|
About this lesson:
- I. The Instructional Procedure for Guided Reading
- PLANNING
The teacher identifies the enduring understanding, essential question, indicator, and strategy focus from the MCPS instructional guide, based on the reading purpose for the quarter. An appropriate text is selected, based on the instructional level of the students.
- BEFORE READING
Essential Question: The teacher asks the essential question and explicitly states the strategy focus.
- Set the Purpose: The teacher states the purpose for reading.
- Book Introduction: The students are given the information they need to be successful when they read. The book introduction addresses the three cueing systems: meaning, visual, and structure.
• Introduce the title and author.
• Meaning: The teacher shows the book, tells the title, and gives the meaning statement that represents the gist or summary of the book. Students’ background knowledge is activated. Important concepts are addressed.
• Preview the text.
• Visual: The teacher addresses vocabulary instruction by introducing words from the text that students may experience difficulty decoding accurately or correctly. These words always are taught by reading them in context.
• Structure: The teacher builds/activates students’ background on the structure (print layout, text features, genre characteristics, organization).
• State instructional focus or strategy.
- During Reading
- Guided Practice: Students read softly and the teacher listens. The teacher uses the Pause, Prompt, Praise (3 PPP’s) strategy. When a student encounters an unfamiliar word, the teacher pauses to allow the student to use previously taught strategies to read the word. If the student is not successful, the teacher prompts the student to correct the error. Praise is used appropriately, either when a student notices an error or correctly uses a strategy.
- After Reading
- Return to Purpose and Strategy Focus: The teacher restates the reading purpose and strategy focus and asks students how it worked for them.
- Discuss the Story or Text: Through retelling or asking stance questions, the teacher checks for comprehension.
- Interactive Writing: Interactive writing is writing that is done for the purpose of rereading. The teacher and the student share the pen to compose a message. It provides the opportunity to explore spelling by using strategies good spellers use when writing. By reflecting on the reading and writing processes, it encourages successful reading and writing. The teacher coaches students to verbalize the strategies used when reading and writing.
- Phonics/Word Work: Instruction in phonics helps students to apply letter/sound knowledge to read words in context and in isolation and to write words using approximate spelling. Visual information (letter/sound association) is one of the ways readers problem-solve unfamiliar words. Students also must be taught to cross-check for meaning and grammatical structure when reading unfamiliar words in context. The focus for phonics instruction is determined by reviewing student’s writing samples and by analyzing a running record.
- Follow-up Work As Needed: Follow-up work can be assigned in these areas:
• Rereading – Buddy reading
• Constructing a cut-up sentence from interactive writing
• Responding to text to check for understanding
• Phonics/word work
- Contact Information
- For more information about this lesson:
- For more about information about reading instruction:
- For more information about this website contact:
- David Kreisberg, (video/website/instructional design)
Instructional Specialist - Office of Organizational Development
david_kreisberg@mcpsmd.org
|
|
