Guided Reading Lesson Plans Fountas and Pinnell
Guided reading is an instructional practice or approach where teachers back up a small group of students to read a text independently.
Key elements of guided reading
Guided reading sessions are made upwardly of three parts:
- before reading word
- independent reading
- afterwards reading give-and-take
The main goal of guided reading is to help students use reading strategies whilst reading for significant independently.
Why use guided reading
Guided reading is informed by Vygotsky's (1978) Zone of Proximal Development and Bruner'southward (1986) notion of scaffolding, informed by Vygotsky's enquiry. The practice of guided reading is based on the belief that the optimal learning for a reader occurs when they are assisted by an educator, or skillful 'other', to read and understand a text with clear just limited guidance. Guided reading allows students to exercise and consolidate effective reading strategies.
Vygotsky was peculiarly interested in the ways children were challenged and extended in their learning by adults. He argued that the most successful learning occurs when children are guided by adults towards learning things that they could not attempt on their ain.
Vygotsky coined the phrase 'Zone of Proximal Development' to refer to the zone where teachers and students piece of work every bit children move towards independence. This zone changes as teachers and students move past their present level of development towards new learning. (Source: Literacy Professional Learning Resource, Section of Education and Training, Victoria)
Guided reading helps students develop greater command over the reading process through the development of reading strategies which assistance decoding and construct significant. The teacher guides or 'scaffolds' their students every bit they read, talk and recall their way through a text (Section of Education, 1997).
This guidance or 'scaffolding' has been described past Christie (2005) as a metaphor taken from the building industry. Information technology refers to the style scaffolds sustain and support people who are constructing a building.
The scaffolds are withdrawn once the edifice has taken shape and is able to support itself independently (pp. 42-43). Similarly, the teacher places temporary supports around a text such as:
- frontloading new or technical vocabulary
- highlighting the language structures or features of a text
- focusing on a decoding strategy that will exist useful when reading
- teaching fluency and/or
- promoting the unlike levels of comprehension – literal, inferential, evaluative.
Once the strategies have been practised and are internalised, the teacher withdraws the support (or scaffold) and the reader can feel reading success independently (Bruner, 1986, p.76).
When readers accept the opportunity to talk, think and read their way through a text, they build up a self-extending system.
This system can then fuel itself; every time reading occurs, more than learning nigh reading ensues. (Department of Education, Victoria, 1997; Fountas and Pinnell, 1996). Guided reading is a practise which promotes opportunities for the development of a self-extending system (Fountas and Pinnell, 1996).
Instructor's function in guided reading
Teachers select texts to match the needs of the group so that the students, with specific guidance, are supported to read sections or whole texts independently.
Students are organised into groups based on like reading ability and/or similar learning needs adamant through assay of cess tools such as running records, reading conference notes and anecdotal records.
Every student has a re-create of the same text at an instructional level (1 that can usually be read with ninety–94% accurateness, encounter Running Records). All students work individually, reading quietly or silently.
Selecting texts for EAL/D learners
Understanding EAL/D students' strengths and learning needs in the Reading and viewing mode will assist with advisable text choice. Teachers consider a range of factors in selecting texts for EAL/D students including:
- content which connects to prior knowledge and experiences, including culturally familiar contexts, characters or settings
- content which introduces engaging and useful new noesis, such as contemporary Australian settings and themes
- content which prepares students for future learning, e.thou. reading a narrative about a penguin prior to a science topic about animate being adaptations
- language at an attainable but challenging level ('simply correct' texts)
- availability of back up resource such as sound versions or translations of the text
- texts with a distinctive beat out, rhyming words or a combination of direct and indirect voice communication to assist with pronunciation and prosody
- the difficulty of the sentence structures or grammatical features in the selected text. Ideally, students read texts at an instructional level (texts where students reach ninety per cent accuracy if they read independently) in order to comprehend it readily. This is not e'er feasible, particularly at the higher levels of chief school. If the text is difficult, the teacher could modify the text or focus the reading on a section earlier exposing them to the whole text.
