Literacy Program Reading texts

Centre for Excellence Reading Texts 01

National Partnership on Improving Teaching Quality

Guided Reading K-6 Guided reading is a teaching approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency. In the infants grades the teaching of word recognition and word attack skills is the key. Guided reading is how you teach small children to read. Guided reading occurs in a small group context because the small group allows for interaction among readers that benefit all. Groups are based on ability and allow the teacher to choose texts that specifically aim at their level. The teacher selects and introduces texts to readers, sometimes supports them while reading the texts, engages the readers in a discussion, and makes teaching points after the reading. Word knowledge and specific skills ( phonics, comprehension, word attack, and analysis) are discussed and taught throughout the lesson. Skills should be revised at the beginning of each lesson as well. Sometimes after reading a text, the teacher extends the meaning of the text through writing, text analysis, or a variety of learning experiences. Guided reading allows you to help students move forward in their reading development. Through specific teaching and careful text selection, you make it possible for students to learn and achieve at their own level.

Guided Reading Structures K-2 1. Groups formed during weeks 1 and 2 term 1-the class will be divided into 5 groups that are

formed based on reading levels of the kids. The P.M Benchmark kit will be used to establish levels. This information will allow the teacher to be as accurate as possible in the initial formation of groups. Children can be moved from group to group if needed.

2. Daily reading- guided reading lessons will be run on a daily basis during the morning literacy time. Each lesson will last for 25 min and two groups will work individually with the teacher. Parent helpers will also be used to listen to groups.

3. Lesson structure-the teacher introduces the selected text and discusses. Activities and flash cards of new words are practised and discussed. Children take it in turns to read the text. All members of the group follow as this is done. Teacher and students help the child if needed. Concepts are discussed as the lesson progresses. Records are kept and updated each time the child reads.

4. Class activity- the children that are not working with the teacher are working on a reading response that has been designed to cater for all levels. The response will differ according to ability and reading material. Children are not to, under any circumstances, disturb the reading group and teacher.

Literacy Program Reading texts

Centre for Excellence Reading Texts 01

National Partnership on Improving Teaching Quality

Guided Reading Structure 3-6

1. Groups formed- based on reading age and ability. Four to five groups formed with the text matched to groups needs.

2. Program planned- each groups activity based on low, middle, higher order thinking that is directly linked to responding to a text and further development of reading skills.

3. Teacher focus-the teacher will work with one group each day. This may be done using the reciprocal reading structure or may take the form of teacher led discussion and oral reading. Comprehension and fluency are the key skills with a record kept of each child’s progress. By the end of the week the teacher needs to have worked with each group at least once. The lower groups will obviously need more of the teachers attention.

4. Class activity- the class will have a wide variety of text activities to select from each day. They will present these for marking at the end of the week. The activities will vary greatly according to grade and classroom organisation.