06 February 2018

Guided Reading - Online Webinar

It's Saturday morning and I'm attending an online webinar on "Guided Reading". This PD is linked to my Professional Learning Inquiry (you can read about that here). I'm new to the primary setting so am very much looking forward to the challenge of walking with our tamariki (children) further in their reading journey. 

The ultimate goal of instruction is to enable readers to work their way through a text independently. Guided reading leads to the independent reading that builds the process; it is the heart of an effective literacy program.
-Fountas and Pinnell, 2016, pg. 13
Guided reading allows you to teach in a responsive way, taking into account your analysis of strengths and needs of individual readers.
-Fountas and Pinnell, 2016, pg. 17 

The steps:

Step 1: Form a small group
Generally, this is done by ability, but I'm curious as to whether this can be done by interest?

Step 2: Select and analyze a text
What ideas and concepts will be challenging for students? How will this stretch their thinking? What opportunities are there for making connections?

Ten text characteristics
  • Genre
  • Text structure
  • Content
  • Themes and ideas
  • Language and literary features
  • Sentence complexity
  • Vocabulary
  • Words
  • Illustrations
  • Book and print features
I would also add...what are the children INTERESTED in?

Step 3: Introducing the text

Step 4: Observe and interact with students
  • Teach
  • Prompt
  • Reinforce

Step 5: Invite students to discuss the text

In what ways will you invite the children to discuss the text? The following question prompts were shown and I thought they were great, will definitely be making a set for my class.

Step 6: Make teaching points

What strategies/topics/teaching points are you trying to cover in your groups?

Step 7: Word work

What opportunities can you provide for children to 'play' with words found in the story? Another cool idea offered in the workshop can be seen below.

Step 8: Writing or drawing

What are some ways we can incorporate writing or drawing into our word work block?

Step 9: Reflect and plan

Questions I am pondering: 

  • What impact does ability groups have on students attitudes towards reading?
  • What are the implications of leveling children and having this made public? (not something I want to do at all!)
  • How important is independent reading in a new entrant class?
  • How much time is dedicated to preparing for guided reading lessons?
I've never in the history of my 22 years of teaching grouped children (or adults for that matter) by ability. I totally understand the reasons for this in a primary setting and of course, this is Step 1 of Creating Independent readers (based on the workshop). So, my challenge now is to actually look at this and the impact on my student's self-esteem, attitude towards reading and progress in reading.

 04 MIXED ABILITY GROUPING from BES Programme on Vimeo.

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