2Shared reading Guided reading Independent reading Reading resources Working together to ensure that every day, in everyclassroom, every student is learning and achieving.Shared readingGuided readingIndependent reading
3What is guided reading? Guided reading: is a teacher-directed activity for small groups of studentsuses texts at the student’s instructional level to provide the necessary support and challenges during the lessoninvolves intensive teaching, with the teacher supporting students as they talk, read and think their way through a textinvolves students practising strategies that will enable them to read independently.
4What is the purpose of guided reading? The ultimate goal of guided reading is to help children learn how to use independent reading strategies successfully.(Fountas and Pinnell, 1996)
5Why use guided reading? Guided reading: caters to the specific reading needs of small groups of studentsinvolves explicit teaching and practise of a key reading strategy or skill matched to the needs of the groups of studentsprovides opportunity for close observation of how each student operates when reading in a small group situationdevelops targeted reading comprehension and vocabulary skillsallows students to practise acquired reading skills and allows the teacher to monitor thesehelps students to explore questions, feelings and ideas about a text.(Annandale et al, 2004)
6Dimensions of teaching and learning What do we want studentsto learn?strategies for comprehensionknowledge of texts and text featuresrelated vocabulary.How will students demonstratewhat they know and what they can do?What evidence of learning isneeded?increased use of skills and strategies during reading taskssuccessful participation in related activities.What do we need to do toimprove learning?identify strategies/skills that will enable individual students to develop effective reading strategiesselect appropriate texts that can be used to target the identified strategies/skills.How will it be taught tomaximise learning for eachstudent?explicit and targeted teaching of identified skills and strategies for particular studentsdifferentiated follow-up activities.How well have students learned?Do student responsesshow evidence of use of targeted strategies and skills?demonstrate increased knowledge of texts and text features?reflect understanding of related vocabulary?
7Key things to considerCurriculum intent — Choose an engaging text at an instructional level that enables practice of the skills and/or strategies being targeted.Assessment — Observe students as they read and respond to texts. Watch for use of strategies, comprehension, and responses to text.Sequencing teaching and learning — Engage a small focus group of students in practising the selected strategies and/or skills and responding to texts through substantive conversations.Making judgments — Determine how well students demonstrate their understanding through their responses to the guiding questions.Feedback — Reflect on evidence of learning and monitor, assess and record evidence of student progress. (Students may be grouped and regrouped.)
8Guided reading — Teaching and learning sequence Before implementing a guided reading lesson, the teacher:identifies a small group of students who need similar focused and scaffolded support to practise identified strategies/skillsselects an appropriate text at the instructional level of the students which will allow them to practise the skills/strategiesensures that the identified skills/strategies become the focus of the guided reading lessonpre-reads the text and plans questions related to the focus, determining where in the text these questions can be asked.
9Guided reading — Teaching and learning sequence During a guided reading lesson the teacher:states the purpose of the lessongives an introduction to the text and makes links to the students’ prior knowledgeposes an initial guiding question to direct the reading, and indicates the section of the text to be read silentlyallows time for students to read the section independentlyrevisits the guiding question to prompt and encourage the students to share and discuss their responsesposes the next guiding question and repeats the processengages students in substantive conversations about the text as well as about the strategies needed to respond to the guiding questionsmodels and demonstrates strategies where appropriateinvolves students in personal response to and reflection on the text.
10 What does guided reading look like? Guided reading vignette years P-3 (5:43)Guided reading vignetteyears 4-6 (4:10)Guided reading vignetteyears 7-9 (6:45)
11Assessment and monitoring BeforeWhat will guide the selection of the focus strategy or skill?What texts will allow students to practise the targeted strategies?Where in the text can the strategy/skill be best demonstrated?DuringWhat can teachers learn about how students use reading strategies?How will the teacher observe and record student responses during the guided reading lesson?AfterDo student responses to guiding questions during the lesson reflect greater understanding?What understandings do students demonstrate during substantive conversations?What do the students need to know and do next?What are the planning implications for the teacher?
12FeedbackHow will you know if the lesson was successful?What learning is evidenced by student responses?How will this evidence inform future directions for groups or individuals?How will you give feedback to your students?
13ResourcesAnnandale, K, Bindon, R, Handley, K, Johnston, A, Lockett, L and Lynch, P 2004, First Steps: Reading Resource Book (2nd edition). Pearson, Port Melbourne.Anstey, M and Bull, G 2004, The Literacy Labyrinth (2nd edition). Pearson, Port Melbourne.Literacy — the Key to Learning: Years 1 to 3 Teacher Professional Development Program Queensland Government Education Queensland (2007)to access the Australian Curriculumfor the Literate futures projectto access curriculum information and resourcesto access the Roadmap P-10for Essential Learnings by KLA and juncturefor Years P to 9 literacy and numeracy indicators
14Text referencesYear 2Duke, S 2004, Best Web of All. Mimosa Publication: Shortlands, Australia. Illustrator: Jane Wallace MitchellYear 4Bradman, T 2005, Happy ever after. Orchid Books: London. Illustrator: Sarah WarburtonYear 8Hughes, T 2005, The Iron Man. CPI Bookmarque: Croydon. Illustrator: Tom Gauld