Guided Reading

    Guided reading is when teachers meet with small groups of students who have similar reading behavior, text-processing needs, and reading strengths. The instruction focuses on specific aspects of the reading process and literary understanding that will assist the children in moving forward in independence. In guided reading students read appropriate texts and instruction focuses on students' strengths and needs based on ongoing assessment. Students read a new book each time their group meets, and all students read simultaneously while receiving support from the teacher. I believe guided reading is beneficial in helping students reach reading independence.

     For all you parents still confused about guided reading, here are some components of a guided reading lesson found in my course text book, The Joy of Children's Literature (pg. 407).

Before the Reading

• Teacher selects an appropriate text that will be supportive but with a few manageable challenges.
• Teacher prepares an introduction to the story.
• Teacher briefly introduces the story, keeping in mind the meaning, language, and visual information in the text, and the knowledge, experience, and skills of the reader.
• Teacher leaves some questions to be answered through the reading.
• Students engage in a conversation about the story, raising questions, building expectations, and/or noticing information in the text.

During the Reading

• Teacher listens as the students read the whole text or unified part to themselves.
• Teacher observes and documents individual reader's strategy use.
• Teacher interacts with individuals to assist with problem solving at point of difficulty. 
• Students request help in problem solving when needed.

After the Reading

• Teacher talks about the story with the children inviting personal response.
• Teacher returns to the text for one or two teaching opportunities such as finding evidence or discussing problem-solving.
• Teacher assesses children's understanding of what they read.
• Teacher sometimes engages the children in extending the story through such activities as drama, writing, art, or more reading.
• Teacher may engage students in rereading the story to a partner or independently.

Johnson, D. (2009). The joy of children's literature. (2 ed.). Belmont, CA: Wadsworth.