RPI 4 - Guided Reading & Comprehension

 Guided Reading with Targeted Comprehension

Background to Guided Reading

A Guided Reading approach is based on the extensive work in the 1960s of

Dame Marie Clay in supporting the reading development of young ‘at risk’ readers (Clay, 1985)

Where it fits in the pillars of practice and how previous sessions feed into comprehension in the 3rd pillar.

Regular and systematic Guided Reading instruction should be the grounding of all reading programmes, as seen here.

So we can see groups regularly and students know when it is their turn a timetable is vital, to help everyone stay on track. Not all groups need to be seen every day especially as we get further up in the school. I work with each group twice a week, I have a group that would benefit from more time and a group I could see less, building their independence, but we have some great discussions.

Guided Reading is one part of a balanced programme. 

• Reading aloud to the class is important as students can see you as a reader, but they can watch what you do when you make mistakes. - building fluency
• Shared Reading, is useful as an introduction to a shared or inquiry topic. - building shared vocabulary and understanding
• Independent Reading, allows students to find their place in the reading world by trying different genres and enjoyment for reading while consolidating learning.

1. Gather information about the readers to identify emphases.
2. Select and analyze texts.
3. Introduce the text.
4. Observe students as they read the text individually (support if needed). 
5. Invite students to discuss the meaning of the text.
6. 6 Make a teaching point.
7. Engage students in word work.
8. Extend understanding through writing about reading. (optional)
9. Reflect on the lesson and plan tomorrow’s lesson. 

This list is extensive but the idea is to pick one way to introduce the text, one way to discuss the text, and one teaching strategy for processing. I just like the way it was organised. (I hope to type it up, for easy reference.)

And from here we develop the Learning Intentions and Success Criteria to share with the students, as if they know what they are learning and why they will be more engaged.

Introducing Purpose and Text

Knowing the difference between background and prior knowledge about the subject or text is important. 

Prior knowledge is relevant and text-related knowledge the student might have before reading.

Background knowledge is about the text structure, author's purpose and information required to help comprehend the text.

We need to make vocabulary visible to help build understanding and fluency. Through word cards/flash cards, wall displays that could be student-constructed with post-notes (this allows students the opportunity to refer back and add to it at any time of the day), modelling books... and a create a friendly definition (not from Uncle Google).

Next is sharing the Purpose for reading, this can be done upfront, from the start of the lesson, or you can encourage reading for enjoyment and share the purpose as you move into the teaching point.

Reading through what a teacher says to a group was interesting and how we can break the session into 9 areas. I will admit I didn't get all the teacher responses correct initially. however, it was interesting how the teacher used specific dialogue to keep the group focussed and on task.

Observing Learners and Sharing that Information

How do we know what students are thinking and understanding while reading, if they only read in their heads?

There is a new strategy so we are not solely relying of Running Records. We can pick a focus and using the techniques or teacher cues form Running Records make notes for student next steps.  - not all ticks, the focus on next step Learning To Read (LtR)/WWW.

Here is one I did on a student's audio recording. It assesses students on expression and volume, phrasing, smoothness and pace.

Students could self-assess using these criteria too. 

This information is vital because how they read aloud is how they read in their mind and this will or could affect their Fluency scale - too fast is no good - no punctuation loss of understanding and inhibits their ability to infer, pace and phrasing - impacts comprehension

Like all information we gather from assessment, to help accelerate learning, we should share what we find with the student. 

Activating Prior Knowledge

On the last slide, there are some model templates to help with different ways to activate prior knowledge again we pick one, but it is important to teach students how to use them. I want to utilise these in my programme after going through them in more depth.

Independent Practice

I have included these slides as there are great examples I want to be able to reference. I like the idea of having all the graphic organisers in one place and teaching students how to use them. Giving them the option, later in the year, to pick one from the area or category required to consolidate their learning.

Where from Here:

• Create a bank of resources that my students are familiar with (after teaching the different GOs)
• Upgrading my Response to Text slides, so they include some of the above Graphic Organisers for independent follow-up and Activating Prior Knowledge.
• Check activities and questions on Response to Text slides to reinforce the LI and purpose for reading.