By Nov. 21, please respond to these question: what are the critical components of a successful guided reading lesson? After you respond to that question, post one of your own about guided reading.
The successful componenets to guided reading are getting students acclamated to the reading process where there are few road blocks. Dividing classes into small reading groups, with the same fluency and/or reading levels, The younger the students the need for smaller groups. Each student should have a copy of the reading material, Whether they are reading with each other, the teacher or just following along they will be able to progress better with their own copy. Teachers need to prepare for the reading with vocabulary, orientation to the subject, and discussions prior to the reading. Teachers observe the students while they read to themselves to get an idea of struggles. The teacher reads with the students, has them read the story and has them listen while others in the group reads. These sessions should last about 20 minutes and then the teacher should ask questions about what was read to ensure that students are understanding the context of the reading. Guided reading helps build confidence in readers who seem to hit roadblocks in reading a lot, in that when it is read several times they get more comfortable with the material. Would guided reading groups be better if set up by fluency or reading level?
The critical components of a successful guided reading lesson are: 1. Teach before reading activities to engage student in background knowledge and connect personal experience to the current topic; creating graphic organizers; and setting a clear purpose for reading. 2. Independent reading to the fullest extent possible by student should occupy the majority of the quided reading lesson. 3. Conduct after reading discussions and activities to focus students understanding of text on the purpose set before reading.
What variation during guided reading would be most appropriate to help a child, who is hearing impaired, to develop an internal sense of prosody?
The components that make Guided Reading successful are 1) before reading activities- to me the most important one for me would be to make a connection to a personal experience or interest. It is also important to set a clear purpose for reading.2) Reading that matches the the level of independence for the child. If the child is able to read independently great but if they need a variation of reading then that is made possible too. 3) After the reading there should be a type of question and answer session. The child should be able to share what they learned or be able to ask a question about something that they may not be clear on.
How would you help a child that has trouble with visual perception or visual accuity?
First and foremost, the selection of a text that all students will be able to read independently after the last reading is important. A successful lesson would include:
1) Planning before-reading activities to build prior knowledge and vocabulary. This may include watching a video, looking at pictures, having conversations, etc. Any sort of direct experience to allow all students to acquire as close to the same background knowledge as possible to their peers is essential. Making a K-W-L chart to tie the topic to what the students know and what they have learned is an especially good tool for students with attention, learning, or intellectual disabilities as it helps them to build background knowledge with classmates’ contributions.
2) Identifying a purpose for reading or rereading the text each day. This develops their cognitive clarity so that they have a clear understanding of what they should be learning and why it matters. Giving students a purpose such as, “read this so you can find out…” builds their interest in the text as well.
3) Designing beneficial after-reading activities that allow students to show their successful reading for the purpose given. Discussing the text and maintaining that focus by reminding students why they were asked to read it, connecting their newly acquired knowledge to known information discussed before reading, or acting out the story are a few after-reading activities to support students’ reading.
4) Preparing during-reading variations to support struggling readers while encouraging independent reading. Supporting a struggling reader by allowing a student with disabilities to read a single word while following the text, using graphic organizers to make visual representation or making predictions are all excellent during-reading supports. Making predictions is important in teaching reluctant readers as it encourages them to make guesses based on what they have already read while incurring no risk of an incorrect response. Responses are written down and then revised as they read. At the end of the selection, they discuss their predictions and how well they match what really happened.
My question is: Would making predictions be an effective tool for older students with disabilities who are also reluctant readers? I wonder if their ‘prediction’ would then become their memory of what happened since it occurred first in their memory or would they be able to remember the newly acquired correct response of what happened?
Guided reading is an instructional approach that teachers can use to guide students to talk, read, think, and question their way purposely through a text in a small group setting. It also provides teachers the opportunity to evaluate a child’s reading in action. The ultimate goal of guided reading is for students to become successful independent readers.
The teacher’s responsibilities begin long before the guided reading lesson. It is essential to assess all students to determine their instructional reading levels. Once those are established, the teacher can then arrange the students in small groups based upon ability levels.
