Fountas and Pinnell Essential Elements of Guided Reading
Guided reading is an instructional exercise or approach where teachers support a pocket-size group of students to read a text independently.
Key elements of guided reading
Guided reading sessions are made up of three parts:
- earlier reading give-and-take
- contained reading
- subsequently reading discussion
The primary goal of guided reading is to aid students use reading strategies whilst reading for pregnant independently.
Why utilise guided reading
Guided reading is informed past Vygotsky's (1978) Zone of Proximal Evolution and Bruner's (1986) notion of scaffolding, informed by Vygotsky's research. The practice of guided reading is based on the conventionalities that the optimal learning for a reader occurs when they are assisted by an educator, or expert 'other', to read and understand a text with articulate just limited guidance. Guided reading allows students to exercise and consolidate constructive reading strategies.
Vygotsky was especially interested in the means children were challenged and extended in their learning by adults. He argued that the near successful learning occurs when children are guided by adults towards learning things that they could non attempt on their own.
Vygotsky coined the phrase 'Zone of Proximal Development' to refer to the zone where teachers and students work as children move towards independence. This zone changes as teachers and students motility by their nowadays level of evolution towards new learning. (Source: Literacy Professional Learning Resources, Department of Education and Training, Victoria)
Guided reading helps students develop greater command over the reading process through the evolution of reading strategies which assist decoding and construct meaning. The teacher guides or 'scaffolds' their students as they read, talk and think their way through a text (Department of Education, 1997).
This guidance or 'scaffolding' has been described past Christie (2005) every bit a metaphor taken from the building industry. It refers to the way scaffolds sustain and support people who are constructing a edifice.
The scaffolds are withdrawn one time the building has taken shape and is able to support itself independently (pp. 42-43). Similarly, the teacher places temporary supports around a text such as:
- frontloading new or technical vocabulary
- highlighting the linguistic communication structures or features of a text
- focusing on a decoding strategy that will be useful when reading
- teaching fluency and/or
- promoting the unlike levels of comprehension – literal, inferential, evaluative.
One time the strategies have been practised and are internalised, the instructor withdraws the support (or scaffold) and the reader can experience reading success independently (Bruner, 1986, p.76).
When readers take the opportunity to talk, think and read their way through a text, they build upwardly a self-extending organization.
This system can then fuel itself; every fourth dimension reading occurs, more learning nigh reading ensues. (Section of Education, Victoria, 1997; Fountas and Pinnell, 1996). Guided reading is a exercise which promotes opportunities for the development of a self-extending system (Fountas and Pinnell, 1996).
Instructor's role in guided reading
Teachers select texts to match the needs of the group so that the students, with specific guidance, are supported to read sections or whole texts independently.
Students are organised into groups based on like reading ability and/or similar learning needs determined through analysis of assessment tools such every bit running records, reading briefing notes and anecdotal records.
Every student has a copy of the aforementioned text at an instructional level (1 that can ordinarily be read with 90–94% accuracy, see Running Records). All students work individually, reading quietly or silently.
Selecting texts for EAL/D learners
Understanding EAL/D students' strengths and learning needs in the Reading and viewing mode will assist with advisable text selection. Teachers consider a range of factors in selecting texts for EAL/D students including:
- content which connects to prior knowledge and experiences, including culturally familiar contexts, characters or settings
- content which introduces engaging and useful new knowledge, such as gimmicky Australian settings and themes
- content which prepares students for time to come learning, e.1000. reading a narrative almost a penguin prior to a science topic nigh animal adaptations
- linguistic communication at an accessible but challenging level ('only right' texts)
- availability of back up resources such every bit audio versions or translations of the text
- texts with a distinctive beat out, rhyming words or a combination of direct and indirect spoken communication to assistance with pronunciation and prosody
- the difficulty of the sentence structures or grammatical features in the selected text. Ideally, students read texts at an instructional level (texts where students achieve 90 per cent accuracy if they read independently) in order to comprehend it readily. This is not ever viable, particularly at the higher levels of primary school. If the text is difficult, the teacher could change the text or focus the reading on a section before exposing them to the whole text.
