Session 3: Strategies for Teaching Guided Reading

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Language Arts
Reading Comprehension

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Session 3: Strategies for Teaching Guided Reading

Graphic Organizer Examples-KWL chart-Sequence of events-Character map-Story mapOther examples of helpful graphic organizers for guided reading are ones that allow students to organize important information, put topics into categories, predict, elaborate, and anticipate answers to questions (anticipation guides), and those that compare/contrast characters or other texts (Venn diagrams).

-Decoding: segmenting and blending words (sound card or Elkonin boxes, interactive sentence writing), word sorts, word building (using chunks and word families), making words, forming phonic generalizations-Structural analysis: basic syllable division, six types of syllables, eliminating prefixes and suffixes to find the root word, learning to count back from the end of the word to identify the location of stress and how the vowel is pronounced-Sight words: introduction with flash cards, reading/saying the word, spelling the word (i.e. letter tiles, rice, or shaving cream), using the word, finding the word in text, reviewing words to maintain knowledge

Word Work:Targeted skills for word work intervention in readers grades three and beyond can include decoding, structural analysis, and learning sight words. Decoding instruction focuses on teaching students letter-sound correspondences, specifically the multiple sounds of consonants and vowels, consonant blends, digraphs, diphthongs, and r-controlled vowels. Structural analysis seeks to instruct students in word syllabication, prefixes, suffixes, inflectional endings, and root words. Sight words may be high-frequency words and nonphonetic words recognized immediately. Some examples of word work activities are detailed below.

Student-led discussion:According to Hulan in 2010, "both student-led and teacher-led discussions are useful and important components to instruction, each offering important tools for students' strategic development and manipulation of ideas. While among peers, students respond to literature with highly cognitive strategies, but only a few of them. When students are in teacher-led groups, their text talk is scaffolded to involve a more diverse array of strategic responses. When provided opportunities to participate in both peer- and teacher-led discussions all kids (regardless of reading level) can engage in high-level responses and thinking. While mandates may dictate the use of programs that don't always match our instructional philosophies, this study shows that regardless of the materials, teachers can incorporate discussion in uncommon ways. To do this, we must mold our questions and classrooms to be open and accepting, allowing students the time, space, and freedom to discuss literature both among their peers and in the presence of a teacher" (p. 62).

Graphic Organizers: Researchers found that consistent use of graphic organizers can significantly improve student comprehension. They also discovered that after the introduction of graphic organizers, students were better able to recall information from the story on their own. The kind of graphic organizer you want to use depends on the opportunities in the text you want to teach.

Open questioning:Closed questions require a factual answer. Think of a door that is closed: there is an answer and the conversation stops. An example from the research is "At what time did the shop close?" or "Who was the victim?" Like an open door, open questions allow conversation to flow freely. They require higher-order thinking such as inferring, predicting, synthesizing, comparing, or summarizing. For example, "If you were Anna and your brother had been bullied how would you have felt and what might you have done?" or "In what ways could the author have changed the ending of the story?" (Fletcher, 2012, p. 434). Research also suggests setting the expectation that all students will take turns answering your open-ended question rather than being called on. Open-ended questioning encourages students to engage in discourse and use critical thinking skills.

Work Work Activities

Session 3

Strategies for Teaching Guided Reading:

November 5, 2013

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Click for printable graphic organizers!