For more information on texts at an instructional level, come across: Running records
Students also need repeated exposure to new text structures and grammatical features to extend their language learning, such as texts with:
- dissimilar layouts and organisational features
- different sentence lengths
- simple, compound or complex sentences
- a wide range of verb tenses used
- a range of complex discussion groups (noun groups, verb groups, adjectival groups)
- direct and indirect oral communication
- passive vox, e.thousand. Wheat is harvested in early on autumn, earlier being transported to silos.
- nominalisation, e.g. The presentation of awards volition take place at 8pm.
EAL/D students learn most the grammatical features as they arise in authentic texts. For instance, learning about the form and office of passive sentences when reading an exposition text, and later on writing their own passive sentences.
All students in the class including EAL/D students volition typically identify a learning goal for reading. Like all students, the learning needs of each EAL/D student will be different. Some goals may be related to the student's prior experience with literacy practices, such as:
- ways to incorporate reading into daily life at home
- developing stamina to read for longer periods of time
- developing fluency to enable students to read longer texts with less effort.
Some goals may exist related to the nature of students' abode language(southward):
- learning to perceive, read and pronounce particular sounds that are non role of the dwelling language, for example, in Korean at that place is no /f/ sound
- learning the management of reading or the course of messages
- learning to recognise unlike word forms such equally verb tense or plural if they are not part of the home language.
For more information on appropriate texts for EAL/D students, see: Languages and Multicultural Education Resource Eye
Major focuses for a teacher to consider in a guided reading lesson:
Before reading the instructor tin
- activate prior cognition of the topic
- encourage pupil predictions
- set the scene past briefly summarising the plot
- demonstrate the kind of questions readers enquire about a text
- identify the pivotal pages in the text that comprise the significant and 'walk' through the students through them
- innovate any new vocabulary or literary language relevant to the text
- locate something missing in the text and match to letters and sounds
- analyze meaning
- bring to attention relevant text layout, punctuation, chapter headings, illustrations, index or glossary
- clearly clear the learning intention (i.e. what reading strategy students will focus on to help them read the text)
- discuss the success criteria (e.one thousand. you will know you lot take learnt to ….. by ………)
During reading the teacher tin can
- 'listen in' to individual students
- observe the reader's behaviours for evidence of strategy utilize
- assist a student with trouble solving using the sources of information - the use of meaning, structure and visual data on extended text
- confirm a student's problem-solving attempts and successes
- give timely and specific feedback to help students attain the lesson focus
- make notes about the strategies private students are using to inform future planning and student goal setting; see Teacher's role during reading)
After reading the instructor tin can
- talk about the text with the students
- invite personal responses such as asking students to make connections to themselves, other texts or globe knowledge
- return to the text to clarify or place a decoding teaching opportunity such as work on vocabulary or give-and-take set on skills
- check a student understands what they have read by asking them to sequence, retell or summarise the text
- develop an agreement of an author's intent and awareness of conflicting interpretations of text
- ask questions about the text or encourage students to enquire questions of each other
- develop insights into characters, settings and themes
- focus on aspects of text organisation such as characteristics of a not-fiction text
- revisit the learning focus and encourage students to reflect on whether they achieved the success criteria.
Source: Section of Education, 1997
The teacher selects a text for a guided reading group by matching it to the learning needs of the minor group. The learning focus is identified through the analysis of running records (text accuracy, cueing systems and identified reading behaviours), private conference notes or anecdotal records, run into Running Records).
Boosted focuses for a instructor to consider for EAL/D students in a guided reading lesson
Before reading a fictional text, the teacher can
- orientate students to the text. Discuss the title, illustrations, and blurb, or look at the titles of the chapters if reading a chaptered book
- activate students' prior knowledge nearly language related to the text. This could involve request students to characterization images or translate vocabulary. Students could do this independently, with same-language peers, family unit members or Multicultural Didactics Aides, if bachelor
- employ relevant artefacts or pictures to elicit language and knowledge from the students and encourage prediction and connections with similar texts.