For more information on texts at an instructional level, see: Running records
Students also demand repeated exposure to new text structures and grammatical features to extend their language learning, such as texts with:
- different layouts and organisational features
- different sentence lengths
- unproblematic, chemical compound or complex sentences
- a wide range of verb tenses used
- a range of circuitous discussion groups (noun groups, verb groups, adjectival groups)
- straight and indirect spoken language
- passive voice, e.g. Wheat is harvested in early autumn, earlier being transported to silos.
- nominalisation, e.grand. The presentation of awards will take identify at 8pm.
EAL/D students learn about the grammatical features as they ascend in accurate texts. For example, learning almost the form and office of passive sentences when reading an exposition text, and afterwards writing their own passive sentences.
All students in the class including EAL/D students volition typically identify a learning goal for reading. Like all students, the learning needs of each EAL/D student will be different. Some goals may be related to the educatee'southward prior experience with literacy practices, such equally:
- ways to incorporate reading into daily life at dwelling
- developing stamina to read for longer periods of time
- developing fluency to enable students to read longer texts with less attempt.
Some goals may be related to the nature of students' home language(due south):
- learning to perceive, read and pronounce particular sounds that are not role of the domicile language, for example, in Korean in that location is no /f/ sound
- learning the direction of reading or the form of letters
- learning to recognise different discussion forms such as verb tense or plural if they are not office of the home language.
For more information on appropriate texts for EAL/D students, come across: Languages and Multicultural Education Resources Centre
Major focuses for a teacher to consider in a guided reading lesson:
Earlier reading the teacher tin can
- activate prior knowledge of the topic
- encourage student predictions
- set up the scene by briefly summarising the plot
- demonstrate the kind of questions readers ask about a text
- identify the pivotal pages in the text that contain the significant and 'walk' through the students through them
- introduce any new vocabulary or literary language relevant to the text
- locate something missing in the text and match to messages and sounds
- clarify meaning
- bring to attention relevant text layout, punctuation, chapter headings, illustrations, alphabetize or glossary
- clearly articulate the learning intention (i.east. what reading strategy students will focus on to assist them read the text)
- discuss the success criteria (e.g. you will know y'all have learnt to ….. by ………)
During reading the teacher can
- 'listen in' to private students
- observe the reader's behaviours for evidence of strategy utilize
- assist a student with trouble solving using the sources of information - the utilize of pregnant, structure and visual information on extended text
- confirm a student'southward problem-solving attempts and successes
- give timely and specific feedback to help students achieve the lesson focus
- make notes almost the strategies private students are using to inform time to come planning and student goal setting; see Instructor's role during reading)
Later on reading the teacher can
- talk about the text with the students
- invite personal responses such as request students to make connections to themselves, other texts or earth knowledge
- render to the text to clarify or identify a decoding teaching opportunity such as piece of work on vocabulary or word attack skills
- check a pupil understands what they have read by asking them to sequence, retell or summarise the text
- develop an understanding of an author'due south intent and awareness of conflicting interpretations of text
- enquire questions virtually the text or encourage students to ask questions of each other
- develop insights into characters, settings and themes
- focus on aspects of text organisation such as characteristics of a not-fiction text
- revisit the learning focus and encourage students to reflect on whether they achieved the success criteria.
Source: Department of Didactics, 1997
The instructor selects a text for a guided reading group past matching information technology to the learning needs of the small group. The learning focus is identified through the analysis of running records (text accuracy, cueing systems and identified reading behaviours), individual briefing notes or anecdotal records, come across Running Records).
Boosted focuses for a teacher to consider for EAL/D students in a guided reading lesson
Before reading a fictional text, the teacher can
- orientate students to the text. Discuss the title, illustrations, and blurb, or await at the titles of the chapters if reading a chaptered book
- activate students' prior noesis about language related to the text. This could involve asking students to label images or translate vocabulary. Students could practice this independently, with same-language peers, family members or Multicultural Instruction Aides, if available
- use relevant artefacts or pictures to elicit language and cognition from the students and encourage prediction and connections with similar texts.
