Jizzakh branch of the national university of uzbekistan named after mirzo ulugbek foreign languages d

Teacher’s role 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 similar reading ability and/or similar 
learning needs determined through analysis of assessment tools such as running records, 
reading conference notes and anecdotal records. 
Every student has a copy of the same text at an instructional level (one that can usually 
be read with 90–94% accuracy, see Running Records). All students work individually, 
reading quietly or silently. 
Major focuses for a teacher to consider in a guided reading lesson: 

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The teacher selects a text for a guided reading group by matching it to the learning needs 
of the small group. The learning focus is identified through the analysis of running 
records (text accuracy, cueing systems and identified reading behaviours), individual 
conference notes or anecdotal records, see Running Records). 
Inferring meaning 
In this video, the teacher uses the practice of guided reading to support a small group of 
students to read independently. Part 1 consists of the before reading discussion which 
prepares the small group for the reading, and secondly, students individually read the 
text with teacher support. 
Quality literature 
Quality literature is highly motivating to both students and teachers. Students prefer to 
learn with these texts and given the opportunity will choose these texts over traditional 
‘readers’.
Teacher's role during reading 
During the reading stage, it is helpful for the teacher to keep anecdotal records on what 
strategies their students are using independently or with some assistance. Comments are 
usually linked to the learning focus but can also include an insightful moment or 
learning gap. There are a number of points during the guided reading session where the 
teacher has an opportunity to provide feedback to students, individually or as a small 
group. To execute this successfully, teachers must be aware of the prompts and feedback 
they give.