4. Guided Reading
"The ultimate goal of guided reading is to help children
learn how to use independent reading strategies successfully."
-Fountas and Pinnell
8. “…a young string musician playing
“Twinkle Twinkle Little Star” with excellent
posture, bowing, dynamics and so forth
with eventually surpass a student of music
who is focusing on stretching to meet the
short-term demands of getting through a
challenging piece. The student working on
process and simple music develops a feel for
the whole, integrated effort, and this
process becomes automated.” (PMR, p.33)
9. “It is not uncommon for
students reading
successfully within
“just difficult-enough
texts”(Clay 1993 p. 53)
to make leaps of
multiple levels between
benchmark
assessments.”
-Preventing Misguided Reading p. 39
10. Strategy #2 Describe Guided Reading as a
Session Rather than a Lesson
• Teacher support enables students to
problem-solve, connect and discover
• Session is conversational in format
• Students read a lot
11. Thinking Deeply About Story:
Even for Our Emerging Readers
“Our exercises in comprehension tend to be limited (e.g.,
who are the characters in the story?), which may actually
develop readers who attend to story superficially.”…”So, our
challenge becomes teaching beginning readers to decode
while teaching them comprehend rather than inadvertently
teaching them to decode instead of teaching them to
comprehend” (Preventing Misguided Reading, p. 72).
12. Strategy #15 Engage All Students,
Regardless of Instructional Reading
Level, in Thinking Deeply About Story
•Beyond a series of questions
•Beyond “Today I want you to make
a prediction.”
•Beyond story retelling
•Beyond details of the reading
process but active in all of it
•Meaning at the text level
13. The Language of Teaching
Comprehension Instruction Deeply
Little Questions Big Questions
What houses did How are the pigs’
each pig build? houses different?
Why did the writer
have the third pig
build the brick house
instead of the second
pig?
What did the wolf say Why did the wolf say
before he blew down the same thing at
the houses? each house?
What happens at the What did the pigs
beginning, middle learn from their
and end of the story? experience?
14. A Conversational Stance
“Conversations about inferences students
must make to understand the text deeply
push students to approach the work
actively, giving them a purpose for their
reading that prompts integration of
information. This active stance supports
students as they think about the text in
sophisticated ways and begin practicing
the thinking work we want them to
habituate and carry into the rest of their
lives”.
(Preventing Misguided Reading, p.76)