Before reading a factual text, the teacher can
- support students to begin and categorise words and phrases related to the topic
- provide a structured overview of the features of a selected text, for example, the main heading, sub headings, captions or diagrams
- support students to skim and scan to get an overview of the text or a specific piece of data
- support students to place the text type, its purpose and language structures and features.
During reading the teacher can
- talk to EAL/D students about strategies they employ when reading in their home language and encourage them to use them in reading English language texts. Teachers tin note these down and encourage other students to endeavor them.
After reading the teacher can
- encourage EAL/D students to utilize their home linguistic communication with a peer (if available) to discuss a response to a teacher prompt and and then ask the students to share their ideas in English
- record student contributions equally pictures (e.g. a story map) or in English and so that all students tin sympathise
- create practise tasks focusing on particular sentence structures from the text
- set review tasks in both English language and home language. Home language tasks based on personal reflection can help students develop depth to their responses. English language tasks may emphasise learning how to utilise language from the text or the language of response
- ask students to practise reading the text aloud to a peer to practise fluency
- ask students to create a bilingual version of the text to share with their family unit or younger students in the school
- inquire students to innovate on the text past irresolute the setting to a identify in their home country and altering some or all of the necessary elements.
Inferring meaning
In this video, the teacher uses the practice of guided reading to support a modest group of students to read independently. Office ane consists of the earlier reading discussion which prepares the small group for the reading, and secondly, students individually read the text with teacher back up.
In this video (Part 2), the teacher leads an after reading discussion with a small group of students to bank check their comprehension of the text. The students re-read the text together. Prior to this session the children have had the opportunity to read the text independently and piece of work with the teacher individually at their bespeak of need.
Point of view
In this video, the teacher leads a guided reading lesson on betoken of view, with a group of Level 3 students.
Text selection
The teacher selects a text for a guided reading group by matching information technology to the learning needs of the minor group. The learning focus is identified through:
- assay of running records (text accuracy, cueing systems and identified reading behaviours)
- individual briefing notes
- or anecdotal records.
Text selection
The text called for the modest group didactics volition depend on the educational activity purpose. For example, if the purpose is to:
- demonstrate directionality - the instructor volition ensure that the text has a return sweep
- predict using the title and illustrations - the text called must support this
- brand inferences - a text where students can utilize their background cognition of a topic in conjunction with identifiable text clues to support inference making.
Text option should include a range of:
- genres
- texts of varying length and
- texts that span different topics.
It is important that the teacher reads the text earlier the guided reading session to place the gist of the text, key vocabulary and text organization. A learning focus for the guided reading session must exist adamant earlier the session. It is recommended that teachers set and document their thinking in their weekly planning so that the education tin can exist made explicit for their students every bit illustrated in the examples in the information below.
Instance i
Students
Jessie, Rose, Van, Mohamed, Rachel, Candan
Text/Level
Tadpoles and Frogs, Author Jenny Feely, Programme AlphaKids published by Eleanor Curtain Publishing Pty Ltd. ©EC Licensing Pty Ltd. (Level 5)
Learning Intention
Nosotros are learning to read with phrasing and fluency.
Success criteria
I tin can employ the grouped words on each line of text to aid me read with phrasing.
Why phrase
Phrasing helps the reader to understand the text through the grouping of words into meaningful chunks.
An instance of guided reading planning and thinking recorded in a teacher's weekly plan (Run across Guided Reading Lesson: Reading with phrasing and fluency)
Example 2
Students
Mustafa, Dylan, Rosita, Lillian, Cedra
Text/Level
The Merry Become Circular – PM Cherry, Beverley Randell, Illustrations Elspeth Lacey ©1993. Reproduced with the permission of Cengage Learning Australia. (Level 3)
Learning intention
We are learning to answer inferential questions.
Success criteria
I can use text clues and background information to help me answer an inferential question.
