Guided+Reading

= = =Welcome to the Guided Reading Page!=


 * Guided Reading **



//**By: Angelica Graves, Rosemarie Spina and Amy Howlett**//

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 * Videos**

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Guided reading happens when an educator works with one student or a small group of students in attempt to assist them with strategies for comprehension. "The teachers using the guided reading definition and reading techniques require the students to take an active role in their own learning process."
 * What is Guided Reading? **


 * Determining Reading Levels **

//__Flesch-Kincaid Scale__//
Select a few paragraphs to use as your base. Calculate the average number of words per sentence. Multiply the result by 0.393. Calculate the average number of syllables in words (count and divide). Multiply the result by 11.84. Add the two results together5. Subtract 15.59 The result will be a number that equates to a grade level. For example, a 6.5 is a sixth grade reading level result.

//__ The Developmental Reading Assessment (DRA) __//

An annual or semi-annual administered test to evaluate specific aspects of a child's reading level; Rhyming, alliteration, segmentation, and phonemic awareness are tested in the phonemic awareness section. Wrods per minute are tested under fluency. Vocabulary knowledge is also measured.

//__Lexile__//

Reading levels are measured by taking a school-administered SRI (Scholastic Reading Inventory) test, or by taking a standardized reading test that converts the results to a Lexile measure. "Lexile is a valuable piece of information about either an individual's reading ability or the difficulty of a text, like a book or magazine article." The higher the Lexile score, the higher the level is. The range is from 200L to above 1700L.

=** Guided Reading in PRIMARY GRADES **= Here are some strategies that are used in the classroom. These strategies help the students and teacher understand the comprehension of the story that is being read during guided reading. The teacher needs to model what is expected of the students during guided reading....


 * || ** Grouping: ** The instructor places or "groups" students that share similar reading or text skills. This helps with advancement of levels and confidence for the individual student. || [[image:https://api.ed2go.com/CourseBuilder/2.0/images/resources/prod/4gr-0/L01-01.jpg align="left" caption="grouping"]] ||
 * || ** Challenging: ** Provide work that is challenging but not too difficult. The goal is to motivate and inspire each student. || [[image:https://api.ed2go.com/CourseBuilder/2.0/images/resources/prod/4gr-0/L01-02.jpg align="left" caption="challenging"]] ||
 * || ** Guiding: ** Guide students through the text, allow them to begin exploring and thinking on their own. || [[image:https://api.ed2go.com/CourseBuilder/2.0/images/resources/prod/4gr-0/L01-03.jpg align="left" caption="guiding"]] ||
 * . || ** Preparing: ** It's the instructors duty to prepare students to become independent readers. || [[image:https://api.ed2go.com/CourseBuilder/2.0/images/resources/prod/4gr-0/L01-04.jpg align="left" caption="preparing"]] ||

**//Below is an example of a form that can be used as a Guided Reading Comprehension Checklist. This is an organized way to record information from the text that your student is reading. Students always need to be engaged in comprehending what they are reading. In addition, a teacher could always incorporate "Think Aloud" within the guided reading group.//** = = = = = //EXAMPLE:// = =** Checkpoint for Comprehension **=
 * Informational Text **
 * Selection __ Genre __ **

Consistently (C) Rarely (R)

Grand Total __ _x5= __ __
 * || C || C || R || R ||
 * < ** Uses organization and text structure to obtain meaning ** ||= ** 4 **  ||=  ** 3 **  ||=  ** 2 **  ||=  ** 1 **  ||
 * < = Understands author’s purpose for writing text = ||= ** 4 **  ||=  ** 3 **  ||=  ** 2 **  ||=  ** 1 **  ||
 * < ** Remembers key event in sequential order ** ||= ** 4 **  ||=  ** 3 **  ||=  ** 2 **  ||=  ** 1 **  ||
 * < ** Recognizes cause and effect relationships ** ||= ** 4 **  ||=  ** 3 **  ||=  ** 2 **  ||=  ** 1 **  ||
 * < ** Makes connections to other selections read by comparing and contrasting texts to generate questions ** ||= ** 4 **  ||=  ** 3 **  ||=  ** 2 **  ||=  ** 1 **  ||
 * < ** Totals ** ||=  ||=   ||=   ||=   ||


 * Students should be divided into small groups (4-6 students). the time for guided reading lessons should be 15-20 minutes. Each child should have his or her own copy of the reading. This teacher observes the students as they read the text softly or silently themselves. The teacher shluld always ask questions to check for comprehension.


