Guided Reading Lesson

 

Create one Guided Reading Lesson Using Specified Format (below) with detailed information for developing any basal reader lesson, trade book or content area textbook selection. In addition, specify how this strategy might vary for different learners if the lesson is not intended for accommodating diversity of learners in a special education setting.  Give strategies for assessing the success of the instruction. IRA Standards II, III; Gunning Chapters 7 & 10 (20 points)

 

Guided Reading Lesson Format

 

I.                   Pre-reading.  (This stage has three distinct steps for teaching; use in this sequence.)

A.     Develop Background Knowledge through discussion, multi-media resources, realia, brainstorming, and/or charting as in doing the K in KWL.

B.     Develop new terms applying known strategies or modeling new strategies for student using the mini-lesson format.

C.     Develop predictions through one of numerous ways such as surveying the story of article, perhaps reading or studying pictures or illustrations and reading headings and or summaries or providing a Prediction or Anticipation Guide.  Students should have an overall purpose for reading the selection before they begin to read.

    

II.                Reading and Discussion

A.     A Shared Reading Strategy, Choral Reading or Read Loud might be used with beginning readers.  However, when using Choral Reading or Read Aloud make sure that the students are following along in their books.  Both model fluency for students.

B.     Guided Reading should be used when students are able to read the story, or an information piece aloud or silently with a purpose in mind and then discussed. This might even be one or two sentences at a time on a page.

C.     A discussion of the purpose for each reading piece is always discussed whether the students read silently or orally.  When student read silently rather than always re-reading the selected lines or pages, the teacher might have students read a second aloud to clarify or prove a point, or demonstrate how a character said a line.  After the section is read and discussed, the purpose for reading the next pages is determined.  When children participate in deciding what it should be this practices predicting.

D.    At the end of reading, students should discuss the main purpose they had for reading the total piece.  This is an opportunity for the teacher to help students further elaborate and extend understanding through use of appropriate discussion questions or discussion starters.  The purpose of this discussion should lead the students to develop higher comprehension levels, such as determining or reaching a generalization, or doing some creative or critical thinking.

      

III.             Extending Learning. 

A.     This section involves developing skills and strategies for the reader based on the type of material read and the developmental stage of the reader.  The process is most effective when the skills or strategies relate specifically to the reading the students have done. 

B.     Generally, the focus is on vocabulary building, phonics and comprehension.  The teacher may develop or provide specific minilessons that are appropriate to the reading, or to help students overcome some difficulty that was observed in guided reading.  This is also an excellent time to develop QCCs appropriate to the grade level and the lesson, whether narrative of informational reading.

 

IV.              Exploring Text for Further Understandings and Appreciation

A.     Understanding story structure is important in narrative reading and can be achieved by guiding the retelling of the story to verify parts of the story and then making a Storyboard. This process helps children develop a concept of plot.  It is also a good basic step in perceiving climax and/or playing the story.

B.     Stories should also be compared and contrasted to understand the various genre types in narrative reading.

C.     In information reading, the structure of the text is as essential as plot is to story.  Students need to learn how description, sequence, comparison/contrast, cause/effect and problem/solution work to facilitate their comprehension of informational materials.

D.    Re-reading has a different purpose in informational text.  It might be to discover and graphically display the structure of the text.  Students can find parts and read aloud to prove points or add information to some graphic devise being developed.  In this case they would be all holding the books to the pages under discussion, not merely listening.  Reading aloud by pairs of students to find information to show comparison and contrast or fill in a table being developed, while noisy, is a good method for developing understanding.

      

V.                 Extending and Applying Learning.

 

A.     In this part of the lesson, the learning should be applied to other areas of the curriculum, or used in another way.  This is an opportunity to use the creative arts to that shares reading in a different way of responding.  In narrative reading, the teacher might encourage students to extend their enjoyment through dramatizing the story, Readers Theatre or writing a follow-up story or new ending for the story.  Any interpretive reading continues building fluency. Students can work on emphasis, phrasing, tone and volume.  Students not reading should become listeners.

B.      It also provides a way for the content of the reading to be extended to develop further learning. Thus further reading in a topic or research on the web might be conducted, reports written, books independently read and shared with the group. 

 

Links:

http://www.mcps.k12.md.us/curriculum/english/guided_rdg.html What is Guided Reading? How Determine Groups? Benefits, Principles, Materials, How to Conduct, Evaluating, GR and Constructivism

 

http://www.laurens55.k12.sc.us/guided_reading_lesson_format.htm scanned GR Format

 

http://olc.spsd.sk.ca/DE/PD/instr/strats/guided/guided.html  Definitions, Purpose, How To, Adapt, Assess, Resources

 

http://cpanel.servdns.net/~readingl/gr/ Guided Reading in 4-Blocks; ideas for upper level readers

 

http://www.wfu.edu/academics/fourblocks/block1.html Guided Reading in 4-Blocks and How to make multi-level

 

http://www.westga.edu/~eroberts/PowerPoints/guideread/ Guided Reading PowerPoint

 

http://www.debfourblocks.com/lessonspage/lessons_guidedreading.html Examples of Guided Reading Lessons

 

http://www.sasked.gov.sk.ca/docs/mla/read.html Guided Reading and Thinking

 

http://www.crcs.k12.ny.us/ITR/blworkshop/guidreadlinks.htm Guided Reading Links

 

http://www.earlyliterature.ecsd.net/guided_reading_strategies.htm Guided Reading Strategies and Tips

 

http://teacher.scholastic.com/reading/bestpractices/guidedreading.htm Sample lessons

 

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