- Some students will work on very basic reading skills such as word analysis and comprehending simple texts.
- All students need instructional support so they can expand their competence across a greater variety of increasingly challenging texts.
In the upper elementary grades, it is important for students to have regular time with the teacher to learn how to become more effective readers. GUIDED READING IS THE BEST WAY TO ACCOMPLISH THIS GOAL. Students can take what they are learning through guided reading and apply it to their independent reading, literature study and content area reading.
Teaching Within a Guided Reading Lesson
Before the lesson begins, teachers should prepare for the lesson. They should establish goals and potential outcomes for the lesson. Teachers should also be familiar with the book or material they are planning to use for the lesson.
Before having the students read the text, the teacher should set the text up. She can begin by introducing the author, prompt them to make connections, asking them what they already know about the topic or author, give a brief summary of the book, build background knowledge, etc..
During the introduction the teacher may want to point out important elements of the text such as genre characteristics, new and important language, text features, or even discuss similarities or differences to other texts by the same author.
Other things teachers may want to discuss before the reading may include:
*connections to background knowledge
*calling attention to the setting
*look at important details
*connections to personal experiences
*discuss plot of the story
*clarify the task
*establish a purpose for reading
During the Reading
As students read silently, the teacher will confer with individuals. During the conference the student:
*Reads a short piece of the text aloud softly
*Offers examples of interesting language
*Ask questions
*Converses with the teacher
For these interactions, the teacher will have evidence of what the student is doing well or what needs to be worked on.
After the Reading
After about 20 minutes of reading, the teacher will reconvene the group for a short discussion. First she will check their understanding. Then she invites them to share some of the language that they have found interesting or allow group discussion of the text.
Mediating the Text
Each lesson should not focus on more that a few new ways of thinking. Within the discussion of a text, there are different levels of teacher mediation:
Show = Demonstrate, explain behaviors related to the processing strategies
Support = Give readers opportunities to use the procession strategies with your support
Prompt = Call readers to action so that they use procession strategies for themselves
Reinforce = Acknowledge effective reading behaviors using specific description or praise
Observe = Notice behavioral evidence and infer readers’ independent use of effective procession strategies.
Teaching for Word-Solving Strategies
Effective strategies to derive meaning from words
Decoding
*Noticing the parts of words
*Using letter-sound relationships in combination with predictions about meaning
*Connecting new words with known words
Expanding Vocabulary - Knowing” a word means that you know the literal meaning . In addition good readers:
*May know several meanings for a word
*Know that words with the same definitions can have subtle meaning to different people
*May connect word attributes to larger bodies of knowledge
Supporting Decoding and Deriving Meaning
*Tell readers a word or the meaning of a word and point out the important characteristics
*Demonstrate analyzing word parts
*Demonstrate using context to suggest a meaning for the word
*Demonstrate how word parts are related to meaning
*Prompt students to use a range of strategies to problem-solve
*Reinforce effective problem solving
For those of us who have taught at the primary level, this chapter is a familiar one. Guided reading is just that-we guide students through the new text, supporting them by helping to 'debug' the text before reading. We support Meaning by supplying a gist, discussing connections, plot, etc. Structure support is greatly needed (especially here) as many of our students haven't had much exposure to book language, and sometimes, they don't speak standard English. We teach them how to use Visual information to confirm their attmepts, first by looking at the first letter, and advancing to looking for parts you know. I'm thankful we don't introduce all the new vocabulary words and learn their meanings BEFORE we read anymore, but sometimes there is some vocabulary that needs to be discussed to promote comprehension. Our students need to be strategic as they read a new book, but we're there to scaffold their attempts.
ReplyDeleteI can't believe I found you Stepanie. I looked and looked for this page!
ReplyDeleteSince I work with middle grades readers, Guided Reading seems to be the most effective way to work with our students. As I learn more about this process, I see how closely it relates to MAX teaching strategies. I know you all get tired of hearning about them, but the strategies help kids make connections, clarify meaning, set a purpose for reading, identify details, discuss plot, make predictions, etc. It seems Guided Reading is much the same and can be easily implemented into the middle school classroom.
I'm encouraged to hear how your MAX training mirrors our elementary 'strategy talk'! Learning to use strategies encourages independence and students coming to MS definitely would benefit from the same 'teacher talk'.
ReplyDeleteI too think it is encouraging that there is something for the middle school grades. I liked when you said, " in the upper elementary grades, it is important for students to have regular time with the teacher to learn how to become more effective readers. GUIDED READING IS THE BEST WAY TO ACCOMPLISH THIS GOAL." Time with the teacher is so valuable inm all grades. I think the older kids get the more teachers think they need to be in their seats and listening to the teacher lecture. They assume that most of the kids should be able to read when they get to those grades. Which is so far from the truth. I'm still learning new things about myself as a reader and writer.
ReplyDeleteI am really beginning to love this book. As I read the first few paragraphs of chapter 20, I immediately think that all MS teachers need to read this book.
ReplyDeleteOn page 340, two challenges that exist in every grade are listed. First, some students will work on very basic reading skills such as work analysis and comprehending simple texts. Second, all students need instructional support so they can expand their competence across a greater variety of increasingly challenging texts. And the most profound statement is also found on page 340, your goal in guided reading is to strengthen students’ processing power across increasingly challenging texts.
I know all of my colleagues would rejoice if students could understand the content as it is presented in the textbook, but most MS teachers don’t have the background knowledge and understanding of how to mediate a text. As I am reading about how a teacher should show, support, prompt, reinforce, and observe as you are equipping students will the strategies needed to understand their textbooks, I have many ideas for future PD opportunities for teachers willing to learn how to help student better construct meaning as they read their assign texts.
I'm just checking to see if I can post on this first before I type a bunch and it gets erased.
ReplyDeleteJessie, you are so right when you state that "I think the older kids get the more teachers think they need to be in their seats and listening to the teacher lecture. They assume that most of the kids should be able to read when they get to those grades. Which is so far from the truth." Just because a child is older doesn't mean they are able to do everything at the same level as other children. Even in the older grades the students still need that time with the teacher in a small group setting to discuss a story, to go over unfamiliar words and pharases....because as they get older their language skills do not seem to improve. Guided reading time is the best time for teachers to work with students on individual issues, and then the student can take that learning our to their independent learning or other content areas.
ReplyDeleteI'm so happy to hear that the middle school teachers have similar methods of working with older students through MAXX teaching. Wouldn't it be great if the middle school teachers could be trained in guided reading as well, so that the students could continue to get the support they need? As Rae Ann mentioned, the two challenges that exist for every grade imply just that.....they are in every grade!! When a student moves into middle school, the challenges don't disappear. The middle school taachers need to be able to carry on the support through middle school as well. As the books states, "Guided reading is the best setting to accomplish your goal." (pg 340)