The third component: Guided Reading
1. Guided Reading:
a. The teacher works with a small group of children who have similar reading processes. As the teacher I will select and introduce new books that support children reading the whole text to themselves, making teaching points during and after the reading. Sometime the teacher engages the children in an extension to further their understanding and/or provide a minute or two of letter or word work.
- Provides the opportunity to read many texts and a wide variety of texts
- Provides opportunity to problem solve while reading for meaning
- Provides opportunity to use strategies on extended text
- Challenges the reader and creates context for successful processing on novel texts
- Provides opportunity to attend to words in text
- Teacher selection of text, guidance, demonstration, and explanation is available to the reader
Guided reading is different from the traditional model because it is based on students reading level. This is where the teacher divides the students into smaller groups based upon their reading level. These students often share the same texts in the reading group that I will provide fro the level of those students.
This is different from the traditional model because I as their teacher, take the time with groups of students instead of the entire class at one level of reading. For example in guided reading the teacher supports the students using strategies, context cues, also they use letter and sound knowledge based on their reading level. I will also use books that are based on student’s syntax and word structure to help students better in their reading performance.
What is nice about guided reading is that as your students teacher I will have the students first set a purpose and introduce vocab to my students and have them make predictions based upon their prior knowledge. While reading the books in a group, I will provide wait time for students and give them prompts and clues. While some may see this in traditional style as well, some of the students are not as likely to understand because they are not at the other students level yet.
After guided reading, I will strengthen skills and provide praise for the students during and after they complete the book in they’re guided reading groups. With using guided reading we as teachers are able to base students readings on interests and specific levels of the reading groups rather than choosing one book for the entire class, and have some students lose interest or may not be able to understand what is being read.
a. The teacher works with a small group of children who have similar reading processes. As the teacher I will select and introduce new books that support children reading the whole text to themselves, making teaching points during and after the reading. Sometime the teacher engages the children in an extension to further their understanding and/or provide a minute or two of letter or word work.
- Provides the opportunity to read many texts and a wide variety of texts
- Provides opportunity to problem solve while reading for meaning
- Provides opportunity to use strategies on extended text
- Challenges the reader and creates context for successful processing on novel texts
- Provides opportunity to attend to words in text
- Teacher selection of text, guidance, demonstration, and explanation is available to the reader
Guided reading is different from the traditional model because it is based on students reading level. This is where the teacher divides the students into smaller groups based upon their reading level. These students often share the same texts in the reading group that I will provide fro the level of those students.
This is different from the traditional model because I as their teacher, take the time with groups of students instead of the entire class at one level of reading. For example in guided reading the teacher supports the students using strategies, context cues, also they use letter and sound knowledge based on their reading level. I will also use books that are based on student’s syntax and word structure to help students better in their reading performance.
What is nice about guided reading is that as your students teacher I will have the students first set a purpose and introduce vocab to my students and have them make predictions based upon their prior knowledge. While reading the books in a group, I will provide wait time for students and give them prompts and clues. While some may see this in traditional style as well, some of the students are not as likely to understand because they are not at the other students level yet.
After guided reading, I will strengthen skills and provide praise for the students during and after they complete the book in they’re guided reading groups. With using guided reading we as teachers are able to base students readings on interests and specific levels of the reading groups rather than choosing one book for the entire class, and have some students lose interest or may not be able to understand what is being read.