Study and Reading Guide for Unit 2 Bibl 106 Christian Doctrine

Guided reading is an instructional practice or approach where teachers support a small group of students to read a text independently.

On this page

• Primal elements of guided reading
• Why use guided reading
• Instructor'due south part in guided reading
• Inferring pregnant
• Betoken of view
• Text choice
• Quality literature
• Teacher's role during reading
• Explicit teaching and responses
• Reading independently
• Peer ascertainment of guided reading practice (for teachers)
• In do examples
• References

Key elements of guided reading

Guided reading sessions are fabricated up of three parts:

• before reading word
• contained reading
• afterward reading discussion

The main goal of guided reading is to help students apply reading strategies whilst reading for meaning independently.

Why utilize guided reading

Guided reading is informed by Vygotsky's (1978) Zone of Proximal Development and Bruner's (1986) notion of scaffolding, informed by Vygotsky'south research. The practice of guided reading is based on the belief that the optimal learning for a reader occurs when they are assisted by an educator, or expert 'other', to read and understand a text with articulate only limited guidance. Guided reading allows students to practise and consolidate effective reading strategies.

Vygotsky was particularly interested in the ways children were challenged and extended in their learning by adults. He argued that the most successful learning occurs when children are guided by adults towards learning things that they could not endeavour on their own.

Vygotsky coined the phrase 'Zone of Proximal Evolution' to refer to the zone where teachers and students work equally children movement towards independence. This zone changes equally teachers and students motion past their present level of development towards new learning. (Source: Literacy Professional Learning Resources, Department of Education and Preparation, Victoria)

Guided reading helps students develop greater control over the reading procedure through the development of reading strategies which aid decoding and construct meaning. The teacher guides or 'scaffolds' their students every bit they read, talk and think their way through a text (Department of Education, 1997).

This guidance or 'scaffolding' has been described by Christie (2005) as a metaphor taken from the building industry. Information technology refers to the way scaffolds sustain and support people who are constructing a building.

The scaffolds are withdrawn one time the building has taken shape and is able to support itself independently (pp. 42-43). Similarly, the teacher places temporary supports around a text such as:

• frontloading new or technical vocabulary
• highlighting the language structures or features of a text
• focusing on a decoding strategy that will exist useful when reading
• teaching fluency and/or
• promoting the dissimilar levels of comprehension – literal, inferential, evaluative.

Once the strategies accept been practised and are internalised, the teacher withdraws the support (or scaffold) and the reader tin can experience reading success independently (Bruner, 1986, p.76).

When readers have the opportunity to talk, think and read their fashion through a text, they build upwards a self-extending system.

This system can then fuel itself; every time reading occurs, more than learning about reading ensues. (Section of Instruction, Victoria, 1997; Fountas and Pinnell, 1996). Guided reading is a practise which promotes opportunities for the development of a self-extending system (Fountas and Pinnell, 1996).

Teacher's role in guided reading

Teachers select texts to friction match the needs of the grouping so that the students, with specific guidance, are supported to read sections or whole texts independently.

Students are organised into groups based on similar reading ability and/or like learning needs determined through assay of assessment tools such as running records, reading conference notes and anecdotal records.

Every student has a copy of the same text at an instructional level (one that can usually exist read with 90–94% accuracy, see Running Records).  All students piece of work individually, reading quietly or silently.

Selecting texts for EAL/D learners

Understanding EAL/D students' strengths and learning needs in the Reading and viewing mode volition aid with appropriate text pick. Teachers consider a range of factors in selecting texts for EAL/D students including:

• content which connects to prior knowledge and experiences, including culturally familiar contexts, characters or settings
• content which introduces engaging and useful new knowledge, such every bit contemporary Australian settings and themes
• content which prepares students for hereafter learning, e.one thousand. reading a narrative about a penguin prior to a science topic well-nigh animal adaptations
• language at an attainable simply challenging level ('simply correct' texts)
• availability of support resources such equally audio versions or translations of the text
• texts with a distinctive trounce, rhyming words or a combination of direct and indirect speech to assistance with pronunciation and prosody
• the difficulty of the judgement structures or grammatical features in the selected text. Ideally, students read texts at an instructional level (texts where students accomplish ninety per cent accuracy if they read independently) in social club to comprehend it readily. This is non e'er feasible, specially at the college levels of main school. If the text is difficult, the instructor could modify the text or focus the reading on a section before exposing them to the whole text.

