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Guided Reading
Strategies
The
following reading strategies are the basis of
Guided Reading. Parents may
utilize them
when reading with children.
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Tell the child to
look at the picture. You may tell the child the word is
something that can be seen in the picture. |
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Ask the child to
get his/her mouth ready to say the word by making the shape
of his/her for the beginning letter. |
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Tell the child to
look for chunks in the word, such as it in sit,
at in hat, or ing
in going. |
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Ask the child if
the word looks like another word he/she knows. For example,
does hop look like pop . |
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Ask the child to
go on and read to the end of the sentence. By reading the
other words in context, the child can often figure out the
unknown word. Then have the child go back and reread the
entire sentence. |
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If the
child says the wrong word while reading, ask questions
like:
Does it look right?
Does it make sense?
Does it sound right? |
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Always wait until your child has finished the sentence at
least before pointing out a misread word, and then say, "Did
that make sense when you read __________? |
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Say
to your child, "You read that word before on another page.
See if you can find it." |
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If
your child misreads a word, and the misread word does not
change the meaning of the story, don't correct at all!
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Comprehension
Strategies
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Ask the child to retell the story
in his/her own words using words such as, first, next, then
and last. |
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Ask the child who the characters
are in the story and to describe them to you. How do they
relate the child or characters in other stories or in real
life? |
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Ask the child what the problem
was in this story. Why did the problem happen? How was the
problem solved? |
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Ask the child where the story
takes place and when.
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Ask the child why (s)he liked
this story. What was his/her favorite part?
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Ask the child if this story
reminds them of another story they have read. In what way? |
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The
5 Big Ideas in Reading are the basis for
curriculum and instruction and inspire the measures
(assessment) we use. They are:
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Phonemic Awareness:
The ability to hear and manipulate sounds in words.
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Alphabetic Principle:
The ability to
associate sounds with letters and use these sounds
to form words.
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Fluency with Text:
The effortless, automatic ability to read words in
connected text.
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Vocabulary:
The ability to understand (receptive) and use
(expressive) words to acquire and convey meaning.
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Comprehension:
The complex cognitive
process involving the intentional interaction
between reader and text to convey meaning.
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While
we work with individual reading groups,
the rest of the class
participates in work stations.
The three rules
for the work stations are:
Do
your job at your station.
Use a
whisper voice.
Cooperate
with others at your station.
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