Before reading a factual text, the instructor can
- support students to begin and categorise words and phrases related to the topic
- provide a structured overview of the features of a selected text, for example, the main heading, sub headings, captions or diagrams
- support students to skim and scan to become an overview of the text or a specific piece of information
- support students to place the text blazon, its purpose and language structures and features.
During reading the teacher can
- talk to EAL/D students about strategies they use when reading in their home language and encourage them to use them in reading English texts. Teachers can note these downwards and encourage other students to attempt them.
After reading the instructor can
- encourage EAL/D students to apply their home language with a peer (if bachelor) to discuss a response to a teacher prompt and then ask the students to share their ideas in English
- record educatee contributions as pictures (e.g. a story map) or in English language so that all students can empathise
- create practise tasks focusing on particular sentence structures from the text
- set review tasks in both English and home language. Domicile language tasks based on personal reflection can aid students develop depth to their responses. English tasks may emphasise learning how to use language from the text or the language of response
- ask students to do reading the text aloud to a peer to exercise fluency
- ask students to create a bilingual version of the text to share with their family or younger students in the schoolhouse
- enquire students to innovate on the text by changing the setting to a identify in their domicile country and altering some or all of the necessary elements.
Inferring meaning
In this video, the teacher uses the practise of guided reading to support a small group of students to read independently. Part ane consists of the before reading discussion which prepares the small group for the reading, and secondly, students individually read the text with teacher support.
In this video (Office 2), the instructor leads an after reading word with a pocket-sized grouping of students to check their comprehension of the text. The students re-read the text together. Prior to this session the children have had the opportunity to read the text independently and work with the instructor individually at their indicate of need.
Point of view
In this video, the teacher leads a guided reading lesson on point of view, with a grouping of Level iii students.
Text pick
The teacher selects a text for a guided reading group by matching it to the learning needs of the small grouping. The learning focus is identified through:
- analysis of running records (text accurateness, cueing systems and identified reading behaviours)
- individual conference notes
- or anecdotal records.
Text selection
The text called for the modest group instruction volition depend on the instruction purpose. For instance, if the purpose is to:
- demonstrate directionality - the teacher will ensure that the text has a return sweep
- predict using the title and illustrations - the text chosen must support this
- make inferences - a text where students tin can use their groundwork knowledge of a topic in conjunction with identifiable text clues to support inference making.
Text selection should include a range of:
- genres
- texts of varying length and
- texts that span unlike topics.
It is of import that the instructor reads the text earlier the guided reading session to place the gist of the text, key vocabulary and text organisation. A learning focus for the guided reading session must be determined earlier the session. It is recommended that teachers set up and document their thinking in their weekly planning so that the educational activity tin exist made explicit for their students every bit illustrated in the examples in the data below.
Example 1
Students
Jessie, Rose, Van, Mohamed, Rachel, Candan
Text/Level
Tadpoles and Frogs, Writer Jenny Feely, Programme AlphaKids published by Eleanor Drape Publishing Pty Ltd. ©EC Licensing Pty Ltd. (Level 5)
Learning Intention
We are learning to read with phrasing and fluency.
Success criteria
I can use the grouped words on each line of text to assist me read with phrasing.
Why phrase
Phrasing helps the reader to understand the text through the grouping of words into meaningful chunks.
An example of guided reading planning and thinking recorded in a teacher's weekly program (See Guided Reading Lesson: Reading with phrasing and fluency)
Example 2
Students
Mustafa, Dylan, Rosita, Lillian, Cedra
Text/Level
The Merry Get Circular – PM Red, Beverley Randell, Illustrations Elspeth Lacey ©1993. Reproduced with the permission of Cengage Learning Australia. (Level 3)
Learning intention
We are learning to answer inferential questions.
Success criteria
I can utilise text clues and background information to help me respond an inferential question.