Questions as prompts
Why has the writer used bold writing? (Text clue) Can you look at Nick'due south torso language on page11? Page sixteen? What do you notice? (Text clues) Why does Nick cull to ride upward on the horse rather than the automobile or airplane? (Background information on siblings, family unit dynamics and stereotypes almost gender choices).
An instance of the scaffolding required to help early readers to answer an inferential question. This planning is recorded in the teacher'south weekly program. (See Guided Reading Lesson: Literal and Inferential Comprehension)
More examples
- an example of guided reading planning and thinking recorded in a teacher's weekly program, see Guided Reading Lesson: Reading with phrasing and fluency)
- questions to check for meaning or critical thinking should also exist prepared in accelerate to ensure the teaching is targeted and appropriate
- an example of the scaffolding required to assist early readers to respond an inferential question. This planning is recorded in the instructor's weekly plan.
Information technology is important to cull a range of text types and so that students' reading experiences are not restricted.
Quality literature
Quality literature is highly motivating to both students and teachers. Students prefer to learn with these texts and given the opportunity will choose these texts over traditional 'readers'. (McCarthey, Hoffman & Galda, 1999, p.51).
Research
Research suggests the quality and range of books to which students are exposed to such as:
- electronic texts
- levelled books
- pupil/teacher published work Students should be exposed to the full range of genres nosotros want them to comprehend. (Duke, Pearson, Strachan & Billman, 2011, p. 59).
Considerations
When selecting texts for pedagogy purposes include: levels of text difficulty and text characteristics such every bit:
- the length
- the degree of detail and complication and familiarity of the concepts
- the support provided by the illustrations
- the complexity of the sentence structure and vocabulary
- the size and placement of the text
- students' reading behaviours
- students' interests and experiences including domicile literacies and sociocultural practices
- texts that promote appointment and enjoyment.
For ideas about selecting literature for EAL/D learners, run into: Literature
Instructor's role during reading
During the reading stage, it is helpful for the teacher to proceed anecdotal records on what strategies their students are using independently or with some assistance. Comments are commonly linked to the learning focus merely tin also include an insightful moment or learning gap.
Learning example
Students
Jessie
- finger tracking text
- uses some expression
- not pausing at punctuation
- some phrasing simply still some word by give-and-take.
Rose
- finger tracking text
- reading sounds polish.
Van
- reads with expression
- re-reads for fluency.
Mohamed
- uses pictures to assist decoding
- give-and-take past word reading
- ameliorate subsequently some modelling of phrasing.
Rachel
- tracks text with her optics
- groups words based on text layout
- pauses at total stops.
Candan
- recognises commas and pauses briefly when reading clauses
- reads with expression.
Teacher anecdotal records template example
Explicit instruction and responses
There are a number of points during the guided reading session where the instructor has an opportunity to provide feedback to students, individually or as a pocket-sized group. To execute this successfully, teachers must exist aware of the prompts and feedback they requite.
Specific and focused feedback will ensure that students are receiving targeted strategies about what they need for future reading successes, encounter Guided Reading: Text Selection; Guided Reading: Teacher's Office.
Examples of specific feedback
- I really liked the manner you grouped those words together to brand your reading sound phrased. Did it assist you lot empathise what you read? (Meaning and visual cues)
- Can y'all go back and reread this sentence? I want you to look advisedly at the whole word here (the beginning, middle and end). What do you notice? (Visual cues)
- As this is a long give-and-take, can y'all break it up into syllables to try and piece of work information technology out? Bear witness me where you would brand the breaks. (Visual cues)
- It is of import to suspension at punctuation to help yous sympathize the text. Can you go back and reread this page? This fourth dimension I want you to concentrate on pausing at the full stops and commas. (Visual and meaning cues)
- Look at the word closely. I tin can run across it starts with a digraph you know. What sound does it make? Does that assist y'all work out the discussion? (Visual cues)
- This page is written in past tense. What morpheme would you lot expect to meet on the end of verbs? Can you check? (Visual and structural cues)
- When you lot read something that does non make sense, yous should become back and reread. What word could go there that makes sense? Can you check to see if it matches the word on the page? (Meaning and visual cues)
Providing feedback to EAL/D learners
Specific feedback for EAL/D students may involve and build on transferable skills and knowledge they gained from reading in another linguistic communication.