A guided reading lesson generally begins with an introduction to the text. This is the teacher’s opportunity to tap into their students’ prior knowledge and ‘hook’ them into the story. Additionally, allowing the students to browse through the text is a great way to prepare them for any new challenges they may meet as they read. After the students have been introduced to the text, they should have the opportunity to read the text independently. Emergent and early readers may ‘whisper’ read, while more fluent readers are encouraged to read silently. This allows the teacher to do a running record or another form of progress monitoring.
After the students have read the text independently, the teacher may invite the group to discuss the story and any skills & strategies they used to comprehend the text. This is a critical component of the lesson because it allows the students to reflect on their reading with guidance from the teacher and gives them the opportunity to discuss what was easy and/or what was challenging in the text and to process their comprehension of the story.
Guided reading lessons should be systematic, explicit, and consistent. It is an empowering approach that is appropriate for all levels of readers, from primary level readers to the most capable intermediate readers. Grouping should be flexible and focused, based upon the ever-changing needs of the students.
Guided Reading is: *One component of the reading program *Based on multiple assessments *Flexible grouping *Small groups (4-6) *Multiple copies of the same instructional text *Skills and strategies based on needs *Differentiated Instruction
My questions are: How often do you meet with GR groups a week? Do you meet every day with some groups/all groups?
Components of Guided Reading Lessons: 1. Preview/predict: Use the title, illustrations, graphics, bold print or other text features to make connections to the topic/concept and to access background knowledge. 2. Debugging the text: Review unknown or difficult words, text features or challenges in the text prior to reading. Unknown vocabulary should be decoded and discussed using students’ processing print skills. 3. Silent Reading: Silently, students read the previewed text. The teacher observes the students’ reading process and assists as necessary. During this time, the teachers selectively interviews individual students, focusing on their strategy use. 4. Fluency Check: While students are reading silently the teacher asks individual students to read aloud so that the teacher can check the student’s ability to process print at this level. 5. Discussion - Strategies/Concepts: The group discusses how they read the text selection, what strategies they used and the key concepts in the text.
My question is? What are some examples of good books to use in guided reading?
One important component of guided reading is for teachers to use a variety of media as their source of reading material. Along with choosing a variety of media, teachers should engage in before reading activities such as building on a students prior knowledge, taking a picture walk, and/or making predictions about the text. Another component of guided reading is that the students must spend actual time reading. They can do this in several ways: silent reading, choral reading, echo reading, shared reading, partner reading, and small group instruction. Finally, the teacher should engage the children in after reading activities that focus on the text and the purpose for reading it. My question is how do you instruct a chid in guided reading who uses a communication device with symbols? Dorothea Smith
One of the critical components of guided reading is building prior knowledge to connect students to the reading. I liked sending home notes to parents, to try to put the emphasis on subjects students would be interested in. Seperating students into small groups, and using different types of reading materials to keep students interested is also very important. I also think concentrating on words that students will use frequently instead of focusing attention on words that they do not know, but will not use is useful. My question is how do you set up the reading groups? Do you have students with varying reading levels in the same group?
This is Mary Law. •Guided Reading requires two texts, one at the average reading level for the class and one that is easier. Children need to be able to read at least one text independently after the last reading. •Each day a clearly stated purpose needs to be identified for reading the text. •Give “before” reading activities that teach vocabulary that build or activate background. This needs to be carefully planned. •Create “after” reading activities that will allow the reader to demonstrate the successful reading for the purpose (already) given. •Offer reading differentiation that gives struggling readers the support needed, while all students have the opportunity to read independently. My question: When choosing text can we successfully use magazines, newspapers, and other items of interest for the student?
During a guided reading lesson teachers set clear purposes for reading by starting each session with activities to build upon the knowledge students already have. Next, teachers assist students in reading independently as much as possible, then they summarize and discuss the reading so that students grasp the purpose of the reading. Teachers tackle these tasks in as many different ways as possible in order to make sure and help each student connect the knew knowledge with knowledge already gained in previous lessons. There are many ways to do this listed in the book and there are probably millions more, and their grasping the information all depends on the teachers' willingness to bend and think outside the box. <My question is: when we have a student who has a 1-on-1 it seems like the 1-on-1 sometimes provides their answer or coaches the student so how do we ensure that the student actually grasped the material? Niki
Guided reading is where teachers need to have different materials in their room for the students to have access to for their reading. I just wonder what I can do for a student in reading who is deaf and blind.