Questions equally prompts
Why has the author used bold writing? (Text clue) Can yous look at Nick'south trunk language on page11? Page sixteen? What practise you notice? (Text clues) Why does Nick choose to ride up on the horse rather than the auto or plane? (Background information on siblings, family dynamics and stereotypes about gender choices).
An case of the scaffolding required to assist early readers to reply an inferential question. This planning is recorded in the teacher'due south weekly program. (Run into Guided Reading Lesson: Literal and Inferential Comprehension)
More examples
- an instance of guided reading planning and thinking recorded in a teacher'southward weekly program, see Guided Reading Lesson: Reading with phrasing and fluency)
- questions to check for meaning or disquisitional thinking should besides be prepared in advance to ensure the pedagogy is targeted and appropriate
- an case of the scaffolding required to aid early readers to answer an inferential question. This planning is recorded in the instructor's weekly programme.
Information technology is important to choose a range of text types and so that students' reading experiences are not restricted.
Quality literature
Quality literature is highly motivating to both students and teachers. Students adopt to learn with these texts and given the opportunity volition choose these texts over traditional 'readers'. (McCarthey, Hoffman & Galda, 1999, p.51).
Enquiry
Enquiry suggests the quality and range of books to which students are exposed to such as:
- electronic texts
- levelled books
- student/instructor published work Students should be exposed to the full range of genres we want them to comprehend. (Duke, Pearson, Strachan & Billman, 2011, p. 59).
Considerations
When selecting texts for teaching purposes include: levels of text difficulty and text characteristics such as:
- the length
- the caste of detail and complexity and familiarity of the concepts
- the support provided past the illustrations
- the complexity of the sentence construction and vocabulary
- the size and placement of the text
- students' reading behaviours
- students' interests and experiences including home literacies and sociocultural practices
- texts that promote engagement and enjoyment.
For ideas virtually selecting literature for EAL/D learners, see: Literature
Teacher's role during reading
During the reading stage, it is helpful for the teacher to go along anecdotal records on what strategies their students are using independently or with some assistance. Comments are unremarkably linked to the learning focus but can too include an insightful moment or learning gap.
Learning example
Students
Jessie
- finger tracking text
- uses some expression
- not pausing at punctuation
- some phrasing but withal some word by word.
Rose
- finger tracking text
- reading sounds shine.
Van
- reads with expression
- re-reads for fluency.
Mohamed
- uses pictures to help decoding
- word by word reading
- better after some modelling of phrasing.
Rachel
- tracks text with her eyes
- groups words based on text layout
- pauses at full stops.
Candan
- recognises commas and pauses briefly when reading clauses
- reads with expression.
Instructor anecdotal records template example
Explicit teaching and responses
In that location are a number of points during the guided reading session where the teacher has an opportunity to provide feedback to students, individually or equally a small group. To execute this successfully, teachers must exist aware of the prompts and feedback they give.
Specific and focused feedback will ensure that students are receiving targeted strategies well-nigh what they need for time to come reading successes, encounter Guided Reading: Text Choice; Guided Reading: Teacher's Function.
Examples of specific feedback
- I really liked the fashion yous grouped those words together to make your reading sound phrased. Did information technology help you understand what you read? (Significant and visual cues)
- Tin y'all go dorsum and reread this sentence? I want you to look carefully at the whole word here (the beginning, centre and stop). What exercise you discover? (Visual cues)
- As this is a long word, can you break it up into syllables to effort and piece of work it out? Bear witness me where y'all would make the breaks. (Visual cues)
- Information technology is important to pause at punctuation to assist you lot empathise the text. Tin can you go back and reread this folio? This fourth dimension I want you to concentrate on pausing at the full stops and commas. (Visual and meaning cues)
- Look at the word closely. I can see it starts with a digraph y'all know. What sound does it brand? Does that help y'all piece of work out the word? (Visual cues)
- This folio is written in by tense. What morpheme would you expect to see on the end of verbs? Tin can you cheque? (Visual and structural cues)
- When you read something that does not make sense, you lot should get back and reread. What discussion could become there that makes sense? Can you check to see if information technology matches the word on the page? (Significant and visual cues)
Providing feedback to EAL/D learners
Specific feedback for EAL/D students may involve and build on transferable skills and knowledge they gained from reading in another language.