For more information on texts at an instructional level, meet: Running records

Students also need repeated exposure to new text structures and grammatical features to extend their language learning, such as texts with:

• dissimilar layouts and organisational features
• dissimilar judgement lengths
• simple, chemical compound or complex sentences
• a wide range of verb tenses used
• a range of complex word groups (noun groups, verb groups, adjectival groups)
• straight and indirect speech
• passive voice, east.g. Wheat is harvested in early on autumn, before being transported to silos.
• nominalisation, e.g. The presentation of awards will take identify at 8pm.

EAL/D students learn nigh the grammatical features equally they arise in authentic texts. For instance, learning near the form and function of passive sentences when reading an exposition text, and later on writing their own passive sentences.

All students in the class including EAL/D students will typically identify a learning goal for reading. Like all students, the learning needs of each EAL/D pupil volition exist different. Some goals may be related to the pupil's prior experience with literacy practices, such as:

• ways to incorporate reading into daily life at domicile
• developing stamina to read for longer periods of time
• developing fluency to enable students to read longer texts with less endeavor.

Some goals may be related to the nature of students' home linguistic communication(s):

• learning to perceive, read and pronounce particular sounds that are not part of the dwelling language, for case, in Korean there is no /f/ sound
• learning the direction of reading or the grade of messages
• learning to recognise different word forms such as verb tense or plural if they are non part of the home language.

For more information on appropriate texts for EAL/D students, see: Languages and Multicultural Pedagogy Resource Centre

Major focuses for a instructor to consider in a guided reading lesson:

Before reading the teacher can

• activate prior knowledge of the topic
• encourage student predictions
• fix the scene past briefly summarising the plot
• demonstrate the kind of questions readers ask about a text
• place the pivotal pages in the text that incorporate the pregnant and 'walk' through the students through them
• introduce any new vocabulary or literary language relevant to the text
• locate something missing in the text and match to letters and sounds
• clarify significant
• bring to attention relevant text layout, punctuation, chapter headings, illustrations, index or glossary
• clearly articulate the learning intention (i.eastward. what reading strategy students will focus on to help them read the text)
• hash out the success criteria (due east.g. y'all volition know you accept learnt to ….. by ………)

During reading the instructor can

• 'listen in' to individual students
• notice the reader'south behaviours for evidence of strategy use
• assist a student with trouble solving using the sources of data - the utilise of significant, structure and visual data on extended text
• ostend a student's problem-solving attempts and successes
• give timely and specific feedback to help students accomplish the lesson focus
• make notes nearly the strategies individual students are using to inform future planning and pupil goal setting; run into Teacher's role during reading)

Later on reading the teacher can

• talk about the text with the students
• invite personal responses such as request students to brand connections to themselves, other texts or earth knowledge
• return to the text to clarify or identify a decoding teaching opportunity such as work on vocabulary or word attack skills
• check a educatee understands what they have read past asking them to sequence, retell or summarise the text
• develop an understanding of an author's intent and awareness of conflicting interpretations of text
• ask questions most the text or encourage students to ask questions of each other
• develop insights into characters, settings and themes
• focus on aspects of text organisation such as characteristics of a not-fiction text
• revisit the learning focus and encourage students to reflect on whether they accomplished the success criteria.

Source: Department of Instruction, 1997

The teacher selects a text for a guided reading group by matching it to the learning needs of the small group. The learning focus is identified through the analysis of running records (text accuracy, cueing systems and identified reading behaviours), individual conference notes or anecdotal records, run into Running Records).

