Wikipedia defines guided reading as "A small group
reading instruction designed to provide differentiated teaching that supports
students in developing reading proficiency" (Wikipedia, 2013). Guided
reading is conducted in Pre-Kindergarten through fourth grade classrooms.
Teachers assess students' reading levels, phonemic awareness, letter name,
letter sounds, and spelling inventory. Teachers use the data from the
assessments to create guided reading groups. Guided reading groups provide
opportunities to foster literacy, close academic gaps, and improve fluency and
comprehension in students.
Students enter classroom on various reading levels. Teachers have the job of fostering literacy
in every student. According to Marshall (n.d.) "Guided reading is one
component of a balance literacy program that allows teachers to meet the needs
of all students- regardless of their level of proficiency- so they become
stronger, more confident readers". Teachers create an environment for
learning. Student work with other
students with the similar traits, so students feel safe to try new things. Students are confident in saying the wrong
sound, wrong word, or wrong answer because he/she knows everyone is working on
the same skill.
Teachers use guided reading time to close academic gaps.
Using lesson plans from Next Step in Guided Reading
by Jan Richardson, teachers can meet students with little to no letter
recognition to fluent readers within a day of guided reading rotations.
Flexible grouping addresses every students' need. Within the lesson teachers
are taking anecdotal notes and running records.
The data collected is use to plan the next day lesson. Kruel stated, "Teachers will need to
have a plan for ongoing observation and assessment to track student growth,
select appropriate texts, and to regroup students as their needs change"
(Kreul, 2013). Teachers use anecdotal
notes and running records during RTI, parent conference, and team planning to
develop a plan to close academic gaps.
There are several webpages to gather resources for an effective guided reading group. Check out the webpage listed below:
1. Next Step in Guided Reading
There are several webpages to gather resources for an effective guided reading group. Check out the webpage listed below:
1. Next Step in Guided Reading
Comprehension is difficult for students to grasp. Whole group is not always enough for students
to grasp comprehension strategies and skills.
Teachers choose between fiction and nonfiction text to teach various
comprehension skills. Teachers must check comprehension before, during, and after reading. Trying to check comprehension in whole group
is a difficult task. Guided reading
allows teachers to work in a small group to teach and assess comprehension.
According to Cunningham, "Comprehension lessons that work use a variety of
during reading formats to provide extra support for students, to multiply the
amount of reading they do each lesson, and to make guided reading more
multilevel" (Cunningham, n.d.).
Follow the link below for an interview conducted by a fifth grader regarding guided reading:
Guided Reading Interview
Follow the link below for an interview conducted by a fifth grader regarding guided reading:
Guided Reading Interview
Guided reading should be taught every day. Guided reading insures each child is
receiving tailored instruction. In order
to foster literacy, close academic gaps, and build comprehension, teachers must
utilize guided reading.
Are you a visual learning? Check out the below resources to learn how to implement guided reading:
References
Wikipedia. (2013, August
10). Guided Reading. Retrieved from http://en.wikipedia.org/wiki/Guided_reading
Marshall, P (n.d.).
Guided Reading-a-Snapshot. Retrieved from www.k12reader.com/guided-reading-a-snapshot/
Cunningham, J. W.
(n.d.). Teaching Comprehension. www.wfu.edu/education/fourblocks/Leadership%202007/Tchngcomp.pdf