- I tin can see you were thinking advisedly nigh the pregnant of that word. What information from the volume did you lot use to aid you guess the pregnant?
- Exercise you lot know this word in your dwelling house linguistic communication? Permit's look it upwards in the bilingual lexicon to see what information technology is.
Reading independently
Independent reading promotes agile problem solving and college-order cognitive processes (Krashen, 2004). Information technology is these processes which equip each student to read increasingly more than complex texts over fourth dimension; "resulting in ameliorate reading comprehension, writing manner, vocabulary, spelling and grammatical development" (Krashen, 2004, p. 17).
Information technology is important to note that guided reading is non round robin reading. When students are reading during the independent reading stage, all children must have a copy of the text and individually read the whole text or a meaningful segment of a text (eastward.g. a chapter).
Students also have an of import role in guided reading equally the teacher supports them to practise and farther explore important reading strategies.
Before reading the student can
- engage in a conversation nearly the new text
- make predictions based on title, front cover, illustrations, text layout
- activate their prior cognition (what practise they already know about the topic? what vocabulary would they expect to see?)
- inquire questions
- locate new vocabulary/literary language in text
- articulate new vocabulary and lucifer to letters/sounds
- articulate learning intention and discuss success criteria.
During reading the student can
- read the whole text or section of text to themselves
- use concepts of print to assistance their reading
- apply pictures and/or diagrams to aid with developing meaning
- problem solve using the sources of data - the employ of pregnant, (does it make sense?) structure (can we say it that way?) and visual data (sounds, messages, words) on extended text (Department of Teaching, 1997)
- recognise high frequency words
- recognise and use new vocabulary introduced in the earlier reading discussion segment
- use text user skills to aid read different types of text
- read aloud with fluency when the instructor 'listens in'
- read the text more than once to constitute meaning or fluency
- read the text a second or third time with a partner.
Afterward reading the student can
- be prepared to talk near the text
- discuss the trouble solving strategies they used to monitor their reading
- revisit the text to further problem solve as guided by the teacher
- compare text outcomes to earlier predictions
- ask and reply questions nigh the text from the teacher and group members
- summarise or synthesise information
- discuss the author's purpose
- think critically about a text
- make connections between the text and self, text to text and text to world.
Additional focuses for EAL/D students when reading independently
Earlier reading the student can
-
- actuate their habitation language cognition. What dwelling house language words related to this topic do they know?
During reading the student tin
-
- refer to vocabulary charts or glossaries in the classroom to help them recognise and remember the significant of words learnt before reading the text
- use domicile linguistic communication resource to aid them understand words in the text. For example, translated discussion charts, bilingual dictionaries, same-linguistic communication peers or family members.
Later on reading the student can
-
- summarise the text using a range of meaning-making systems including English, home language and images.
Teacher anecdotal records template example
Peer ascertainment of guided reading practice (for teachers)
Providing opportunities for teachers to learn nearly teaching practices, sharing of bear witness-based methods and finding out what is working and for whom, all contribute to developing a culture that will make a difference to student outcomes (Hattie, 2009, pp. 241-242).
When there has been dedicated and strategic piece of work by a Principal and the leadership squad to set learning goals and targeted focuses, teachers have clear management virtually what to await and how to become about successfully implementing cadre teaching and learning practices.
One way to monitor the growth of teacher chapters and whether new learning has become embedded is by setting upwardly peer observations with colleagues. It is a valuable tool to contribute to informed, whole-school approaches to teaching and learning.
The focus of the peer observation must be determined before the practise takes place. This ensures all participants in the process are clear about the intention. Peer observations will only be successful if they are viewed every bit a collegiate activity based on trust.
According to Bryk and Schneider, loftier levels of "trust reduce the sense of vulnerability that teachers experience as they take on new and uncertain tasks associated with reform" and aid ensure the feedback after an observation is valued (equally cited in Hattie, 2009, p. 241).