- I can run into you were thinking carefully about the meaning of that word. What information from the volume did you utilise to help you guess the meaning?
- Practice yous know this word in your dwelling linguistic communication? Allow'due south look information technology up in the bilingual dictionary to run across what it is.
Reading independently
Independent reading promotes agile problem solving and higher-club cerebral processes (Krashen, 2004). It is these processes which equip each student to read increasingly more than circuitous texts over time; "resulting in better reading comprehension, writing style, vocabulary, spelling and grammatical evolution" (Krashen, 2004, p. 17).
It is of import to annotation that guided reading is not round robin reading. When students are reading during the independent reading stage, all children must have a copy of the text and individually read the whole text or a meaningful segment of a text (e.thousand. a chapter).
Students too have an important function in guided reading equally the teacher supports them to practise and farther explore important reading strategies.
Before reading the pupil tin
- engage in a conversation nearly the new text
- make predictions based on title, front cover, illustrations, text layout
- actuate their prior knowledge (what practice they already know nearly the topic? what vocabulary would they expect to see?)
- ask questions
- locate new vocabulary/literary linguistic communication in text
- articulate new vocabulary and match to letters/sounds
- articulate learning intention and discuss success criteria.
During reading the student tin can
- read the whole text or department of text to themselves
- use concepts of print to assist their reading
- use pictures and/or diagrams to assist with developing significant
- problem solve using the sources of information - the employ of meaning, (does it make sense?) structure (can we say it that way?) and visual data (sounds, letters, words) on extended text (Section of Instruction, 1997)
- recognise high frequency words
- recognise and employ new vocabulary introduced in the before reading word segment
- employ text user skills to assistance read different types of text
- read aloud with fluency when the teacher 'listens in'
- read the text more than than once to establish meaning or fluency
- read the text a second or third time with a partner.
After reading the student can
- be prepared to talk about the text
- discuss the problem solving strategies they used to monitor their reading
- revisit the text to further problem solve as guided past the teacher
- compare text outcomes to before predictions
- ask and answer questions nigh the text from the teacher and grouping members
- summarise or synthesise data
- discuss the author's purpose
- think critically about a text
- brand connections betwixt the text and self, text to text and text to world.
Boosted focuses for EAL/D students when reading independently
Before reading the student can
-
- actuate their home language knowledge. What dwelling language words related to this topic do they know?
During reading the student tin
-
- refer to vocabulary charts or glossaries in the classroom to help them recognise and retrieve the meaning of words learnt before reading the text
- use domicile language resources to help them understand words in the text. For example, translated give-and-take charts, bilingual dictionaries, same-linguistic communication peers or family members.
After reading the student can
-
- summarise the text using a range of significant-making systems including English, abode language and images.
Instructor anecdotal records template example
Peer ascertainment of guided reading practice (for teachers)
Providing opportunities for teachers to learn about teaching practices, sharing of evidence-based methods and finding out what is working and for whom, all contribute to developing a culture that will make a difference to student outcomes (Hattie, 2009, pp. 241-242).
When there has been dedicated and strategic work past a Principal and the leadership team to set learning goals and targeted focuses, teachers take clear direction nigh what to await and how to get about successfully implementing core educational activity and learning practices.
One fashion to monitor the growth of instructor chapters and whether new learning has go embedded is by setting upwards peer observations with colleagues. Information technology is a valuable tool to contribute to informed, whole-schoolhouse approaches to educational activity and learning.
The focus of the peer observation must be determined before the do takes place. This ensures all participants in the process are articulate about the intention. Peer observations will but be successful if they are viewed every bit a collegiate activity based on trust.
Co-ordinate to Bryk and Schneider, loftier levels of "trust reduce the sense of vulnerability that teachers experience as they take on new and uncertain tasks associated with reform" and assist ensure the feedback after an observation is valued (as cited in Hattie, 2009, p. 241).
