Guided Reading How can we make this really effective for our students? Owhata 18 June

Purposes for today To think critically about our guided reading programmes To think about deliberate acts of teaching To set some goals for back in our classrooms.

Implications for classroom practice Sharing learning goals with students Involving students in self-assessment Providing feedback that helps students recognise their next steps and how to take them Being confident that every student can improve

Effective Literacy Practice Years 5-8, 2006, p104 In any literacy programme, guided reading has a central role in leading students towards independence in reading. The focussed group setting enables the teacher to provide strategic instruction in decoding, making meaning, and thinking critically. Effective Literacy Practice Years 5-8, 2006, p104 It is about explicit teaching Children need to be aware of what they are learning Teacher and student need to talk about what has been covered during the lesson Articulation of learning is critical in that the student and others in the group develop a stronger awareness of their learning

Reading and discussing the text The students take responsibility for reading the text by themselves. Expected that year 5 to 8 students read silently during guided reading. Students in a guided reading group should read aloud only when they are citing evidence to support their opinion or comment or when the teacher asks one child to read to them quietly, for monitoring purposes. 

Reading aloud Reading aloud does not mean “round robin” reading. “Round robin” reading is never appropriate in guided reading. It prevents each student from processing the text and constructing meaning independently, distracts and bores other students, and obscures meaning.

Be clear about What you want the child to learn based on identified need How you will share the intended goal What the task will be Which instructional strategy will be the most effective How you and the student(s) will know the learning has taken place Teacher acts purposefully to address it The teacher’s role in discussion is to: foster enjoyment of the text and a sense of discovery; maintain the focus by skilled use of instructional strategies such as questioning, prompting, explaining, or modelling; encourage discussion that relates to the content-related purpose for reading and to the goal-related strategies that students are learning or practising; encourage students’ personal responses and sharing of insights; ask students to clarify points they make and to justify them using text-based evidence, for example, by quoting directly from the text, talking about the relevant part of the text, or pointing to the part (words, phrases, or sentences) as they talk; encourage students to help one another and to develop their metacognition by sharing the strategies they use (using their first languages where possible); encourage students to ask their own questions of the text, to discover answers to their questions, and to think critically, for example, by querying the author’s inclusions and omissions; extend students’ awareness of relevant features of texts, for example, by discussing the text’s structure, interesting or unusual vocabulary, or the use of the author’s voice in the text; give feedback that is specific, informative, and builds further understanding; engage in genuine conversations about texts with students and encourage such conversations among them, for example, by using “think, pair, share”. There should be an exchange of questions and responses, with all points of view valued and explored. It is important that the teacher closely monitors the progress of any students who are still establishing their decoding skills and developing basic reading strategies or who are new learners of English. At a time when the rest of the guided reading group is reading a set part of the text silently, the target student can be asked to read the set part quietly aloud to the teacher.

Text Selection Text selection is crucial base selection on intended instructional objectives and knowledge of the learners in the group check that texts are appropriate to the students’ learning needs and to their backgrounds, interests, and experiences chosen text may also have links to current cross-curricular topics Usually the text will be new to the students, although texts can be revisited for a particular learning purpose. Texts should generally be at an instructional level refer to Guided Reading: Years 5 to 8, pages 34–40

Deliberate Acts of Teaching Modelling Prompting Questioning Giving feedback Telling Explaining Directing Integrating instructional strategies In your planning you need to include... Learning outcomes for each group DATs – Teaching points Name of text and the level Response to the text (follow-up activity) Evaluation/reflection for each group

self-regulated and intentional reading. Comprehension strategies are specific, learned procedures that foster active, competent, self-regulated and intentional reading. Trabasso & Bouchard 2002

Identifying the main ideas Helps students build knowledge and awareness of how texts are structured and how ideas within a text are related Students need to retrieve information and summarise it in order to identify the most significant points May need to use additional strategies as well Teachers should show students how to identify and clarify the main points in a text by modelling how to formulate questions during guided reading

Main ideas Determining what information is important and combining the main ideas into succinct statements what is important information and what is the supporting detail what are the key words, facts, main ideas and main events?

Students need to learn to... Interpret what they believe to be the authors purpose Link to their prior knowledge Identify any bias or perspectives strongly supported by the author Make predictions about what the main idea might be Infer from implicit information Synthesise the information Consider all the evidence and make thoughtful decisions Explain and demonstrate to others how they arrived at the main idea

Possible learning goals Find clues and evidence to help determine the main idea Combine the clues and evidence and link them to our prior knowledge Think about and discuss the main idea that the writer wants us to understand P172 Davis

Main Idea - creating a hierarchy of importance   Before the Reading Discuss how some information is more important than others Think about how authors include a range of information Discuss why this might be How might an author show how some information is more important than others During the reading What are some of the main points the author is making Why are some points more important than others Has the author used a special toll to show this Reading follow up Use a hierarchy diagram to show the most important information down to the least important information. Write a summary to include the main points.

Scanning for main ideas   Before the Reading Select a factual piece of information Discuss how to scan over a piece of text identifying key words Discuss what strategies you need to use to identify useful words (identify proper nouns and regular nouns) During the reading Where are the key words placed in each paragraph What type of words are the key words Record a selection during the reading What do these words tell us Reading follow up Write a summary using the key words you have scanned. Try and include all of them in the summary.

Prediction Trying to determine future ideas and events before they appear in the text Drawing on prior knowledge Making connections

Students need to be taught to Use clues from the text, before and after the reading (cover, title, subheadings, glossary, illustrations, cover blurb) Make, verify and revise predictions Test, monitor and ask questions as they go

Possible learning goals Think about the vocabulary the author uses and predict what might happen next Predict and read on to check our predictions Make a prediction and give evidence from our own experience to justify our predictions Make a prediction and give evidence from the text to justify our predictions Predict, give reasons to justify, and read on to check our predictions P.150 Davis Video insert

Following up Why were particular DATs chosen? How did they scaffold and/or extend the students’ learning? What else might the teacher have done? Why? What does this mean for your practice? Reflecting on your own teaching of guided reading, which DATS do you use? Do you incorporate the variety of DATs for specific purposes? How do you know? How might you find out? From what we have seen / talked about what goal do you have / what will you focus on?