Guided Reading

In the article Guided Reading in the Balanced Reading Programs by Melissa J. Rickey writes about the constructs of guided reading. Rickey also includes the opinion of Margaret Mooney and how she creates a balanced reading program.

"For example, instead of continuously stopping a read aloud to ask children questions or to generate predictions, Mooney (1994a) suggests that teachers carefully select and plan for presenting books. With their students' needs, interests and attitudes in mind, teachers can read aloud fluently, judiciously demonstrate thinking beyond the text, and take time to receive children's responses and invite them to return to the book at a later time."

This article really pushes the use of guided reading because the author believes it to be the cornerstone of a balanced reading program.

The flexibility in guided reading approaches allows teachers to teach in a variety of different ways that reach students who may not learn like the rest of the class.

By focusing on 'before, during, and after reading', teachers apply repetition to build the reading foundation of students.

How can teachers get students interested in all parts of guided reading, i.e. the introduction, reading, revisiting, discussion.

Pinterest helps in many ways:

 Introduction: This is more for beginning readers. Students can learn these sight words, understand their meaning and then apply them to the story they are reading.

    Discussion: Put students into small groups (maybe 2-3). Whatever the students roll, the students answer.


















In my WLEL class, my professor talked about how sometimes students are spoiled by games and candy. How can we, as teachers, make guided reading interesting without making the lesson a game? or have rewards like candy and trinkets?


http://education.jhu.edu/PD/newhorizons/strategies/topics/literacy/articles/guidedreadinginthebalancedreadingprogram/