GUIDED READINGP-12Loddon Mallee Region

LITERACY ELEMENTS

• Read Aloud

• Shared Reading

• Guided Reading

• Independent Reading

SPEAKING & LISTENING

OBSERVATION&

ASSESSMENT

• Write Aloud

• Shared Writing

• Guided Writing

• Independent Writing

3

GRADUAL RELEASE OF RESPONSIBILITY

MODELLINGThe teacher

demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the

mental processes and modelling the

reading, writing, speaking and

listening

The student participates by

actively attending to the demonstrations

SHARINGThe teacher continues

to demonstrate the literacy focus,

encouraging students to contribute ideas

and information

Students contribute ideas and begin to

practise the use of the literacy focus in

whole class situations

GUIDINGThe teacher provides scaffolds for students

to use the literacy focus. Teacher

provides feedback

Students work with help from the teacher and peers to practise the use of the literacy

focus

APPLYINGThe teacher offers

support and encouragement when

necessary

The student works independently to apply the use of

literacy focus

Role of the teacher

Role of the student

Pearson & Gallagher

DE

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OF

CO

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RO

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Donutor

Inside Outside Line

WHAT IS GUIDED READING? WHAT IS WHAT IS GUIDED READING? WHAT IS ITS PURPOSE?ITS PURPOSE?

GUIDED READING Description

The teacher and a small group of students talk, read and think their way purposefully through a

common text, working collaboratively.

GUIDED READING Classroom Indicators- Instruction

Teachers:•group and regroup students using ongoing observation and assessment•carefully plan strategic reading instruction and explicitly teach small groups of students•select texts appropriate for the common instructional needs of the group•promote active engagement in thoughtful group discussion

Time scheduled daily - each group approx. 20 minutes

GUIDED READING Classroom Indicators- Instruction (Continued)

• Teacher prompts assist students to:• engage in text orientation and activate prior

knowledge, connections and thinking• deepen comprehension• develop prediction skills and understanding of

the reading and writing processes • use other students to help solve problems• question ideas of the author• ask questions a reader asks when reading

GUIDED READING Classroom Indicators- Resources

• Adequate variety of texts in multiple copies - a set of 6 copies and an additional copy for the teacher

• Small group organisation & tasks are clearly defined and visible e.g. management board

How do we identify an instructional focus?

• Teaching for Strategies sheet

• Guided Reading Observations

• Ondemand: Adaptive Linear Progress report

• Reading Response Journal

• Other formative assessments

• Independent Reading Conferences

Questioning

• Literal QuestionsRight there. The answer is clearly in the text.

• InferentialThink and Search

Prior Knowledge + Text Clues

• EvaluativeOn Your Own.

Your own knowledge plus what the author has said.

“ AUSTRALIA’S PRINCIPLE EXPORT IS NOW COAL.”

LiteralWhat is

Australia’s main export?

Our main export is coal

Inferential Is coal our only

export?

Australia has other exports.

Coal has not always been our main export.

EvaluativeWhy do we export?

Countries need to export to earn money from

overseas. “Australia, the lucky country”.

How Do We Select Appropriate Text?

• Based on instructional focus and knowledge of students in group

• Text needs to be appropriate to students’ learning needs, backgrounds, interests, experiences

• Text may have links to current topic study

• Usually a new text for students, but may be re-visited for a specific purpose

• Text at an appropriate level: no more than 5-10 difficulties in every 100 words

GUIDED READING Modelled Session- SNOOK

What are the other students doing?• Working independently• Working in groups on reading tasks• Well planned activities that reinforce prior teaching

focus, literacy strategies and awareness

Does it look different across year levels?

TAKING STOCK

Reference

• Breakthrough Fullan Hill and Crevola

• Literacy Teaching and Learning in Victorian Schools [Paper No 9]

• Teaching for Comprehending and Fluency Fountas and Pinnell

• Guided Reading Fountas and Pinnell

• Effective Literacy Practice 1-4 and 5-8 NZ Ministry of Education

• Victorian Essential Learning Standards DEECD

• www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/default.htm

Resources

• Catching onto Comprehension- Pearson

• NAPLAN resources• AIM resources