Boosted focuses for a teacher to consider for EAL/D students in a guided reading lesson

Before reading a fictional text, the teacher tin can

• orientate students to the text. Discuss the title, illustrations, and blurb, or wait at the titles of the chapters if reading a chaptered book
• activate students' prior knowledge near language related to the text. This could involve request students to label images or translate vocabulary. Students could do this independently, with aforementioned-linguistic communication peers, family members or Multicultural Didactics Aides, if available
• utilize relevant artefacts or pictures to elicit linguistic communication and knowledge from the students and encourage prediction and connections with similar texts.

Before reading a factual text, the instructor can

• support students to brainstorm and categorise words and phrases related to the topic
• provide a structured overview of the features of a selected text, for example, the main heading, sub headings, captions or diagrams
• support students to skim and scan to get an overview of the text or a specific piece of data
• support students to identify the text type, its purpose and language structures and features.

During reading the teacher tin can

• talk to EAL/D students nearly strategies they use when reading in their home language and encourage them to use them in reading English texts. Teachers can note these down and encourage other students to endeavor them.

After reading the teacher can

• encourage EAL/D students to use their domicile language with a peer (if bachelor) to discuss a response to a instructor prompt and so enquire the students to share their ideas in English
• record student contributions every bit pictures (e.g. a story map) or in English and so that all students can understand
• create practise tasks focusing on particular judgement structures from the text
• set review tasks in both English and abode language. Home language tasks based on personal reflection can help students develop depth to their responses. English language linguistic communication tasks may emphasise learning how to use language from the text or the language of response
• ask students to practise reading the text aloud to a peer to do fluency
• ask students to create a bilingual version of the text to share with their family or younger students in the school
• ask students to introduce on the text by changing the setting to a identify in their abode country and altering some or all of the necessary elements.

Inferring meaning

In this video, the teacher uses the practice of guided reading to support a small group of students to read independently. Part 1 consists of the earlier reading discussion which prepares the small-scale group for the reading, and secondly, students individually read the text with teacher support.

In this video (Office 2), the instructor leads an after reading discussion with a small group of students to check their comprehension of the text. The students re-read the text together. Prior to this session the children accept had the opportunity to read the text independently and work with the teacher individually at their point of need.

Point of view

In this video, the teacher leads a guided reading lesson on betoken of view, with a group of Level 3 students.

Text choice

The instructor selects a text for a guided reading group by matching it to the learning needs of the minor group. The learning focus is identified through:

• analysis of running records (text accuracy, cueing systems and identified reading behaviours)
• individual conference notes
• or anecdotal records.

Text choice

The text chosen for the small group instruction will depend on the teaching purpose. For example, if the purpose is to:

• demonstrate directionality - the teacher will ensure that the text has a return sweep
• predict using the title and illustrations - the text chosen must support this
• make inferences - a text where students can use their background knowledge of a topic in conjunction with identifiable text clues to support inference making.

Text choice should include a range of:

• genres
• texts of varying length and
• texts that bridge different topics.

It is of import that the teacher reads the text before the guided reading session to identify the gist of the text, central vocabulary and text organisation. A learning focus for the guided reading session must be determined before the session. It is recommended that teachers gear up and document their thinking in their weekly planning so that the education tin can be made explicit for their students as illustrated in the examples in the information beneath.

Example 1

Students

Jessie, Rose, Van, Mohamed, Rachel, Candan

Text/Level

Tadpoles and Frogs, Writer Jenny Feely, Programme AlphaKids published by Eleanor Curtain Publishing Pty Ltd. ©EC Licensing Pty Ltd. (Level 5)

Learning Intention

We are learning to read with phrasing and fluency.

Success criteria

I tin utilize the grouped words on each line of text to aid me read with phrasing.

Why phrase

Phrasing helps the reader to empathise the text through the group of words into meaningful chunks.

An example of guided reading planning and thinking recorded in a teacher's weekly plan (Come across Guided Reading Lesson: Reading with phrasing and fluency)

Instance 2

Students

Mustafa, Dylan, Rosita, Lillian, Cedra

Text/Level

The Merry Become Circular – PM Cherry, Beverley Randell, Illustrations Elspeth Lacey ©1993. Reproduced with the permission of Cengage Learning Australia. (Level 3)

Learning intention

We are learning to answer inferential questions.

