The goal of Guided Reading is for students to become fluent readers who can problem solve strategically and read independently and silently.Guided Reading History
The teacher will gather a small group of 4 to 6 children that have similar needs and work with them in a book chosen just for this group for approximately 20 minutes through the following sequence.
Introducing the Book
Guided Reading groups of beginning readers generally begin with a book introduction which includes a picture walk. The teacher creates a scaffold for children to read the book and connects the students’ background knowledge and experiences with the text. A statement is made by the teacher of what strategy is the focus of the lesson. The students do not have the book in hand at this time but are focusing their attention on the teacher-held book.
Reading the Book
Goals for reading are set or reviewed (e.g., one-to-one correspondence, using initial letter-sound correspondence). The students then move into a simultaneous and independent oral reading (not choral reading) of the text. As the students read, the teacher responds to each student’s reading, praising and guiding individuals in the use of concepts of print, and reading skills and strategies. Notes on each reader can be gathered at this time that aid in conferencing with the reader and on choosing the next book and specific need for each learner. Many of the students will have read the book several times during this portion of the lesson.
During the discussion and mini-language lesson that follows, explicit connections between the text and the students’ lives are made and strategy uses are highlighted. The teacher will ask, "What were you thinking as you read?" During this time, the teacher will focus on a few of the words that troubled the children. Some time with "working with words" will clarify and reinforce some important skills needed for word identification. It is very important that students take time to reflect on themselves as readers and how they are meeting the goals they have set for themselves. Each child might answer; "How will what you learned today help you to read other books?"
Introducing the Lesson
• Stating the reason the book was chosen and the purpose of the lesson.
• Providing a book introduction.
• Giving meaning statement for what the book is about.
• Implanting language of the book.
• Attending to print with visual support.
• Evaluating and connecting children's prior knowledge to the book.
• Making a strategy statement.
Reading the Book
• Reading individually by the students.
• Discussing and reflecting on the reading process and problem solving strategies.
"What were you thinking about as you read?"
"How will what you have learned today help you read other books?"
• Giving instruction through a mini-language lesson and/or interactive word work.
• Providing independent practice/follow-up
• Paired Reading
• Independent Reading
• Cloze with the same story
• Written response to reading
• Written reflections on reading processing/goals
• Comprehension reinforcement through interpretation-art, music or drama.