READING

READING

1. CONDUCTING GUIDED READING

   • TEACHER PREPERATION
     • Let students know what guided reading entails
     • Consider what was previously taught during shared reading and consider student; interests, strengths and needs
       • Focus on previously taught skills and strategies students should demonstrate
         • Choose appropriate text that address the needs, interests and strengths of a student
           • Read the text focus on teaching points, features, vocabulary, and concepts that may be challenging
             • Support students as they face challenges
               • Allocate the appropriate time for all reading activities
               • Provide planning sheet with introduction of text; possible questions to ask and potential misconceptions
                 • Include extension tasks; written responses, illustrating and rereading
                   • Consider how you will assess learning and the materials needed
                 • Students should be given meaningful activities if they are not involved in guided reading

2. CONDUCTING INDEPENDANT READING

   • TEACHER PREPERATION
     • Provide students reading logs to keep a track of student reading
       • Share favourite personal readings
         • Assess classroom levels of reading through read-aloud
           • Determine Appropriate content levels of reading material selection
             • Introduce book talks, circles and discussions
               • Classrooms reader friendly
                 • Model book talk
     • Administer reading interest survey

3. BEFORE READING

   • Provide behaviours, strategies and skills related to reading
   • When to abandon a book

4. DURING READING

   • Record observations of reading , book selections, applications of skills and strategies
   • Capitalize on "teachable moments"
     • Confer with students individually and in groups
     • Conduct formal conferences individually; read alouds and questions
       • Check levels of comprehension
       • Conduct guided reading
         • Conduct Self assessments and reading goals
   • AFTER READING
     • Time to discuss in groups
       • Engage in critical /creative response
         • Encourage self assessment and goal setting
           • Organize special events with local authors and reading groups
             • Use observations and assessment as well as students' self assessments
       • Give time for journaling in reading logs
         • Record observations and use as assessments
           • Encourage development of metacognition

5. BEFORE READING

   • Explicitly state the purpose of the lesson and explain the benefits to students as readers.
     • Remind students of useful strategies to apply to make meaning and sense
       • Encourage students to think about themselves as readers
     • Introduce the text and explain that it can be read in chunks or in entirety
       • Encourage students to use highlighters or sticky notes to mark interesting, challenging or confusing text
   • DURING READING
     • AFTER READING
       • Balance between teacher and student talk
         • Ensure that all students participate in disucssion
         • Ask questions to encourage deeper comprehension (make to text to; text, self and real world connections
           • Encourage self reflection i.e.. what worked and what was difficult for me?
             • Encourage activities that include graphic organizers, personal response, role play of; a character or scene etc.
             • Use assessment feedback to help students improve and to plan for the next session
     • Provide each reader with individual support
       • Have students generate questions during reading
         • Offer encouragement and praise
         • Stop and discuss for understanding
         • Use strategic questions in order to encourage higher order thinking
           • Record individual observations
       • Engage students in discussions and reading strategies