Teaching Points for Guided Reading Groups Purpose of Guided Reading: Students practice reading strategies with teacher support. Strategies Transitional Guided Reading Fluent Guided Reading Groups (Levels J-P) (Levels N+) Transitional readers are able to read Fluent readers have few decoding problems; they are text above Level I. They have a large able to explore the process of comprehension on bank of sight words, but they are still challenging texts. learning to decode big words, increase fluency, expand vocabulary, and improve comprehension. Instructional Needs Self-monitoring, decoding fluency, The instructional focus is comprehension. vocabulary, and retell Decoding Strategies Reread & think what would Reread & think make sense Cover the ending Cover (or attend to) the Use known parts ending Chunk big words Use analogies Connect Chunk big words Vocabulary Strategies Reread the sentence and look Use context clues for Use pictures or visualize Check the picture Use a known part Use a known part Make a connection Use the glossary Fluency & Phrasing Phrasing Attend to bold words Dialogue, intonation, & expression Comprehension (oral) B-M-E S-W-B-S Finger-Finger retell Describe a character’s feelings Comprehension (fiction) Retell-STP (Stop-Think-Paraphrase), VIP (Very Important Part) Visualize Predict & support Make connections Character traits Ask questions Determine importance Summarize by chapter Cause and effect Character analysis Make inferences-(from dialogue, action, or physical description Comprehension (nonfiction) Retell-STP (Stop-Think-Paraphrase) Ask questions Summarize with key words Main idea/details Important/interesting Interpreting Visual information (maps, charts) Contrast or compare Cause/effect Evaluate-fact/opinion, author’s point of view Reciprocal teaching
Teaching Points for Guided Reading Groups Purpose of Guided Reading: Students practice reading strategies with teacher support. Strategies Transitional Guided Reading (Levels J-P) Fluent Guided Reading Groups (Levels N+) Transitional readers are able to read text above Level I. They have a large bank of sight words, but they are still learning to decode big words, increase fluency, expand vocabulary, and improve comprehension. Fluent readers have few decoding problems; they are able to explore the process of comprehension on challenging texts. Instructional Needs Self-monitoring, decoding fluency, vocabulary, and retell The instructional focus is comprehension. Decoding Strategies Reread & think what would make sense Cover (or attend to) the ending Use analogies Chunk big words Reread & think Cover the ending Use known parts Chunk big words Connect Vocabulary Strategies Reread the sentence and look for Check the picture Use a known part Use context clues Use pictures or visualize Use a known part Make a connection Use the glossary Fluency & Phrasing Phrasing Attend to bold words Dialogue, intonation, & expression Comprehension (oral) B-M-E S-W-B-S Finger-Finger retell Describe a character’s feelings Comprehension (fiction) Retell-STP (Stop-Think-Paraphrase), VIP (Very Important Part) Visualize Predict & support Make connections Character traits Ask questions Determine importance Summarize by chapter Cause and effect Character analysis Make inferences-(from dialogue, action, or physical description Comprehension (nonfiction) Retell-STP (Stop-Think-Paraphrase) Ask questions Summarize with key words Main idea/details Important/interesting Interpreting Visual information (maps, charts) Contrast or compare Cause/effect Evaluate-fact/opinion, author’s point of view Reciprocal teaching
Teaching%20Points%20for%20Guided%20Reading%20Groups.docx