage them to complete their tasks and move on to the fun centers. • Keep some basic centers that are e'er required, just allow for some variety of changing centers on a weekly ground. • Go along a chart or schedule where students tin can hands identify their progress and position during centre time. • Clearly explicate directions for new centers. It is a great idea to model expectations. Any time spent on implementing procedures and routines is time well spent! • Students should exist enlightened that they must follow the assigned schedule. They cannot skip centers.

19. Center Ideas for the Classroom: Remember centers will not alter everyday!

20. Centre Ideas • Visit http://www.readinglady.com for smashing ideas! • http://www.hubbardscupboard.org • http://www.msrossbec.com/literacy_index.html

21. Delight Visit My Site! The web address is case sensitive. MISS A'Southward READING RESOURCES http://web.me.com/katiealexander515/Site/Welcome.html

22. Resources Fountas, I.C. & Pinnell, K.S. (1996). Guided Reading. Heinemann: Portsmouth, NH. http://olc.spsd.sk.ca/DE/PD/instr/strats/guided/guided.html

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