Success criteria

I tin use text clues and groundwork data to help me answer an inferential question.

Questions as prompts

Why has the author used bold writing? (Text inkling) Can you look at Nick's body language on page11? Page sixteen? What do yous discover? (Text clues) Why does Nick cull to ride upward on the equus caballus rather than the car or plane? (Background information on siblings, family dynamics and stereotypes about gender choices).

An instance of the scaffolding required to assistance early readers to answer an inferential question. This planning is recorded in the teacher's weekly program. (See Guided Reading Lesson: Literal and Inferential Comprehension)

More examples

• an example of guided reading planning and thinking recorded in a teacher's weekly program, meet Guided Reading Lesson: Reading with phrasing and fluency)
• questions to cheque for significant or critical thinking should also be prepared in advance to ensure the didactics is targeted and appropriate
• an instance of the scaffolding required to assist early readers to answer an inferential question. This planning is recorded in the teacher's weekly program.

It is of import to cull a range of text types so that students' reading experiences are not restricted.

Quality literature

Quality literature is highly motivating to both students and teachers. Students prefer to learn with these texts and given the opportunity will choose these texts over traditional 'readers'. (McCarthey, Hoffman & Galda, 1999, p.51).

Research

Research suggests the quality and range of books to which students are exposed to such every bit:

• electronic texts
• levelled books
• student/instructor published work
Students should be exposed to the full range of genres we want them to comprehend. (Duke, Pearson, Strachan & Billman, 2011, p. 59).

Considerations

When selecting texts for teaching purposes include: levels of text difficulty and text characteristics such equally:

• the length
• the degree of detail and complexity and familiarity of the concepts
• the support provided by the illustrations
• the complication of the judgement structure and vocabulary
• the size and placement of the text
• students' reading behaviours
• students' interests and experiences including home literacies and sociocultural practices
• texts that promote engagement and enjoyment.

For ideas about selecting literature for EAL/D learners, see: Literature

Teacher'southward part during reading

During the reading phase, information technology is helpful for the teacher to keep anecdotal records on what strategies their students are using independently or with some assistance. Comments are usually linked to the learning focus merely tin also include an insightful moment or learning gap.

Learning instance

Students

Jessie

• finger tracking text
• uses some expression
• not pausing at punctuation
• some phrasing but withal some give-and-take by word.

Rose

• finger tracking text
• reading sounds smooth.

Van

• reads with expression
• re-reads for fluency.

Mohamed

• uses pictures to assistance decoding
• word by word reading
• better subsequently some modelling of phrasing.

Rachel

• tracks text with her optics
• groups words based on text layout
• pauses at full stops.

Candan

• recognises commas and pauses briefly when reading clauses
• reads with expression.

Teacher anecdotal records template case

Explicit didactics and responses

In that location are a number of points during the guided reading session where the instructor has an opportunity to provide feedback to students, individually or as a pocket-size group. To execute this successfully, teachers must exist aware of the prompts and feedback they give.

Specific and focused feedback will ensure that students are receiving targeted strategies almost what they need for future reading successes, see Guided Reading: Text Option; Guided Reading: Teacher'due south Role.

Examples of specific feedback

1. I really liked the way y'all grouped those words together to make your reading sound phrased. Did information technology aid you sympathise what you read? (Meaning and visual cues)
2. Can you go back and reread this judgement? I want you to wait carefully at the whole word here (the beginning, center and end). What do you notice? (Visual cues)
3. As this is a long discussion, can y'all intermission it up into syllables to try and work it out? Prove me where you would make the breaks. (Visual cues)
4. It is of import to pause at punctuation to help you empathize the text. Can you go dorsum and reread this page? This fourth dimension I desire you to concentrate on pausing at the total stops and commas. (Visual and meaning cues)
5. Look at the word closely. I can see it starts with a digraph you know. What sound does it brand? Does that help you lot piece of work out the word? (Visual cues)
6. This page is written in past tense. What morpheme would you expect to meet on the end of verbs? Can y'all check? (Visual and structural cues)
7. When you read something that does not make sense, you should go back and reread. What discussion could go there that makes sense? Can you bank check to run across if it matches the word on the folio? (Meaning and visual cues)

Providing feedback to EAL/D learners

Specific feedback for EAL/D students may involve and build on transferable skills and cognition they gained from reading in another language.

