1. Guided reading

2. Shared reading Guided reading Independent reading Reading resources
Working together to ensure that every day, in every
classroom, every student is learning and achieving.
Shared reading
Guided reading
Independent reading

3. What is guided reading? Guided reading:
is a teacher-directed activity for small groups of students
uses texts at the student’s instructional level to provide the necessary support and challenges during the lesson
involves intensive teaching, with the teacher supporting students as they talk, read and think their way through a text
involves students practising strategies that will enable them to read independently.

4. What 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)

5. Why use guided reading? Guided reading:
caters to the specific reading needs of small groups of students
involves explicit teaching and practise of a key reading strategy or skill matched to the needs of the groups of students
provides opportunity for close observation of how each student operates when reading in a small group situation
develops targeted reading comprehension and vocabulary skills
allows students to practise acquired reading skills and allows the teacher to monitor these
helps students to explore questions, feelings and ideas about a text.
(Annandale et al, 2004)

6. Dimensions of teaching and learning
What do we want students
to learn?
strategies for comprehension
knowledge of texts and text features
related vocabulary.
How will students demonstrate
what they know and what they can do?
What evidence of learning is
needed?
increased use of skills and strategies during reading tasks
successful participation in related activities.
What do we need to do to
improve learning?
identify strategies/skills that will enable individual students to develop effective reading strategies
select appropriate texts that can be used to target the identified strategies/skills.
How will it be taught to
maximise learning for each
student?
explicit and targeted teaching of identified skills and strategies for particular students
differentiated follow-up activities.
How well have students learned?
Do student responses
show evidence of use of targeted strategies and skills?
demonstrate increased knowledge of texts and text features?
reflect understanding of related vocabulary?

7. Key things to consider
Curriculum 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.)

8. Guided 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/skills
selects an appropriate text at the instructional level of the students which will allow them to practise the skills/strategies
ensures that the identified skills/strategies become the focus of the guided reading lesson
pre-reads the text and plans questions related to the focus, determining where in the text these questions can be asked.

9. Guided reading — Teaching and learning sequence
During a guided reading lesson the teacher:
states the purpose of the lesson
gives an introduction to the text and makes links to the students’ prior knowledge
poses an initial guiding question to direct the reading, and indicates the section of the text to be read silently
allows time for students to read the section independently
revisits the guiding question to prompt and encourage the students to share and discuss their responses
poses the next guiding question and repeats the process
engages students in substantive conversations about the text as well as about the strategies needed to respond to the guiding questions
models and demonstrates strategies where appropriate
involves 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 vignette
years 4-6 (4:10)  
Guided reading vignette
years 7-9 (6:45)

11. Assessment and monitoring
Before
What 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?
During
What can teachers learn about how students use reading strategies?
How will the teacher observe and record student responses during the guided reading lesson?
After
Do 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?

12. Feedback
How 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?

13. Resources
Annandale, 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 Curriculum
for the Literate futures project
to access curriculum information and resources
to access the Roadmap P-10
for Essential Learnings by KLA and juncture
for Years P to 9 literacy and numeracy indicators

14. Text references
Year 2
Duke, S 2004, Best Web of All. Mimosa Publication: Shortlands, Australia. Illustrator: Jane Wallace Mitchell
Year 4
Bradman, T 2005, Happy ever after. Orchid Books: London. Illustrator: Sarah Warburton
Year 8
Hughes, T 2005, The Iron Man. CPI Bookmarque: Croydon. Illustrator: Tom Gauld