 * The other students in class need to keep busy while your are teaching the guided reading group. The students should be engaged in a literacy activity while you are with your guided reading group.


 * Getting students absorbed in meaningful, purposeful literacy activities requires a number of significant changes in the classroom in the physical envirnoment, in events and activities, and in the nature and in the nature and quality of the interactions.

= Guided Reading in MIDDLE GRADES =

T ypical Guided Reading Session
 * Students are put into groups based on their reading level
 * Guided reading sessions generally last 10-15 minutes
 * Each child must have a copy of the book
 * The teacher starts off the reading session and then hands it off to the children
 * Each child reads aloud in a whisper voice
 * Typically the groups meets 4 times a week
 * Teachers should occassionally ask questions to make sure that

It is important that other students in the class who are not partaking in guided reading are kept busy with assigned work by the teacher.

Readers at emergent level use one-to-one matching to help control visual attention to print. || * "Point and read." Reading is supported to make sense. This is the semantic cue system. || * "Are you thinking about what's happening in the story while you're reading?" Structure is the knowledge of how language works. This is the syntactic cue system. || * "You said _. Does that sound right?" This is the understanding and using the sound/symbol relationship of language. || * "What would you expect to see at the beginning? At the end?" Self-correcting is the process of going back and accurately rereading text when it is not making sense. Self-correction does not take place unless there is an error. || * "I like the way you fixed that." Cross-checking is checking one cue system against another || * "It could be but look at ." (For example, it could be __ Cyclops __ but look at the "m".) Searching is integrating all cue systems || * "There is something wrong. Can you find it?" Self-monitoring is the student's ability to monitor his/her own reading by rereading || * "Why did you stop?" (when student hesitates) This strategy allows the student to problem solve || * "What could you try?" Reading is like talking. Encourage students to read text naturally, pausing appropriately with intonation. || * "Can you read this quickly?"
 * ** Strategy ** || ** Teacher Talk to Facilitate the Strategy ** ||
 * ** One-to-One Matching **
 * "Did it match?" ||
 * ** Meaning **
 * "You said _. Does that make sense?"
 * "Where can you look?" ||
 * ** Structure **
 * "Do we say it that way?" ||
 * ** Graphophonic **
 * "Do we say it that way?" ||
 * ** Self-correcting **
 * "You made a mistake. Can you fix it?" ||
 * ** Cross-Checking **
 * "Check it! See if what you read looks right ( __ or __ looks right and makes sense __ or __ sounds right and makes sense)."
 * "Could it be _?" (Teacher inserts two possible words that need to be confirmed using meaning and structure first, then checks on graphophonics.) ||
 * ** Searching **
 * "What's wrong?"
 * "How did you know? Is there any other way we could know?"
 * "Where else can you look?" ||
 * ** Self-Monitoring **
 * "What did you notice?"
 * "I like the way you did that, but can you find the hard part?"
 * "Are you right: (after correct or incorrect words) How did you know?"
 * "Try that again." ||
 * ** Stopping at a New Word **
 * "Do you know a word that starts like that?"
 * "Is there a part of the word that can help you?"
 * "What are you going to do?"
 * "Go back and reread, think about the story and start to say the word." ||
 * ** Fluency and Phrasing **
 * "Put them all together so that is sounds like talking."
 * "Read the ||

Activities.....

Making predictions is one of the most important factors when students are participating in guided reading. Since the primary goal of guided reading is to becoming better readers and thinkers, they are encouraged to think outside the box and make their own interpretations.....
 * Using a book title- Give the students the name of the book and then ask them what they think the book will be about.