Successful Guiding Reading lessons should be guided by keeping the purposes is mind, which are 1) helping students acquire skills necessary to be successful in reading and comprehending many different types of text, 2) providing opportunities to learn using multiple types of text, and 3) facilitating the students ability to self-select and apply purposes for comprehending. Given these goals, the lessons should select appropriate texts, help the children before they read these texts (by such ways as building/accessing prior knowledge, connecting to personal experiences, developing vocabulary, picture walks, predicting, setting purposes, using graphic organizers, and exploring the text structure), employing variations during reading to increase chances there is an effective approach for the diverse student abilities (such as choral reading, echo reading, shared reading, partner reading), utilizing small flexible groups which allow students to work together, assisting the children to read the text independently as much as possible. After the texts have been read, time should be spent on focused discussions about the text and participating in after-reading activities aimed to help the children demonstrate success and hopefully generalize the learned information.
I forgot to post my question: Is there a typical time frame for how long a particular text is used for a Guided Reading lesson before the students are ready for a new one?
Some critical components of guided reading are as follows: Students need to be motivated to read. They need a reason to want to read. Guided reading explores the "when we finish this we will know"... or "by reading this we will discover".. Smaller reading groups for younger children. I ask one of our first grade teachers what the key to guided reading was, to her, and she said consistency. You must be consistent with the lessons. Another component to guiding reading is the independance that a student gains. A question that I would ask about guided reading is how do you implement it in teaching children with Autism? Our classroom ranges from very low to low, and although we do have a few that read, how do you get started? Would it be beneficial to mix these children with typical children in groups?
Co-founder and former director of the Center for Literacy and Disability Studies at UNC-Chapel Hill. Currently professor in Language, Reading, and Exceptionalities Dept. at Appalachian State University.
The successful componenets to guided reading are getting students acclamated to the reading process where there are few road blocks. Dividing classes into small reading groups, with the same fluency and/or reading levels, The younger the students the need for smaller groups. Each student should have a copy of the reading material, Whether they are reading with each other, the teacher or just following along they will be able to progress better with their own copy. Teachers need to prepare for the reading with vocabulary, orientation to the subject, and discussions prior to the reading. Teachers observe the students while they read to themselves to get an idea of struggles. The teacher reads with the students, has them read the story and has them listen while others in the group reads. These sessions should last about 20 minutes and then the teacher should ask questions about what was read to ensure that students are understanding the context of the reading. Guided reading helps build confidence in readers who seem to hit roadblocks in reading a lot, in that when it is read several times they get more comfortable with the material.
ReplyDeleteWould guided reading groups be better if set up by fluency or reading level?
The critical components of a successful guided reading lesson are: 1. Teach before reading activities to engage student in background knowledge and connect personal experience to the current topic; creating graphic organizers; and setting a clear purpose for reading. 2. Independent reading to the fullest extent possible by student should occupy the majority of the quided reading lesson. 3. Conduct after reading discussions and activities to focus students understanding of text on the purpose set before reading.
ReplyDeleteWhat variation during guided reading would be most appropriate to help a child, who is hearing impaired, to develop an internal sense of prosody?
The components that make Guided Reading successful are 1) before reading activities- to me the most important one for me would be to make a connection to a personal experience or interest. It is also important to set a clear purpose for reading.2) Reading that matches the the level of independence for the child. If the child is able to read independently great but if they need a variation of reading then that is made possible too. 3) After the reading there should be a type of question and answer session. The child should be able to share what they learned or be able to ask a question about something that they may not be clear on.
ReplyDeleteHow would you help a child that has trouble with visual perception or visual accuity?
Allen Sigmon
First and foremost, the selection of a text that all students will be able to read independently after the last reading is important. A successful lesson would include:
ReplyDelete1) Planning before-reading activities to build prior knowledge and vocabulary. This may include watching a video, looking at pictures, having conversations, etc. Any sort of direct experience to allow all students to acquire as close to the same background knowledge as possible to their peers is essential. Making a K-W-L chart to tie the topic to what the students know and what they have learned is an especially good tool for students with attention, learning, or intellectual disabilities as it helps them to build background knowledge with classmates’ contributions.
