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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.
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