To improve the practice of guided reading, peer observations tin be bundled beyond Yr levels or inside a Twelvemonth level depending on the focus. A framework for the observations is useful so that both parties know what it is that will exist observed. It is of import that the observer note down what they come across and hear the teacher and the students say and exercise. Evidence must be tangible and not related to stance, bias or interpretation (Danielson, 2012).
Examples of testify relating to the guided reading practise might be:
- the words the teacher says (Today'south learning intention is to focus on making sure our reading makes sense. If information technology doesn't, we need to reread and trouble solve the tricky give-and-take)
- the words the students say (My reading goal is to break upwards a word into smaller parts when I don't know it to help me decode)
- the actions of the teacher (Taking anecdotal notes equally they mind to private students read)
- what they can see the students doing (The group members all take their own re-create of the text and read individually).
Noting specific examples of date and exercise and using a reflective tool allows reviewers to provide feedback that is targeted to the prove rather than the personality. Finding time for face-to-face feedback is a vital phase in peer observation. Danielson argues that "the conversations post-obit an observation are the best opportunity to appoint teachers in thinking through how they can strengthen their practice" (2012, p.36).
It is through collaborative reflection and evaluation that pedagogy and learning goals and the embedding of new practise takes place (Principles of Learning and Pedagogy [PoLT]: Activeness Enquiry Model).
Teacher Observation template example
In practice examples
For in practice examples, see: Guided reading lessons
References
Bruner, J. (1986). Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press.
Christie, F. (2005). Language Education in the Primary Years. Sydney: University of New South Wales Printing/Academy of Washington Press.
Danielson, C. (2012). Observing Classroom Practise, Educational Leadership, lxx(three), 32-37.
Section of Education, Victoria (1997). Teaching Readers in the Early Years. South Melbourne: Addison Wesley Longman Australia.
Section of Education, Employment and Training, Victoria (1999). Professional Development for Teachers in Years 3 and 4: Reading. Southward Melbourne: Addison Wesley Longman Australia.
Dewitz, P. & Dewitz, P. (February 2003), They can read the words, but they can't empathise: Refining comprehension assessment. In The Reading Teacher, 56 (5), 422-435.
Duke, N.K., Pearson, P.D., Strachan, Southward.L., & Billman, A.K. (2011). Essential Elements of Fostering and Pedagogy Reading Comprehension. In S. J. Samuels & A. Due east. Farstrup (Eds.), What research has to say about reading didactics (4th ed.) (pp. 51-59). Newark, DE: International Reading Association.
Fisher, D., Frey, N. and Hattie, J. (2016). Visible learning for Literacy: Implementing Practices That Work Best to Accelerate Pupil Learning. Thou Oaks, California: Sage Publications.
Hall, K. (2013). Effective Literacy Teaching in the Early Years of School: A Review of Testify. In K. Hall, U. Goswami, C. Harrison, S. Ellis, and J. Soler (Eds), Interdisciplinary Perspectives on Learning to Read: Culture, Knowledge and Pedagogy (pp. 523-540). London: Routledge.
Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to accomplishment. Milton Park, Abingdon, Oxon: Routledge, Taylor and Francis Publishers
Hill, P. & Crevola, C. (Unpublished)
Krashen, S.D. (2004). The Power of Reading: Insights from the Enquiry (2nd Ed.). Portsmouth, NH: Heinemann.
McCarthey,Southward.J., Hoffman, J.5., & Galda, L. (1999) 'Readers in unproblematic classrooms: learning goals and instructional principles that tin inform practice' (Chapter three) . In Guthrie, J.T. and Alvermann, D.E. (Eds.), Engaged reading: processes, practices and policy implications (pp.46-eighty). New York: Teachers Higher Printing.
Principles of Learning and Instruction (PoLT): Activity Enquiry Model Accessed
Scaffolding: Lev Vygotsky (June, 2017)
Vygotsky, L.Southward. (1978). Heed in Gild: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Source: https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/teachingpracguided.aspx