defining the practice
As with most things literacy, there are many different approaches to guided reading and perspectives to consider. People typically refer to Guided Reading (proper) through the work of Fountas & Pinnell. Traditionally, guided reading follows a process of: teachers conducting informal assessments to determine students' instructional reading levels; organizing students into small groups; meeting with groups (on a rotating basis) as they read a provided text at their instructional reading level; providing some degree of explicit strategy instruction to support readers along the way. This is a super generalized description, as many of the resources below provided detailed examples to illustrate the process. But I summarize here to offer an additional perspective on guided reading that responds to limitations many teachers have recognized within this model. Burkins & Yaris (2016) make the case for Next Generation Guided Reading which relies less on teacher direction and more on teacher facilitation. The ultimate goal is for students to determine when a strategy is needed and what strategy they might use, as they work through this 'dress rehearsal' for the big dance of independent reading. This practice is tied to the 'we do' phase of the gradual release model, where students engage in guided practice prior to launching into independent application. It is especially clear how these models diverge within the resources provided below.
Observing the practice
This video segment illustrates how this traditionally primary practice can be adapted for intermediate and middle grades. Consider how this example builds from the more traditional models of Guided Reading (with greater teacher direction) and towards Next Generation Guided Reading (with greater student engagement).
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Use this form to make note of teacher moves while you watch the video.
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The Practice in Practice
Examining the practice in practice can help us to visualize what it looks like and consider specific dynamics at play from the perspectives of teachers engaged in the heart of the work. The following resources offer different (and at times contradictory) points of view on planning for and leading guided reading across elementary and middle school settings. Before getting started, generate a list of 4-5 burning questions you have about doing guided reading--and basic questions are just fine. Then, as you skim through the content, search for potential answers and identify new questions that arise.
Additional Resources
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