How to Include Choice in Guided Reading

Instructional Decision-making	Before Reading	During/After Reading	Letter/Word Piece of work	Reading/Writing Connections

"If children are obviously unable to learn, nosotros should assume that we take as however not found the right way to teach them."

— Marie Clay

How to Utilize the Guided Reading for Struggling Readers Module

For over twenty-five years, teachers across the United States have used Guided Reading to assistance millions of young children on the path to becoming proficient, contained readers.  The basics of Guided Reading – how it fits into an overall balanced literacy program, its theory and practical approaches, including taking and using running records – were explored in the get-go Guided Reading module on this website.  The sample lessons in that module are organized by bands of text levels, with a focus on the appropriate texts, prompting, give-and-take work and writing for each ring.  It as well deals with classroom organization for guided reading, also every bit lesson construction.Nosotros suggest that teachers who are not familiar with Guided Reading utilise the initial module before this ane.

Many children acquire to read speedily and easily, but, as every primary teacher knows, others struggle.  Most children who find learning to read hard have no physiological impediments, and with proficient support, can learn to read in grades K-2.  However, reading is a complex process, and in that location is not one directly path to success.  Children may face up many confusions in becoming readers in these beginning years, (Pinnell and Fountas, 2009) including:

• Initial difficulties in learning to distinguish letters and sounds, understanding that print carries a bulletin, remembering what they read, focusing on impress, and moving through information technology left to right
• Insufficient sight vocabulary
• Limited ability to problem solve, using the aforementioned one-2 strategies even when they don't work
• Ignoring language construction and meaning or relying solely on meaning and ignoring print
• Not monitoring their ain reading
• Waiting for help or stopping rather than actively working to solve problems
• Lacking fluency to support holding pregnant

Approximately xx percent of beginning outset graders may require expert intervention to overcome these and other difficulties, some on a 1-1 basis.  But with or without intervention, all struggling readers demand strong classroom teaching in reading and writing every solar day.  This module discusses ways to help children in modest Guided Reading groups overcome the obstacles they face up.  Information technology specifically addresses how observation-based instructional decision-making during the various aspects of a Guided Reading lesson is used to advance the progress of struggling readers.

The success of Guided Reading is not found in following a scripted lesson, but on following the child.  By this nosotros mean closely observing the child'due south reading behaviors, analyzing what we see and hear, and providing the clearest way forward based on our professional person agreement of the reading process and the child's strengths and needs.  Success, therefore, heavily rests on the teacher'due south observations, analysis, and responses to children's reading and writing.

This cycle of observe and record, plan, teach, observe… is embedded in every activity we accept in Guided Reading, and is discussed in each section of this module.  Each department includes commentary by teachers and other experts, illustrated through excerpts of lessons taught with pocket-sized groups and/or individual children who struggle at various reading levels in kindergarten through 2d grade.  The sections are:

• Instructional Decision-making :We recommend beginning with this section and returning to it equally needed.   It examines running records and in addition to analyzing the sources of information (meaning, structure, and visual) used and neglected by the child, it provides a framework to assistance teachers excerpt additional data helpful in choosing texts and developing lessons for struggling readers.
• Before Reading considers how our observations pb us to find an advisable book for students' needs and create a volume introduction that supports struggling readers. It addresses adjusting book pick based on our observations of the students.
• During/Later Reading explores taking notes and running records during reading and using this data to provide prompts and group instruction points, and to guide next steps in teaching. Information technology focuses on differentiating prompting for each student, attending to the language of prompting, and levels of support to develop contained problem solving, fluency, and comprehension. Because serial order and automaticity with high frequency words are normally difficulties for struggling readers, we too provide guidance in dealing with these issues.
• Letter/Word Work addresses specific difficulties struggling readers may take in learning almost messages, sounds, and loftier frequency words, and making connections betwixt targeted word work and reading and writing text.
• Reading/Writing Connections emphasizes the reciprocity between reading and writing, and the importance of this connectedness for struggling readers and writers.

Although a typical guided reading lesson includes each of the above areas, well-designed lessons have a focus that carries through all the segments.  This is especially important for struggling readers, who do good from learning the same skill or strategy in multiple ways.  Therefore, approaches to supporting children with concerns such as loftier frequency words, serial order, fluency, and overall problem solving are addressed in multiple sections, with links to other parts of the module where these issues are discussed.

Running records and close observation are essential to accelerate the progress of struggling readers.  Therefore, in addition to examples of learning from running records in private video clips, several series of clips focus on how running records, lesson notes, and observation helped teachers understand the strengths and needs of struggling readers over time, develop instruction accordingly, and/or seek additional intervention if required.  These include:

• Additional Analysis of Running Records (Instructional Determination Making)
• Using Observations and Running Records to Suit Book Choice (Before Reading: Book Option)
• Growth Over Fourth dimension: Loftier Frequency Words (During/After Reading: High Frequency Words)
• Growth Over Time: How agreement story propelled forward a struggling reader'southward progress (During/After Reading: Comprehension)
• Running Records and Lesson Notes (During/Afterwards Reading)

One of the purposes of the Clemson University Reading Recovery and Early Literacy Training Center for South Carolina is to share the expertise that Reading Recovery teachers develop through close observation and work with individual struggling readers every day.  We would like to admit the contributions to this module of the following:

• Elizabeth Arnold, Reading Recovery/Intervention Teacher, Hodges Elementary School, Greenwood School District 50
• Katie Babb, Reading Recovery/Intervention Teacher, Springfield Elementary School, Greenwood Schoolhouse District 50
• Emily Garrett, Reading Recovery/Intervention Instructor, Springfield Elementary School, Greenwood Schoolhouse District l
• Tracie McGovern, Kindergarten Teacher, Springfield Elementary School, Greenwood School Commune 50
• Andrea Overton, Reading Recovery Teacher Leader, Anderson School District 5
• Ashinique Owens, Reading Recovery/Intervention Teacher, Nevitt Forest Elementary School, Anderson School District five

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Pinnell, G.S. and I.C. Fountas. 2009. When Readers Struggle: Education That Works. Portsmouth, NH: Heinemann.

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Source: https://readingrecovery.clemson.edu/guided-reading-for-struggling-readers/

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