Guided Reading (WE - Teacher and Student)
Guided reading is not "round robin" reading, where students follow along as each person reads. Rather, it is a time when I work with a small group of students and coach each one individually as the others read independently to themselves. Based on their instructional reading levels, I create dynamic guided reading groups. These groups change throughout the year as the students' reading levels change. Guided reading time lasts about ten to fifteen minutes and is held every day, along with the literacy work stations. Students who are at or above grade level go to guided reading three times a week. The rest of the students go to guided reading five times a week.
I create guided reading lessons based on the backward design concept, in which I identify the desired end result of the lesson, determine evidence of student understanding and then plan the instructional moves. My lesson plans promote higher order thinking skills (HOTS), which is critical thinking. For example, I help students be metacognitive when I tell them to "name it and claim it." In other words, a student will name and claim the tool (skill or strategy) that they use. This helps them be critical thinkers because they are thinking about their thinking and can refer back to skill or strategy at any time. The objective of a guided reading lesson has a tight focus and is aligned with the standard (CCSS) that I am teaching. Overall, the lesson plan is aligned with the standard, assessment and instruction. Below is an example of a guided reading lesson plan.
I create guided reading lessons based on the backward design concept, in which I identify the desired end result of the lesson, determine evidence of student understanding and then plan the instructional moves. My lesson plans promote higher order thinking skills (HOTS), which is critical thinking. For example, I help students be metacognitive when I tell them to "name it and claim it." In other words, a student will name and claim the tool (skill or strategy) that they use. This helps them be critical thinkers because they are thinking about their thinking and can refer back to skill or strategy at any time. The objective of a guided reading lesson has a tight focus and is aligned with the standard (CCSS) that I am teaching. Overall, the lesson plan is aligned with the standard, assessment and instruction. Below is an example of a guided reading lesson plan.
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Lastly, the purpose of guided reading is for students to review and practice tools that they previously learned during a mini-lesson. Students do not learn new concepts here. Rather, it is a time to practice using tools they already have in their toolbox, which are reading strategies that help them read independently. I work one-on-one with a student, while the others silently read to themselves. Each student practices (and names and claims) reading strategies, such as using picture clues or reading chunks. Educational experts assert that students become proficient with more practice. Guided reading provides this practice, with my support.