Balanced Reading Program

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7th Grade Poetry

Kenneth Harkinsにより

Matilda

Durar Eltahir Hassan Elzain Elzainにより

Tools to compensate

Marco Bertoliniにより

Central topic

Emily Rennerにより

Balanced Reading Program

Guided Reading

Lesson should last about 10-15 minutes

Each student in the group has a copy of the same book

Students are at the back table

Text should be at students level or just higher so students do not get frustrated

Read book together as a group

Can include different activities such as picture walk, make predictions, look for sight words etc.

Variety of texts

Teacher led but students are participating and engaged

Rest of the class is working in partners or independently

Students are grouped according to reading level or specific skills to practice

Small group reading

Shared Reading

Level of texts should be on par with students

Use a variety of different texts

Use and practice different strategies

Can be whole class or small group

Still very much teacher led lesson

Can work on different skills such as expression, intonation, enunciation etc.

Text is modelled first for students

Gradual release of responsibility

Interactive, students can join in

Independent Reading

Students are encouraged to use different reading strategies as they read

Students should read for about 10 minutes with no interruptions

Students can choose where they would like to read

Not a lot of support from teacher

Choose books from book bags or levelled bin in class library

Text should be level appropriate for each student

Students are working on their own

Assessment

Assessment used to develop next steps for each individual student

Ask questions during and after read alouds, guided reading and independent reading

Use anecdotal notes during guided reading sessions

Check if students are recognizing sight words

Oral retell, predictions, inferencing can be used to assess comprehension

Running records can be used throughout to keep track of progress for each student

Read Aloud

Students are in their sit spots on the carpet

Text should always be introduced

Use prior knowledge to make predictions, inferences, and real life connections to text

Discuss reading strategies

Read what students are interested in

Teacher Led

Can use a variety of texts

Difficulty Level is a bit higher than students reading level

Text chosen by Teacher

Can be made cross curricular

Whole group lesson

Extend lesson with crafts, create your own ending, retell chart etc

Can base mini lessons off of each text