To improve the practice of guided reading, peer observations tin can exist bundled across Year levels or inside a Yr level depending on the focus. A framework for the observations is useful so that both parties know what it is that will exist observed. It is important that the observer note down what they see and hear the teacher and the students say and exercise. Evidence must be tangible and not related to opinion, bias or interpretation (Danielson, 2012).
Examples of evidence relating to the guided reading practice might be:
- the words the instructor says (Today'southward learning intention is to focus on making sure our reading makes sense. If it doesn't, we need to reread and problem solve the catchy word)
- the words the students say (My reading goal is to break upwards a word into smaller parts when I don't know it to assistance me decode)
- the actions of the teacher (Taking anecdotal notes equally they mind to private students read)
- what they can meet the students doing (The grouping members all accept their own copy of the text and read individually).
Noting specific examples of engagement and practice and using a reflective tool allows reviewers to provide feedback that is targeted to the evidence rather than the personality. Finding time for face-to-face feedback is a vital stage in peer ascertainment. Danielson argues that "the conversations following an ascertainment are the best opportunity to engage teachers in thinking through how they can strengthen their practice" (2012, p.36).
It is through collaborative reflection and evaluation that teaching and learning goals and the embedding of new practice takes place (Principles of Learning and Didactics [PoLT]: Activity Research Model).
Teacher Observation template instance
In practice examples
For in practice examples, see: Guided reading lessons
References
Bruner, J. (1986). Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press.
Christie, F. (2005). Language Teaching in the Master Years. Sydney: Academy of New S Wales Press/University of Washington Printing.
Danielson, C. (2012). Observing Classroom Exercise, Educational Leadership, lxx(three), 32-37.
Department of Education, Victoria (1997). Didactics Readers in the Early Years. South Melbourne: Addison Wesley Longman Commonwealth of australia.
Section of Education, Employment and Training, Victoria (1999). Professional Development for Teachers in Years 3 and 4: Reading. South Melbourne: Addison Wesley Longman Australia.
Dewitz, P. & Dewitz, P. (Feb 2003), They tin read the words, but they tin can't understand: Refining comprehension assessment. In The Reading Teacher, 56 (5), 422-435.
Duke, N.K., Pearson, P.D., Strachan, South.L., & Billman, A.K. (2011). Essential Elements of Fostering and Pedagogy Reading Comprehension. In S. J. Samuels & A. East. Farstrup (Eds.), What research has to say nearly reading instruction (quaternary ed.) (pp. 51-59). Newark, DE: International Reading Association.
Fisher, D., Frey, North. and Hattie, J. (2016). Visible learning for Literacy: Implementing Practices That Work All-time to Advance Student Learning. K Oaks, California: Sage Publications.
Hall, K. (2013). Effective Literacy Teaching in the Early Years of School: A Review of Prove. In One thousand. Hall, U. Goswami, C. Harrison, Due south. Ellis, and J. Soler (Eds), Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy (pp. 523-540). London: Routledge.
Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, Abingdon, Oxon: Routledge, Taylor and Francis Publishers
Colina, P. & Crevola, C. (Unpublished)
Krashen, S.D. (2004). The Ability of Reading: Insights from the Research (2nd Ed.). Portsmouth, NH: Heinemann.
McCarthey,S.J., Hoffman, J.V., & Galda, L. (1999) 'Readers in unproblematic classrooms: learning goals and instructional principles that can inform practice' (Chapter 3) . In Guthrie, J.T. and Alvermann, D.East. (Eds.), Engaged reading: processes, practices and policy implications (pp.46-80). New York: Teachers College Press.
Principles of Learning and Pedagogy (PoLT): Activeness Research Model Accessed
Scaffolding: Lev Vygotsky (June, 2017)
Vygotsky, L.S. (1978). Mind in Social club: The development of higher psychological processes. Cambridge, MA: Harvard University Printing.
Source: https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/teachingpracguided.aspx
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