• I can see you were thinking carefully most the meaning of that word. What information from the book did you use to aid you lot gauge the meaning?
• Do y'all know this word in your abode linguistic communication? Let'southward expect information technology up in the bilingual dictionary to see what information technology is.

Reading independently

Independent reading promotes active problem solving and higher-order cognitive processes (Krashen, 2004). Information technology is these processes which equip each educatee to read increasingly more complex texts over time; "resulting in meliorate reading comprehension, writing fashion, vocabulary, spelling and grammatical evolution" (Krashen, 2004, p. 17).

It is important to note that guided reading is non round robin reading. When students are reading during the independent reading stage, all children must have a re-create of the text and individually read the whole text or a meaningful segment of a text (e.m. a affiliate).

Students besides have an of import role in guided reading as the teacher supports them to practise and further explore important reading strategies.

Before reading the student can

• engage in a conversation about the new text
• brand predictions based on title, front cover, illustrations, text layout
• activate their prior knowledge (what do they already know about the topic? what vocabulary would they await to meet?)
• ask questions
• locate new vocabulary/literary language in text
• articulate new vocabulary and match to messages/sounds
• articulate learning intention and hash out success criteria.

During reading the pupil tin

• read the whole text or department of text to themselves
• utilize concepts of print to aid their reading
• use pictures and/or diagrams to assist with developing pregnant
• trouble solve using the sources of information - the use of meaning, (does information technology make sense?) structure (can we say it that fashion?) and visual data (sounds, letters, words) on extended text (Department of Education, 1997)
• recognise high frequency words
• recognise and use new vocabulary introduced in the before reading word segment
• apply text user skills to help read unlike types of text
• read aloud with fluency when the instructor 'listens in'
• read the text more than once to found meaning or fluency
• read the text a 2nd or third time with a partner.

After reading the educatee can

• exist prepared to talk about the text
• hash out the problem solving strategies they used to monitor their reading
• revisit the text to further problem solve as guided by the teacher
• compare text outcomes to earlier predictions
• ask and answer questions about the text from the teacher and group members
• summarise or synthesise information
• talk over the author's purpose
• think critically about a text
• make connections between the text and cocky, text to text and text to world.



Additional focuses for EAL/D students when reading independently

Before reading the student can


• activate their abode linguistic communication knowledge. What home language words related to this topic do they know?

During reading the student can


• refer to vocabulary charts or glossaries in the classroom to help them recognise and call back the meaning of words learnt before reading the text

• use home language resources to aid them sympathise words in the text. For case, translated give-and-take charts, bilingual dictionaries, same-language peers or family members.

Later on reading the student can


• summarise the text using a range of meaning-making systems including English, home language and images.

Instructor anecdotal records template case

Peer observation of guided reading practice (for teachers)

Providing opportunities for teachers to learn about teaching practices, sharing of bear witness-based methods and finding out what is working and for whom, all contribute to developing a culture that will make a departure to pupil outcomes (Hattie, 2009, pp. 241-242).

When there has been defended and strategic work by a Main and the leadership squad to set up learning goals and targeted focuses, teachers have clear management well-nigh what to look and how to get about successfully implementing cadre teaching and learning practices.

One manner to monitor the growth of teacher capacity and whether new learning has become embedded is by setting upwards peer observations with colleagues. It is a valuable tool to contribute to informed, whole-schoolhouse approaches to teaching and learning.

The focus of the peer observation must exist adamant before the do takes identify. This ensures all participants in the process are clear about the intention. Peer observations will but be successful if they are viewed as a collegiate activity based on trust.

According to Bryk and Schneider, high levels of "trust reduce the sense of vulnerability that teachers experience every bit they take on new and uncertain tasks associated with reform" and assist ensure the feedback after an ascertainment is valued (as cited in Hattie, 2009, p. 241).

