We started our mahi today with a comprehensive deep dive into what Guided Reading looks like in a New Zealand classroom.
The main objective of Guided Reading is to teach students how to use skills and strategies to understand an increasingly complex range of texts. Guided Reading is still considered the main part of classroom reading programs.
One thing became clear: the effectiveness of our Guided Reading sessions hinges on preparation and knowledge. That means carefully selecting reading materials, crafting thoughtful questions to guide our discussions, and planning engaging follow-up activities tailored to each gruop. It's all about setting the stage for our students learning success!
Guided reading is:
Top tip shared - You need to set up routines around the Guided Reading Session to make sure students have strategies in place so they do not disturb the teaching group- C3B4me.
Dame Marie Clay's (1960s) ideas about reading are what our traditional guided reading programme is based on and is a typical approach of most NZ schools. Today we were introduced to the Gay Fountas & Irene Pinnell approach. They are credited with the most expansive development and publishing of Guided Reading instructional resources for teachers.
This is an image of the Fountas & Pinnel Model.
Introducing Text and Purpose(s)
Introducing text and purpose(s) before observing learners reading means:
Activate and/or provide needed background knowledge
Help students make relevant connections to knowledge of texts, content and/or experiences
Have students say and sometimes locate specific words in the text
Use new vocabulary words in conversation to reveal meaning
When it comes to discussing text with students, one strategy we talked about is called the Goldilocks approach. It's all about striking that delicate balance in providing support for understanding. Picture Goldilocks searching for the "just right" amount of porridge – we're aiming for that same sweet spot. Too little support and the text can feel like a mountain to climb. But on the flip side, too much support can make it all too easy, missing out on valuable learning opportunities.
So, our goal is to find that perfect balance, where the support we offer helps students engage with the text effectively, without making it too simplistic. It's about ensuring the text is at that optimal instructional level where meaningful learning can take place.
Therefore, it is essential to strike a balance between the two. Depending on the teaching intention, or the group's progress of the text you can:
Prompt students to make predictions based on the information revealed so far
Reveal the structure of the text upfront;
Draw attention to illustrations - pictures, charts, maps, cutaways - and the information they represent;
Draw attention to the writer’s craft (or other features) you want students to notice (when reading) to support analysis.
We talked about the difference between background and prior knowledge and how directing the conversation to the key ideas of the text is vital. The importance of having planned key questions relating to the topic was mentioned. This will support the discussion going in the right direction.
Background knowledge refers to the concepts, information, and text structures that are necessary for comprehending a particular text. This is usually provided by the teacher and supports the purpose of reading or learning intention/skills for the day. Relying only on prior knowledge can pose challenges, as students' understanding of the topic may be incomplete or inaccurate, potentially clouding their comprehension of the text from the outset.
Observing for Responsive Teaching
“Teachers are always watching children, but observations can be random and diffuse. You always gather information about whether children are behaving appropriately, finishing their work, or performing tasks accurately. But you need to make your observations far more focussed and productive when it comes to noticing the precise behaviours that relate to literacy learning…” Fountas & Pinnell, 2017, p. 215
Next step: Planning for time to listen to students reading out loud, to check for fluency is a new concept. This is something that I will introduce into my Guided Reading sessions this term.
Next step: I learned something new from Nell K. Duke - The Listening to Reading-Watching While Writing Protocol. It is a formative assessment tool that can be used informally during guided sessions or during CRT by watching recordings of students' reading. Using the Google Slides record feature where students record themselves reading out loud every few weeks is a great way to manage this.
FYI: The LTR-WWW is a tool that helps teachers conduct informal assessments during a guided reading session. It is not intended to replace formal assessments, but rather to draw attention to specific aspects of reading and writing between assessment administrations.
Fluency - a skill that needs to be taught.
Top tip shared - When using the rubric focus on volume and expression first - this can help remedy all others.
Next step: Something for me to use going forward is to get learners independently or with a ‘reading buddy’ to reflect and record on the rubric their next step for improvement around fluency.
Discussion & Teaching Points After Reading
Effective Oral Questioning - Open or Closed? We need to know the difference between the types of questions we can ask and when they are appropriate. Here is a great visual to support this understanding.
It was clear after this session that what we as teachers need to get a conversation going, not facilitate a chain of questions and answers during our small group guided sessions. As teachers, we need to provoke the students into a conversation and then be quiet. Not always easy!
Some great question prompts were shared to support this.
“Let’s talk more about that because it’s an important point that the author is making …
What other evidence do we have for that …
So what was really causing the problem?
This part makes me think …do you agree/disagree?
If that’s the case, what do you think the author’s message is?
So what’s the consequence?”
Next step: A new approach for my planning cycle is to start with reading the text for enjoyment during the first session. Then, I can introduce the learning intention and skills to learn either at the end of the first session or at the start of the next session. This will help make the reading experience more enjoyable for the students while also ensuring they understand the learning objectives. This is a key part of the Fountas and Pinnell approach.
Fountas and Pinnell offer ‘strategic actions’ to teach, prompt and reinforce skills. This fits in well with the I do, we do and you do model that I use already in my classroom practice. Here is an example that was shared today.
Activating background and prior knowledge
I was introduced to Professor Timothy Shanahan who is an internationally recognised professor of education and reading researcher. His studies have shown that readers comprehend better when the text connects with their prior knowledge, and less when it doesn't. This means that establishing connections to relevant prior knowledge is important.
Some ideas ideas around this are:
Fill learners in on appropriate background knowledge beforehand
Knowing what prior knowledge to activate is crucial: text schema
Don’t overdo it!
Respect the reader-text relationship
Model connecting what’s in the text with what learners know
Use an anticipation guide, KWL charts or background knowledge builders to support this skill
Lastly, we looked at ‘Response-to-text’ independent follow-up activities.
My key takeaway around this was the importance of giving learners various opportunities to respond to the texts using open-ended tasks. Like any learning, there should be time for learners to read, talk and respond to texts in ways that build their independence. Having an easy-to-access task board on your class site is the first step in supporting students with this.
Another interesting and thought-provoking day with some mahi for me to do around the Fountas and Pinnell approach to teaching reading. I look forward to introducing these new concepts during the term.
Hi Jo,
ReplyDeleteThanks for your deep reflection here on guided reading. I like your evaluation on the guided reading cycle around the impact that preparation has on a guided reading session. If our kids have the chance to build their background knowledge and vocabulary before they meet with us, and we've thought about questions we want to ask that are going to provoke the level of discussion we are after.
I also enjoyed your thinking around creating opportunities to hear your learners read aloud - whether it is in person, or using a digital tool. It'll be great to hear how you get on with setting up the rubric for them to use to independently assess their own reading aloud, too.
Have a great few weeks, see you soon!
Georgie