Important to keep lots of time in our programmes for this (see below)
Principle aims for guided reading:
Post reading conversations are important at the end of guided reading
sessions to consolidate knowledge and check students engagement
eg. Describe one thing that you have learnt from the text.
Leading with the authors purpose first rather than the LO when
starting the guided reading lesson. This approach helps the children
really connect with the text.
Remember to note that fluency is going to play a big impact on
comprehension.
Included here is a ‘Learning to read’ protocol that you can use
in your guided reading programme to formatively assess where your
students are at.
You could also have children assess each other using a similar rubric.
Peer to peer assessments are really powerful.
Above are some types of questions that you could refer to during the
discussion time in your guided reading lesson based on the LO that you are
teaching.
Great website from Panmure Bridge School showing graphic organizers
for follow up reading tasks for our reading sessions.
Here is a really good example of planning that was shared with us relating to the question: Should animals be kept in zoos?
Today was a really good comprehensive look at what a guided reading
lesson looks like. I was interested to learn that leading with the authors
purpose was the first step in the process. Recently, I have been leading
with the LO. I also found it interesting that you should only spend around
5 or so minutes discussing the key points around your learning intention.
This time is a lot shorter than I had envisioned.
Kia ora Cam,
ReplyDeleteGreat to see you on Thursday. I enjoyed reading your reflection on the guided reading session and the pieces that were most thought provoking for you. I think your learners will get a real kick out of the fluency rubric and have fun assessing themselves and their peers. Looking forward to seeing how you get on!
When thinking about the structure of a guided reading session, I found the idea of beginning with the author's purpose and not starting with the LO an interesting idea. I don't think I'd do it every time, particularly if we were digging into a text in depth and had already begun to use the LO, but it is a great way to ensure that our learners get a chance to enjoy a text (with purpose) before we pull it to pieces.
It's also interesting how the guided reading model talks about how to use time - if your session is 20 minutes, and you spend 5 on introducing the text, 5 on reading, 5 on discussion, then that only leaves 5 left for the teaching points or LO. The important point here will be to be well planned so that we know exactly what we are going to share (using their Teach, Prompt, Reinforce guides) and can be explicit as well as succinct!
Let me know how you get on,
Georgie
Hi Cam. Have you come across the book The One and Only Ivan by Katherine Applegate? Its a novel written in the form of a diary by the main character who is a gorilla kept in captivity. I think it was based on a true event. Its a great book to get kids thinking about animals in captivity and exploring the author's purpose. As an adult it made me think and reflect on the place of zoos and other places where animals are kept away from their natural habitat.
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