To meliorate the do of guided reading, peer observations can exist arranged across Year levels or within a Year level depending on the focus. A framework for the observations is useful then that both parties know what it is that will be observed. It is of import that the observer annotation downward what they run across and hear the teacher and the students say and do. Bear witness must exist tangible and not related to opinion, bias or estimation (Danielson, 2012).

Examples of bear witness relating to the guided reading exercise might be:

• the words the teacher says (Today's learning intention is to focus on making certain our reading makes sense. If it doesn't, we need to reread and problem solve the tricky word)
• the words the students say (My reading goal is to break up a word into smaller parts when I don't know it to assistance me decode)
• the deportment of the instructor (Taking anecdotal notes every bit they listen to individual students read)
• what they can see the students doing (The grouping members all have their own copy of the text and read individually).

Noting specific examples of engagement and do and using a cogitating tool allows reviewers to provide feedback that is targeted to the bear witness rather than the personality. Finding time for face-to-face feedback is a vital phase in peer observation. Danielson argues that "the conversations following an observation are the best opportunity to appoint teachers in thinking through how they tin can strengthen their practice" (2012, p.36).

It is through collaborative reflection and evaluation that teaching and learning goals and the embedding of new practice takes place (Principles of Learning and Teaching [PoLT]: Action Research Model).

Instructor Ascertainment template example

In practice examples

For in practice examples, run into: Guided reading lessons

References

Bruner, J. (1986). Actual Minds, Possible Worlds. Cambridge, MA: Harvard Academy Press.

Christie, F. (2005). Linguistic communication Education in the Primary Years. Sydney: University of New S Wales Press/University of Washington Press.

Danielson, C. (2012). Observing Classroom Practice, Educational Leadership, lxx(iii), 32-37.

Department of Education, Victoria (1997). Teaching Readers in the Early on Years. Due south Melbourne: Addison Wesley Longman Australia.

Department of Pedagogy, Employment and Preparation, Victoria (1999). Professional Development for Teachers in Years three and 4: Reading. South Melbourne: Addison Wesley Longman Australia.

Dewitz, P. & Dewitz, P. (Feb 2003), They can read the words, just they can't empathize: Refining comprehension assessment. In The Reading Teacher, 56 (5), 422-435.

Duke, N.K., Pearson, P.D., Strachan, Due south.L., & Billman, A.K. (2011). Essential Elements of Fostering and Teaching Reading Comprehension. In South. J. Samuels & A. East. Farstrup (Eds.), What inquiry has to say about reading instruction (quaternary ed.) (pp. 51-59). Newark, DE: International Reading Association.

Fisher, D., Frey, Northward. and Hattie, J. (2016). Visible learning for Literacy: Implementing Practices That Work Best to Advance Student Learning. Thousand Oaks, California: Sage Publications.

Hall, K. (2013). Effective Literacy Pedagogy in the Early Years of School: A Review of Evidence. In K. Hall, U. Goswami, C. Harrison, S. Ellis, and J. Soler (Eds), Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Instruction (pp. 523-540). London: Routledge.

Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, Abingdon, Oxon: Routledge, Taylor and Francis Publishers

Colina, P. & Crevola, C. (Unpublished)​

Krashen, S.D. (2004). The Power of Reading: Insights from the Inquiry (2nd Ed.). Portsmouth, NH: Heinemann.

McCarthey,S.J., Hoffman, J.Five., & Galda, L. (1999) 'Readers in elementary classrooms: learning goals and instructional principles that tin inform do' (Chapter 3) . In Guthrie, J.T. and Alvermann, D.E. (Eds.), Engaged reading: processes, practices and policy implications (pp.46-80). New York: Teachers College Press.

Principles of Learning and Teaching (PoLT): Action Enquiry Model Accessed

Scaffolding: Lev Vygotsky (June, 2017)

Vygotsky, L.South. (1978). Listen in Club: The evolution of higher psychological processes. Cambridge, MA: Harvard Academy Press.

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Source: https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/teachingpracguided.aspx

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