This is an approach which enables the teacher to support a small group of children in talking, reading and thinking their way purposefully through an unfamiliar text.
During guided reading children should consolidate the learning from previous experiences: modelled, shared and group emergent sessions.
Why Guided Reading?
To help children:
use independent reading strategies successfully;
actively problem solve challenges in the text;
develop positive attitudes;
take risks in a safe, supportive environment;
support each other and work collaboratively;
develop their understanding of the text;
explore themes and ideas,making connections with own experiences;
understand the purpose of the text;
explore the language and features of texts.
Selecting a text
Texts should be selected to provide opportunities to focus on the planned learning outcome(s), keeping in mind:
• interest factor;
• curriculum topics;
• layout,use of illustrations,etc.
All selected texts need to be at an appropriate level for the readers. Texts should be at instructional level, 5–10 errors per 100 words (90% –95% accuracy).
Remember: one error in every ten words means that the text is too difficult.
Guided reading involves instructional sessions with small groups of similar reading ability. In primary seven we use a range of fiction and non fiction books. While most pupils at this age are independent readers, we value guided reading sessions to help pupils to embed their love of reading in a social setting.
Pupils, during guided reading will often take turns to read aloud, narrate, dramatise and give opinions what they have read. Guided reading sessions are pitched at an instructional level, focusing on new vocabulary and grammatical concepts.