A series of articles providing the community with an understanding of Van Buren’s new Guided Reading program
Last month’s article explored Guided Reading at the Emergent Level (beginning readers). This month’s article features Guided Reading with Early Readers.
Early Readers can handle more lines of print and are using a variety of strategies to help themselves. Since these readers know how to use both the meaning of the story and how to use print, they are developing more in depth decoding skills (“sounding out” strategies). These readers are typically in First and Second Grade.
During the Guided Reading group, the teacher introduces the book and the group discusses the cover, title, author, and any experiences the children have related to the topic. As they preview the story, the teacher leads the group in a “word walk” The teacher has the students read sections where she anticipates there will be some “word work” (a difficult word). The students then share how they figured out the word or the teacher leads the group in some problem solving on the word.
After the preview, the students “whisper read” the complete story or the assigned section to themselves. The teacher “listens in” on individual readers to determine if they are reading successfully and to observe what strategies they are using to help themselves when having difficulty. At this time she may guide students to successful strategies as needed. In later stages of Early Reading, the teacher will help the children transition into silent reading.
After everyone has read the text, the teacher will have students read their favorite page aloud to the group. At this time the teacher and group discuss the story as well as strategies used to figure out words independently. The classroom teacher keeps a list or chart of all the possible strategies shared by the students. Strategies are added to the list throughout the year and can be used by the children as a resource for helping themselves.
In the following days, the teacher will extend the children’s learning by having the children retell, summarize and use graphic organizers (“charts”) to show their comprehension. A related lesson may focus on writing and might result in written materials that other students might use in the classroom library or literacy zones (“reading centers”).
Guided Reading at this stage allows students to put their decoding strategies to use in a meaningful way. They also have opportunities to show their understanding (comprehension) of the story in a variety of ways. Writing is meaningful and linked to the reading.
Next month’s article will feature Guided Reading at the Fluent Stage.