Guided+Reading

Guided reading places the child in a more formal instructional reading situation. In Kindergarten there is a smooth transition from shared to guided reading. Teachers make the decision to move some children into guided reading by observing children's behaviors as they explore books independently and participate in shared reading. After hearing books read aloud, many children will begin to try to figure them out for themselves. Approximations come closer and closer to the actual text. In first grade guided reading is a foundation of literacy curriculum. Children need to take part in a guided reading group between three and five days per week in the early stages, reading a new book just about every time the group meets. Beginning books ae relatively short so it is possible to build a large collection of books that children have read before, which can be placed in "browsing boxes" for independent reading. As children grow in their ability to read longer and more difficult texts, they may have to spend more than one day on a selection. There will also be shifts over time in the focus of guided reading. Guided reading takes on a variety of other purposes and forms over time: analyzing texts for character deveopment and structure, comparing texts by theme, learning to read a variety of genres or learning low to get information from texts. At all grade levels teachers use dynamic, flexible, grouping rather than fixed reading groups.

=Guided Reading Components= What are the components of a guided reading lesson? How does each component benefit the readers in a different way? How does the structure of the guided reading lesson support readers' problem solving while reading continuous text?

Introducing the text: Focus on how each teacher hels students understand how the text works how each teacher invities childre to think and talk about the book before reading