2) Identifying a purpose for reading or rereading the text each day. This develops their cognitive clarity so that they have a clear understanding of what they should be learning and why it matters. Giving students a purpose such as, “read this so you can find out…” builds their interest in the text as well.
3) Designing beneficial after-reading activities that allow students to show their successful reading for the purpose given. Discussing the text and maintaining that focus by reminding students why they were asked to read it, connecting their newly acquired knowledge to known information discussed before reading, or acting out the story are a few after-reading activities to support students’ reading.
4) Preparing during-reading variations to support struggling readers while encouraging independent reading. Supporting a struggling reader by allowing a student with disabilities to read a single word while following the text, using graphic organizers to make visual representation or making predictions are all excellent during-reading supports. Making predictions is important in teaching reluctant readers as it encourages them to make guesses based on what they have already read while incurring no risk of an incorrect response. Responses are written down and then revised as they read. At the end of the selection, they discuss their predictions and how well they match what really happened.
My question is: Would making predictions be an effective tool for older students with disabilities who are also reluctant readers? I wonder if their ‘prediction’ would then become their memory of what happened since it occurred first in their memory or would they be able to remember the newly acquired correct response of what happened?
Laura Jordan
Guided reading is an instructional approach that teachers can use to guide students to talk, read, think, and question their way purposely through a text in a small group setting. It also provides teachers the opportunity to evaluate a child’s reading in action. The ultimate goal of guided reading is for students to become successful independent readers.
ReplyDeleteThe teacher’s responsibilities begin long before the guided reading lesson. It is essential to assess all students to determine their instructional reading levels. Once those are established, the teacher can then arrange the students in small groups based upon ability levels.
A guided reading lesson generally begins with an introduction to the text. This is the teacher’s opportunity to tap into their students’ prior knowledge and ‘hook’ them into the story. Additionally, allowing the students to browse through the text is a great way to prepare them for any new challenges they may meet as they read. After the students have been introduced to the text, they should have the opportunity to read the text independently. Emergent and early readers may ‘whisper’ read, while more fluent readers are encouraged to read silently. This allows the teacher to do a running record or another form of progress monitoring.
After the students have read the text independently, the teacher may invite the group to discuss the story and any skills & strategies they used to comprehend the text. This is a critical component of the lesson because it allows the students to reflect on their reading with guidance from the teacher and gives them the opportunity to discuss what was easy and/or what was challenging in the text and to process their comprehension of the story.
Guided reading lessons should be systematic, explicit, and consistent. It is an empowering approach that is appropriate for all levels of readers, from primary level readers to the most capable intermediate readers. Grouping should be flexible and focused, based upon the ever-changing needs of the students.
Guided Reading is:
*One component of the reading program
*Based on multiple assessments
*Flexible grouping
*Small groups (4-6)
*Multiple copies of the same instructional text
*Skills and strategies based on needs
*Differentiated Instruction
My questions are: How often do you meet with GR groups a week? Do you meet every day with some groups/all groups?
Components of Guided Reading Lessons:
ReplyDelete1. Preview/predict: Use the title, illustrations, graphics, bold print or other text features to make connections to the topic/concept and to access background
knowledge.
2. Debugging the text: Review unknown or difficult words, text features or challenges in the text prior to reading. Unknown vocabulary should be decoded and discussed using students’ processing print skills.
3. Silent Reading: Silently, students read the previewed text. The teacher observes the
students’ reading process and assists as necessary. During this time, the
teachers selectively interviews individual students, focusing on their
strategy use.
4. Fluency Check: While students are reading silently the teacher asks individual students to read aloud so that the teacher can check the student’s ability to process
print at this level.
5. Discussion - Strategies/Concepts: The group discusses how they read the text selection, what strategies they
used and the key concepts in the text.
My question is? What are some examples of good books to use in guided reading?
