guided reading
Guided reading is a reading strategy in which the teacher provides supports for readers ad they learn to use various other reading strategies such as context clues and word structure. It helps teachers teach students how to "read to learn". The teacher will work with groups one at a time.
Steps:
1. Divide the class into smaller groups (4-6 students, the younger the students the smaller the groups).
2. Assign appropriately levelled reading for each group.
3. Before reading, the teacher establishes a purpose for reading through predictions, vocabulary introduction, or the discussing of ideas that provides the necessary background knowledge to understand the text.
4. White students read, the teacher observes students and provides guidance/coaching by providing prompts, asking questions, and encouraging the use of reading strategies.
5. After reading, the teacher asks questions to check for reading comprehension.
(Adapted from http://olc.spsd.sk.ca/De/PD/instr/strats/guided/guided.html)
Possible Curricular Connections:
GLO 1: Students will listen, speak, read, write, view, and represent to explore thoughts, feelings, and experiences.
1.1 Discover and Explore
1.1.1 Explore diverse ideas to develop predictions, opinions, conclusions, and understanding.
GLO 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary, and media texts.
2.1 Use Strategies and Cues
2.1.2 Use a variety of comprehension strategies to make sense of familiar and unfamiliar texts and remember ideas.
2.1.3 Use textual cues to construct and confirm meaning and interpret texts.
2.1.4 Use syntactic, semantic, and graphophonic cueing systems to construct and confirm meaning and interpret texts.
Steps:
1. Divide the class into smaller groups (4-6 students, the younger the students the smaller the groups).
2. Assign appropriately levelled reading for each group.
3. Before reading, the teacher establishes a purpose for reading through predictions, vocabulary introduction, or the discussing of ideas that provides the necessary background knowledge to understand the text.
4. White students read, the teacher observes students and provides guidance/coaching by providing prompts, asking questions, and encouraging the use of reading strategies.
5. After reading, the teacher asks questions to check for reading comprehension.
(Adapted from http://olc.spsd.sk.ca/De/PD/instr/strats/guided/guided.html)
Possible Curricular Connections:
GLO 1: Students will listen, speak, read, write, view, and represent to explore thoughts, feelings, and experiences.
1.1 Discover and Explore
1.1.1 Explore diverse ideas to develop predictions, opinions, conclusions, and understanding.
GLO 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary, and media texts.
2.1 Use Strategies and Cues
2.1.2 Use a variety of comprehension strategies to make sense of familiar and unfamiliar texts and remember ideas.
2.1.3 Use textual cues to construct and confirm meaning and interpret texts.
2.1.4 Use syntactic, semantic, and graphophonic cueing systems to construct and confirm meaning and interpret texts.