Guided Reading

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Teaching Grammar - Topic 1

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SCUOLA Tassonomia Bloom Web

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MOOC

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What's Out There? Resources to support the work of K-12 Classroom Educators in Ontario (OERB, vLe, OSAPAC, Edugains/Edusource) August 2015

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Guided Reading

Methods

Instruction should examine syntax, orthography, and phonology.

"Independent" text is one that can be read at 95-100 per cent accuracy.

"Instructional" text one that can be read at 90-95 per cent accuracy.

"Difficult" text is one read with less than 90 per cent accuracy by the student.

Instruction concludes with debrief.

Instruction should always include self-reflection.

Chosen text to match student skills or needs.

Students

Engage in self-reflection.

May engage in activities that involve extending their understanding of the text.

Reread the story independently, quietly or to a partner.

Share their independently problem-solving strategies with their peers.

Check their understanding of the text.

Check their predictions about the text and offer personal responses to the story or information.

Talk about the story or the information in the text.

Jot down their questions or comments.

Request help in problem solving when they encounter diffuclties.

Independently apply word-solving and comprehension strategies previously taught.

Read the text to themselves, quietly but aloud.

Assessment

Assessment is most often conducted informally.

Keeps anecdotal records of student achievement.

Provided for each student individually.

Is based on specific student needs.

Materials

Optimum texts should be multicultural and tailored to students' interests.

Texts are of various lengths and formats.

Include a variety of genres.

May include materials from libraries or staff donations.

Should include at least 4-6 copies of similar texts for students.

Are leveled using recommendations from publishers.

Technology may include iPads, ChromeBooks, SmartBoards, etc.

Setting is secure and comfortable.

Teacher

Provides activities for the rest of the class during instruction.

Encourages student self-reflection.

May engage students in extending their understanding of the text.

Assesses students' understanding.

Invites personal responses from students.

Assists students encountering difficulties.

Observes students' behaviour and reaction to encountering difficult words.

Selects appropriate texts.

Uses various reading strategies.

Should introduce the text before students read.