Guided reading

AITSL

20 Apr 201603:37

Summary

TLDRThe transcript depicts a classroom scenario where students are grouped based on their reading abilities for guided reading sessions. The teacher assigns different tasks to groups like Island Group and Italy Group, focusing on grammar and verb tasks. The teacher emphasizes the importance of engaging students at their respective levels to ensure progress without discomfort. The class also includes silent reading with chosen books and contract tasks to keep students on task. A community circle allows sharing of reading experiences, fostering a sense of community and engagement.

Takeaways

📚 Students are grouped based on their reading fluency, comprehension, ability to tackle difficult words, reading speed, and overall ability.
👩‍🏫 Guided reading sessions are conducted to cater to different student abilities, ensuring each student is challenged but not overwhelmed.
🌍 Groups like 'Island Group' and 'Italy' are assigned different tasks such as verb/grammar tasks and are led by different teachers.
🔁 The process of guided reading involves initial whole-class activities before progressing to individual or group sessions.
📈 The class has a wide range of abilities, from Year 1 level to above Year 6 level, requiring tailored approaches to reading.
🤝 The reading program aims to cater to all learning needs, ensuring students are challenged without feeling uncomfortable.
📖 Students are encouraged to select books for silent reading that match their reading ability, fostering engagement and on-task behavior.
📝 Contract tasks related to silent reading books are assigned to keep students focused and to review their reading.
🗣️ Community circles are held where students share what they've been reading, promoting class involvement and understanding of each other's activities.
🔍 Predicting content and discussing it, as seen with the boy's prediction about the book's theme, is part of the reading process to enhance comprehension.
🔄 Students who finish tasks early are encouraged to re-read or prepare for future contract tasks, maintaining engagement and continuity in learning.

Q & A

What is the main purpose of dividing students into groups for reading?
-The main purpose is to cater to their varying fluency, comprehension, ability to understand content, skills in dealing with difficult words, reading speed, and general ability.
What is the Island Group's task in the wet area with Miss Howe?
-The script does not specify the exact task for the Island Group, only that they are supposed to go out into the wet area with Miss Howe.
What activities are the Italy group supposed to do?
-The Italy group is supposed to do verb/grammar tasks, which are located at the back of the class.
How does the guided reading process evolve over time?
-Over the first term, students start by doing different activities as a whole class before progressing to one-on-one sessions in their individual groups.
What should students do if they finish their grammar task?
-If students finish their grammar task, they can either look for additional tasks to complete or engage in silent reading.
What is the range of abilities like in the Year 5 class?
-The abilities in the Year 5 class range from students at Year 1 level to those well above Year 6 level.
How does the guided reading session ensure that all students are catered for?
-The guided reading session ensures that all students are catered for by providing work that is challenging but not beyond their capabilities, thus allowing for progress in their reading.
What is the purpose of the contract task in the silent reading?
-The contract task is designed to ensure that students are engaged and on task during their silent reading, and it is related to the book they choose for silent reading.
What is the significance of the community circle in the class?
-The community circle is significant as it allows students to share what they have been reading, fostering involvement and awareness of each other's activities within the class.
How does the teacher encourage prediction and engagement with the text?
-The teacher encourages prediction and engagement by asking students to speculate on what the book might be about based on the cover or early parts of the text.
What is the role of the teacher in guiding the students during the reading of the book?
-The teacher's role is to facilitate the reading process by asking questions, encouraging predictions, and assigning tasks such as reading aloud or repeating the reading for the contract task.

Outlines

00:00

📚 Guided Reading Strategies

The script discusses the process of dividing students into groups based on their reading abilities, including fluency, comprehension, vocabulary skills, reading speed, and general ability. The teacher plans a guided reading session with different groups working on various tasks. The Island Group is set to work with Miss Howe, while the Italy Group focuses on verb/grammar tasks. The teacher emphasizes the importance of preparing guided reading sessions and the need for students to be engaged and challenged at a level that suits their abilities. The script also mentions the use of contract tasks and silent reading with self-selected books to ensure students are on task and their reading materials are appropriate for their skill levels.

Mindmap

Keywords

💡Guided Reading

Guided reading is an instructional approach where a teacher supports students in their reading development by providing direct, explicit instruction tailored to their needs. In the script, guided reading is used to help students of varying abilities progress in their reading skills, with activities adjusted to match each student's level, ensuring they are challenged but not overwhelmed.

💡Fluency

Fluency refers to the ease and smoothness with which a person reads text aloud, including the appropriate expression of rhythm, intonation, and stress. In the context of the video, fluency is a factor considered when dividing students into groups for reading activities, as it indicates their comfort and skill in reading.

💡Comprehension

Comprehension is the ability to understand and interpret the content of what one is reading. The script mentions that students are grouped based on their comprehension skills, which is crucial for ensuring they can understand the material they are reading.

💡Vocabulary

Vocabulary pertains to the words known to a person and their ability to use them correctly. In the script, the teacher mentions the importance of students having the skills to work out more difficult and unknown words, which is a part of building their vocabulary.

💡Reading Speed

Reading speed is the rate at which a person reads text. The script indicates that reading speed is one of the factors considered when grouping students for reading activities, as it can impact their ability to engage with the material.

💡Grammar Tasks

Grammar tasks are exercises designed to help students practice and improve their understanding of grammatical rules. In the script, the Italy group is assigned verb/grammar tasks, which are part of their learning activities to enhance their language skills.

💡Silent Reading

Silent reading is the act of reading without speaking the words aloud, allowing for deeper concentration and comprehension. The script mentions silent reading as an activity students engage in after completing their grammar tasks, providing them an opportunity for independent reading practice.

💡Learning Needs

Learning needs refer to the specific educational requirements of an individual learner, which can vary widely. The script discusses how guided reading caters to all different learning needs by providing a variety of tasks that challenge students at their own level.

💡Contract Task

A contract task is an assignment given to students that outlines what they will do during independent reading time. In the script, the contract task is related to the silent reading book and is designed to ensure students are engaged and on task during their reading period.

💡Community Circle

A community circle is a gathering where students come together to share and discuss their learning experiences. In the script, the community circle is mentioned as a time for students to share what they have been reading, fostering a sense of community and involvement in the class.

💡Prediction

Prediction in reading involves making educated guesses about what will happen next in a text based on prior knowledge and context clues. The script includes an example of a student making a prediction about a book's content, demonstrating an active reading strategy.

Highlights

Students are grouped based on fluency, comprehension, and ability to tackle difficult words.

Guided reading sessions are conducted to improve reading skills.

Different groups have different tasks such as verb/grammar tasks or contract tasks.

Guided reading activities require preparation and progression from whole-class to individual group work.

Students are encouraged to continue with silent reading if they finish their tasks.

The class has a wide range of abilities, from Year 1 to above Year 6 level.

The teaching approach aims to cater to all learning needs and ensure progress.

Work is designed to be challenging yet achievable to avoid discomfort.

Students have the autonomy to choose books for silent reading.

Contract tasks are assigned to ensure engagement and understanding of silent reading books.

Community circles are held for students to share their reading experiences.

Students are encouraged to predict and discuss the content of the books they read.

The teacher provides guidance and checks on students' progress during reading.

Students are given the opportunity to read aloud to practice and demonstrate comprehension.

The teacher uses questioning to stimulate thought and discussion about the reading material.

Students are encouraged to reflect on their reading and consider its impact on their lives.

The teacher facilitates a supportive learning environment where all students feel included.