1. Zenaida Lopez & Julieta Ortiz University of St. Francis Educ. 395, Section A Dr. Metlicka November 16, 2011

2.   Small-group reading instruction designed to provide differentiated teaching that supports students in developing reading proficiency.  Learner reads the whole text or a unified portion selected by the teacher softly or silently to self.  Guided reading groups are temporary, groups are expected to change.  In all groups, no matter what the level is, teachers teach for a full range of strategic actions. What is Guided Reading?

3.  Guided Reading is NOT  Just small reading groups  Round Robin  Popcorn reading

4.  “Benefits include individualized instruction, the use of books at students’ reading levels, the opportunity to create and sustain meaning, the exposure to language that is context embedded, the structured format of the lesson, and the systematic evaluation of students’ progress.”

5.   Guided reading has the ultimate goal of teaching reading comprehension.  Research suggests that readers adjust their reading to give attention to different aspects of texts when they encounter different types of texts. Therefore to be a skillful comprehender, readers need exposure— with teaching —to a wide variety of texts.  Teachers provide specific demonstrations and teaching of comprehension strategies such as inferring, synthesizing, analyzing, and critiquing.  The National Reading Panel (NICHD, 2000) has suggested that teaching a combination of reading comprehension techniques is highly effective in helping students recall information, generate questions, and summarize texts. Research Based Theory

6.  Guiding reading lessons provide daily opportunities to expand vocabulary through reading, conversation, and explicit instruction.  Vocabulary is important in early literacy acquisition and also in long-term proficiency in reading, writing, and speaking.  Guided reading provides a setting within which teachers can help children derive the meaning of words from context and also help them understand how passages work.  Guided reading lessons provide the opportunity for students to write about reading.  In guided reading, teachers help children extend their understanding and vocabulary through both oral language and writing.

7.  Limitations?  Multiple copies of text at the appropriate reading level are needed.  The teacher controls the reading experience.  Time?

8.  Application in Classroom  Choose an appropriate book  90% reading accuracy  Introduce the book  Set purpose for reading  New vocabulary  Picture walk  Reading strategy to be used  Have students read the book  Read to self  Teacher observes as students use strategy

9.  Application Con’t  Encourage students to respond  Talk about books, ask questions, make connections  Have students revisit the text  Comprehension strategies  Provide opportunities for independent reading  Book becomes part of classroom library.

10.  Our Perspective Guided reading allows students to improve their reading and comprehension skills. Students are not confined to one reading group all year but instead are above to change groups according to their needs. Although many times guided reading is not implemented correctly we feel it is a vital process that needs to used in the classroom.

11. References  Avalos, M. A., Plasencia, A., Chavez, C., & Rascón, J. (2007). Modified Guided Reading: Gateway to English as a Second Language and Literacy Learning. Reading Teacher, 61 (4), 318-329. doi:10.1598/RT.61.4.4  Iaquinta, A. (2006). Guided Reading: A Research-Based Response to the Challenges of Early Reading Instruction. Early Childhood Education Journal, 33 (6), 413-418. doi:10.1007/s10643-006-0074-2  Pinnel, G. S., Fountas, I. C. (n.d.). Research base for guided reading as an instructional approach [Electronic version]. Guided Reading Program, 2, 3-10. Retrieved November 13, 2011, from http://teacher.scholastic.com/products/guidedreading/research.htm http://teacher.scholastic.com/products/guidedreading/research.htm  Tompkins, G. E. (2010). Literacy for the 21 st century: A balanced approach (5 th ed.). Boston, Ma:  Villaume, S. K., Brabham, E. G. (2001). Guided reading: Who is in the drivers seat? The Reading Teacher, 55, 260-263.