One important component of guided reading is for teachers to use a variety of media as their source of reading material. Along with choosing a variety of media, teachers should engage in before reading activities such as building on a students prior knowledge, taking a picture walk, and/or making predictions about the text. Another component of guided reading is that the students must spend actual time reading. They can do this in several ways: silent reading, choral reading, echo reading, shared reading, partner reading, and small group instruction. Finally, the teacher should engage the children in after reading activities that focus on the text and the purpose for reading it.
ReplyDeleteMy question is how do you instruct a chid in guided reading who uses a communication device with symbols? Dorothea Smith
One of the critical components of guided reading is building prior knowledge to connect students to the reading. I liked sending home notes to parents, to try to put the emphasis on subjects students would be interested in. Seperating students into small groups, and using different types of reading materials to keep students interested is also very important. I also think concentrating on words that students will use frequently instead of focusing attention on words that they do not know, but will not use is useful. My question is how do you set up the reading groups? Do you have students with varying reading levels in the same group?
ReplyDeleteThis is Mary Law.
ReplyDelete•Guided Reading requires two texts, one at the average reading level for the class and one that is easier. Children need to be able to read at least one text independently after the last reading.
•Each day a clearly stated purpose needs to be identified for reading the text.
•Give “before” reading activities that teach vocabulary that build or activate background. This needs to be carefully planned.
•Create “after” reading activities that will allow the reader to demonstrate the successful reading for the purpose (already) given.
•Offer reading differentiation that gives struggling readers the support needed, while all students have the opportunity to read independently.
My question: When choosing text can we successfully use magazines, newspapers, and other items of interest for the student?
During a guided reading lesson teachers set clear purposes for reading by starting each session with activities to build upon the knowledge students already have. Next, teachers assist students in reading independently as much as possible, then they summarize and discuss the reading so that students grasp the purpose of the reading. Teachers tackle these tasks in as many different ways as possible in order to make sure and help each student connect the knew knowledge with knowledge already gained in previous lessons. There are many ways to do this listed in the book and there are probably millions more, and their grasping the information all depends on the teachers' willingness to bend and think outside the box. <My question is: when we have a student who has a 1-on-1 it seems like the 1-on-1 sometimes provides their answer or coaches the student so how do we ensure that the student actually grasped the material?
ReplyDeleteNiki
chriscolb is Laura Chrisco
ReplyDeleteGuided reading is where teachers need to have different materials in their room for the students to have access to for their reading. I just wonder what I can do for a student in reading who is deaf and blind.
ReplyDeleteSuccessful Guiding Reading lessons should be guided by keeping the purposes is mind, which are 1) helping students acquire skills necessary to be successful in reading and comprehending many different types of text, 2) providing opportunities to learn using multiple types of text, and 3) facilitating the students ability to self-select and apply purposes for comprehending. Given these goals, the lessons should select appropriate texts, help the children before they read these texts (by such ways as building/accessing prior knowledge, connecting to personal experiences, developing vocabulary, picture walks, predicting, setting purposes, using graphic organizers, and exploring the text structure), employing variations during reading to increase chances there is an effective approach for the diverse student abilities (such as choral reading, echo reading, shared reading, partner reading), utilizing small flexible groups which allow students to work together, assisting the children to read the text independently as much as possible. After the texts have been read, time should be spent on focused discussions about the text and participating in after-reading activities aimed to help the children demonstrate success and hopefully generalize the learned information.
ReplyDeleteI forgot to post my question: Is there a typical time frame for how long a particular text is used for a Guided Reading lesson before the students are ready for a new one?
ReplyDeleteSome critical components of guided reading are as follows: Students need to be motivated to read. They need a reason to want to read. Guided reading explores the "when we finish this we will know"... or "by reading this we will discover".. Smaller reading groups for younger children. I ask one of our first grade teachers what the key to guided reading was, to her, and she said consistency. You must be consistent with the lessons. Another component to guiding reading is the independance that a student gains. A question that I would ask about guided reading is how do you implement it in teaching children with Autism? Our classroom ranges from very low to low, and although we do have a few that read, how do you get started? Would it be beneficial to mix these children with typical children in groups?
ReplyDelete