 * Bring in a unusual object to class- Ask them what they think the object is and engage them in a discussion about why they believe it to be that object.

Inspirational Quotations
"…the first step toward fluent reading involves making sure kids have books they can actually read accurately and with comprehension." (Proven Programs, Profits, and Practice –Allington) When students are reading books above their instructional level, it causes them to read word by word with little comprehension causing learned dysfluency and reducing motivation. Unfortunately, with most basal anthologies, such as Harcourt Trophies, "between 40 and 60 percent of the elementary students of average achievements levels were working with reading texts considered appropriate given their reading achievement on standardized tests—the rest, almost half of the average students—were using materials considered too difficult. The case was substantially worse for lower-achieving students". (What Really Matters for Struggling Readers—Allington)

Assessment Students are sometimes assessed by using a computerized test called the "Star Test". This test is used to determine the students reading levels and grade equivalent scores. Students were also assessed by teachers evaluating their daily journals, in class discussions and oral presentations.

= Guided Reading in HIGHER GRADES = **High School Guided Reading Block**

 Guided reading is an educational practice in which reading assignments are scaffolded with pre-reading, during-reading and post-reading activities. History texts can be daunting to  students   w ho are unfamiliar with the time period, locations or events that are discussed. High school world history teachers benefit from guided reading activities because the procedures activate students' prior knowledge and connect it to the events described in the text.

In a high school setting, all students do not read at the same level. Sometimes it is good if at the high school level to ask students to read their selection each day and have a few questions set up for the group to answer together. Some teachers call this group of students the literacy circle for reading novels. This helps the students become familiar with the novels that they read together in class.According to Jamie Maggio, she claims that, "Reading is essential in every grade, and guided reading can, be used from the youngest Pr-K student to the senior in high school".

It is also a good idea to give your students a list of books that are going to be read during the school year in the summer. When the students come back in September, they can be grouped according to the books that they read over the summer. Literacy groups help the students with fluency and comprehension of any story. They feel not so pressured in a smaller setting opposed to the whole classroom when asked a question. At the high school level, it is helpful to build self-esteem in the students at this age level. They become frustrated sometimes if they feel that they are pressured to read aloud or answer questions in front of the whole classroom. Small group strategies work better with the high school students. I would group four to five students in each group. Each student needs a job description when they are participting in the literacy groups. The teacher can walk around the class and check on each literacy group.

= Guided Reading in SPECIAL EDUCATION =  For a child with a language-based learning disability, like dyslexia, decoding strategies in guided reading encourage a guessing habit which is difficult to overcome. When a child encounters an unfamiliar word, he or she is encouraged to look at the first letter, and/or look at the picture, and consider what word "might make sense" in the sentence. Another strategy is called "chunking" and it encourages children to find smaller words within the larger word. The words "moth" and "the" can be seen in the word "," but will not facilitate proper pronunciation of the word. Providing decoding strategies when an unfamiliar word is encountered in a passage is considered implicit phonics instruction - these strategies are inefficient at best.

 According to Lisa Hannum, author of Guided Reading: Is It Really Appropriate for Students with a Reading Disability? " Evidence-based research shows that by teaching language patterns explicitly, students become better decoders, which leads to more automaticity, which in turn fosters comprehension."  Guiding Reading for Students with Autism

 For students with autism, most instruction utilizes mainly direct one-on-one teaching of code-based reading skills. Best practice recommendations for reading instruction, as outlined by the national reading panel, include both code-focused (phonemic awareness, phonics, and fluency) and meaning-focused (vocabulary and comprehension) instruction which is many times lacking in the reading instruction for students with special needs including autism.

In a case study published in Teaching Exceptional Children Plus a teacher in a self-contained classroom implemented guided reading as part of the reading curriculum for her students. The teacher documented between 6 and 24 month of growth in the students’ reading levels after a full year of implementing this teaching strategy in her classroom. More rigorous studies should be conducted regarding the implementation and efficacy of this instructional strategy, but the data from this case study are promising. What is shows, ultimately, is that strategies which are supported by research to be effective for typically developing students have high potential merit for students with disabilities.