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Guided Reading vs. Strategy Lessons, Study notes of School management&administration

Sewickley Valley Hospital School of NursingSchool management&administration

Strategy Lessons. Guided Reading. Strategy Lesson. Before Reading. Type of Book: • Unfamiliar text that is one level above the students' independent reading ...

Typology: Study notes

2021/2022

Uploaded on 09/12/2022

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yorket 🇺🇸

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GuidedReadingvs.
StrategyLessons
GuidedReadingStrategyLesson
BeforeReading
TypeofBook:
• Unfamiliartextthatisonelevelabovethe
students’independentreadinglevel
• Allchildrenhavethesamebook
ChildreninGroup:
• Shortterm,transient,abilitygroups
BookIntroduction:
• Teachergivesoverviewofthetext:title,
setting,plot,trickywordsortextfeatures,
picturewalk
• Takethechildrentoparticularpagesthatmight
posesomedifficulty
TypeofBook:
• Canbeafamiliartext
• Childrenmayhavedifferenttextssincethey
needabookthatisatorevenbelowtheir
independentreadinglevel
ChildreninGroup:
• Maycontainchildrenfromdifferentreading
levelswhostrugglewiththesameskill
BookIntroduction:
• Maynotbeabookintroductionifstudentsare
rereadingafamiliartexttopracticethe
strategybeingtaught
NamingtheStrategy:
• Lessonalwaysbeginswithteachernamingthe
strategy,brieflydemonstratingthestrategy,
andtheninvitingstudentstotryitout
• StrategyLessonsresemblemini‐lessons
DuringReading
FirstReading:
• Allstudentshavetheirowntext,readthetext
quietlyandsimultaneously,andusuallyinits
entirety
• Teachermayaskcertainstudentstowhisper
readsothatshecanlisteninandevenprobe
forcomprehension
Rereading:
• Ifachildfinishesthetextearly,heorshe
rereadsitorrereadsafavoritepage
FirstReading:
• Allstudentshavetheirowntext,readthetext
quietlyandsimultaneously,
• Teacherobservesthestudentsusingthe
strategy
Rereading:
• Ifnecessary,studentsareencouragedto
rereadtheirtexttopracticethestrategyso
thattheteacherhastimetocoachallreaders
inthegroup
AfterReading
TeachingPoint:
• Occursattheendofthelessonbasedon
teacher’sobservationsofa“trickypart”
• Teachermayuseawhiteboardormagnetic
letters,buttheretendsnottobemany
accompanyingteachingmaterials
TeachingPoint:
• Teachermakesonemoreteachingpointbased
onwhatsheobservesduringthestudents’
readingofthetext
• Subsequentstrategylessonsbuilduponthis
day’sstrategylessonjustasmini‐lessonsbuild
upononeanother
pf2

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Guided Reading vs.

Strategy Lessons

Guided Reading Strategy Lesson

Before

Reading

Type of Book:

  • Unfamiliar text that is one level above the students’ independent reading level
  • All children have the same book

Children in Group:

  • Short term, transient, ability groups

Book Introduction:

  • Teacher gives overview of the text: title, setting, plot, tricky words or text features, picture walk
  • Take the children to particular pages that might pose some difficulty

Type of Book:

  • Can be a familiar text
  • Children may have different texts since they need a book that is at or even below their independent reading level

Children in Group:

  • May contain children from different reading levels who struggle with the same skill

Book Introduction:

  • May not be a book introduction if students are rereading a familiar text to practice the strategy being taught

Naming the Strategy:

  • Lesson always begins with teacher naming the strategy, briefly demonstrating the strategy, and then inviting students to try it out
  • Strategy Lessons resemble mini‐lessons

During

Reading

First Reading:

  • All students have their own text, read the text quietly and simultaneously, and usually in its entirety
  • Teacher may ask certain students to whisper read so that she can listen in and even probe for comprehension

Rereading:

  • If a child finishes the text early, he or she rereads it or rereads a favorite page

First Reading:

  • All students have their own text, read the text quietly and simultaneously,
  • Teacher observes the students using the strategy

Rereading:

  • If necessary, students are encouraged to reread their text to practice the strategy so that the teacher has time to coach all readers in the group

After

Reading

Teaching Point:

  • Occurs at the end of the lesson based on teacher’s observations of a “tricky part”
  • Teacher may use a white board or magnetic letters, but there tends not to be many accompanying teaching materials

Teaching Point:

  • Teacher makes one more teaching point based on what she observes during the students’ reading of the text
  • Subsequent strategy lessons build upon this day’s strategy lesson just as mini‐lessons build upon one another