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Guided Reading

  1. July 26-27 - Annual Balanced Literacy Symposium

    COME JOIN US FOR TWO FULL DAYS OF LEARNING DESIGNED WITH REAL CLASSROOMS, ENGAGEMENT, AND JOY IN MIND!

    Developing literate learners means developing literacy and language. It means classrooms filled with students who read, think, talk, and write together as they immerse in a process of making and conveying meaning.

    This two-day symposium offers educators from around the country an opportunity to think together as they construct, refine, and extend their own professional understandings of literacy and language learning.

    Developing classrooms alive with literacy and language invites all voices and perspectives to the conversation as we value and nurture the literate learners we want in our society.

    As educators work with colleagues and other literacy leaders, they will explore ideas such as:

    • What becomes possible when we create and nurture environments where learners think and talk purposefully about books?
    • What is the literacy work that matters for literate learners and what roles do balanced reading and writing approaches play in this learning?
    • How does instruction focused on meaning align with phonics and spelling instruction in a balanced literacy classroom?
    • How does formative assessment support quality literacy instruction in a time of high-stakes testing and standards?
    • How does this work come together in Spanish-speaking classrooms, and in biliteracy and dual language classrooms?
    • How can literacy leaders support classroom teachers to make the most of a learning environment?

    PURCHASE ORDERS ARE ACCEPTED! Call 866-652-7436 or email pat@myokapi.com

    (Sponsored by Okapi Educational Publishing and San Diego County Office of Education)

     

    Annual Balanced Literacy Symposium Annual Balanced Literacy Symposium
  2. What does Guided Reading look like at Grades 3-5?

    Guided reading Grades 3-5 contains some of the elements of guided reading in the primary Grades (K-2). When working with students at higher Grades (3-5) the teaching approach needs to take into consideration that the texts will:

    • be longer in length
    • have less familiar content
    • become increasingly difficult.

    The teacher’s role is first to support students in developing the strategies and skills to read these texts. And second to teach the students to transfer their increasing knowledge and understanding to texts they will encounter across the curriculum.

    Establishing the strategy focus

    While the teacher may initially introduce the text and establish the focus, most of the reading the students do will be done independently or with the support of a partner. When the students meet with the teacher for their small group lesson, the teacher’s role is to encourage the students to talk about their thinking and prompt them to respond critically to the text. Students in the group are expected to engage in high level discussions with the teacher acting as a facilitator.

    Help students to synthesize

    A graphic organizer for students to use as they read provides a framework for the students to record and keep track of their thinking. The graphic organizer not only holds the students accountable for their independent work it is also a very useful a tool for the teacher to assess the strategies and skills that have been taught.

    Below is an example of a graphic organizer that could be used for students to track their thinking when comparing and contrasting information within a text.

    Example:

    Graphic Organizer


    Assessment

    Can students use information they have gathered to form their own opinions about a topic?

  3. Small Group Shared Reading, Grade 1: Vocabulary (Video)

    Join literacy consultant Debra Crouch with a small group of first-graders as they return to the book shared earlier with the whole class--this time for a focused Vocabulary lesson. Lift Off to Literacy is available from Okapi Educational Publishing.

  4. Managing Guided Reading Groups with “Warm” Running Records

    Managing guided reading groups often generates a multitude of questions about flexibility: How do I know which children go in which group? Which books do I use in a particular level? How do I know when my students are ready for the next level?
  5. Guided Reading and Reading Strategies

    Guided reading is a small group opportunity to support readers as they apply known reading strategies. David Hornsby, in A Closer Look at Guided Reading (2000), describes guided reading as a time when “the teacher helps the children use strategies they already know so that they are able to read an unfamiliar text independently, with success.” Those reading strategies have been modeled and demonstrated during whole class read-aloud and shared reading. During guided reading, the intentional use of wait time by the teacher encourages the use of reading strategies. When children are developing as readers, the use of reading strategies is slower and less automatic, meaning students require more time for processing. Teachers who wait when students make an error, rather than immediately giving a correct word or automatically prompting a strategy to try, provide students the opportunity to self-monitor and self-correct. This is when learning to be a strategic reader occurs.
  6. Close Reading and Guided Reading

    Close reading and guided reading can exist in the same instructional environment.  By reading closely in guided reading, a reader is encouraged to apply all their known understandings about how texts work to figure out meanings the text brings into existence.  When close reading of a text is viewed as comprehending a text in an intentional manner, it can be powerful within the context of guided reading.
  7. Shared Reading and Guided Reading: Learning in Context

    In Shared Reading, Students Learn What They Later Apply in Guided Reading Shared reading and guided reading lie alongside each other within a gradual release of responsibility model of instruction. One of the key ways guided reading instruction differs from other small reading groups is through this relationship to shared reading instruction.
  8. High-Frequency Words in Guided Reading: Words by Sight

    High-Frequency Words in Guided Reading: Words by Sight
    When It Comes to High Frequency Words, Context Is Key in Guided Reading Texts! The use of high-frequency words in guided reading texts offers young readers multiple opportunities to learn these words as a component of an effective reading process. When developing readers learn high-frequency words in context, their abilities to recognize these words by sight supports them becoming confident, accurate, and fluent readers.
  9. Guided Reading and Academic Vocabulary: Words to Learn By

    Guided reading presents a unique opportunity for students to learn academic vocabulary if the guided reading books are written about engaging topics in ways that make academic vocabulary interesting and accessible. Students love learning “big” or “fancy” terminology for things and they will use academic vocabulary confidently if those terms have context to supply meaning and the terms have been used in a supportive discussion.
  10. Building Fluency During Guided Reading

    What Guided Reading Practices Contribute to Fluency?
    Building fluency during guided reading is essential for developing readers. Fluency is often defined by reading rate, but also includes pausing, phrasing, stress, and intonation, all of which are related to meaning. There are several ways fluency is built during guided reading.

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