Professional Documents
Culture Documents
StrategyLessons
GuidedReading StrategyLesson
TypeofBook: TypeofBook:
Unfamiliartextthatisonelevelabovethe Canbeafamiliartext
studentsindependentreadinglevel Childrenmayhavedifferenttextssincethey
Allchildrenhavethesamebook needabookthatisatorevenbelowtheir
independentreadinglevel
ChildreninGroup: ChildreninGroup:
BeforeReading
Shortterm,transient,abilitygroups Maycontainchildrenfromdifferentreading
levelswhostrugglewiththesameskill
BookIntroduction: BookIntroduction:
Teachergivesoverviewofthetext:title, Maynotbeabookintroductionifstudentsare
setting,plot,trickywordsortextfeatures, rereadingafamiliartexttopracticethe
picturewalk strategybeingtaught
Takethechildrentoparticularpagesthatmight
posesomedifficulty NamingtheStrategy:
Lessonalwaysbeginswithteachernamingthe
strategy,brieflydemonstratingthestrategy,
andtheninvitingstudentstotryitout
StrategyLessonsresembleminilessons
FirstReading: FirstReading:
Allstudentshavetheirowntext,readthetext Allstudentshavetheirowntext,readthetext
DuringReading
quietlyandsimultaneously,andusuallyinits quietlyandsimultaneously,
entirety Teacherobservesthestudentsusingthe
Teachermayaskcertainstudentstowhisper strategy
readsothatshecanlisteninandevenprobe
forcomprehension Rereading:
Ifnecessary,studentsareencouragedto
Rereading: rereadtheirtexttopracticethestrategyso
Ifachildfinishesthetextearly,heorshe thattheteacherhastimetocoachallreaders
rereadsitorrereadsafavoritepage inthegroup
TeachingPoint: TeachingPoint:
AfterReading
Occursattheendofthelessonbasedon Teachermakesonemoreteachingpointbased
teachersobservationsofatrickypart onwhatsheobservesduringthestudents
Teachermayuseawhiteboardormagnetic readingofthetext
letters,buttheretendsnottobemany Subsequentstrategylessonsbuilduponthis
accompanyingteachingmaterials daysstrategylessonjustasminilessonsbuild
upononeanother