RPI Day 4 - Guided Reading

Guided reading as a programme:

Guided reading is a small group of learners, it has instructional goals and texts are selected to support learning needs. Dame Marie Clay is the lady who developed a guided reading approach. She did extensive research in the 1960s.

There are four approaches to reading; read aloud, shared reading, guided reading and independent reading. Each of these approaches has a place in an effective reading programme.

Guided Reading Model is split into 9 steps that are summed up as preparation, introducing text/purpose, observation, discussion, teaching points, word work, consolidation/independent follow-up and reflection. 

Introducing the text is important to engage learners prior knowledge. This could be as simple as watching a video about the topic prior to the guided reading session. Making vocabulary visible to make connections to them and define them. Learners are able to use their prior knowledge of words to define what they mean in their own words. Making predictions based on pictures and words. 

Background knowledge and prior knowledge are two seperate things. It helps determine what they know and what they need to know. Asking the right questions is essential to get the right answer.

Fluency

As part of our homework we had to record two learners reading a book we may use. Using these recordings we listened and observed what their next steps would be. We marked it against this rubric. This was incredibly helpful to see what they need to work on in order to become more fluent in reading.

Discussion

Discussion is important when it comes to guided reading. Allowing the learners to have open conversations about the text with one another is essential. Asking open ended questions allows learners to listen and respond to each others' ideas. 

Due to flooding in Auckland we have stopped the RPI session early.