Scribd
Upload
311 views2 pages

Guided Reading V Strategy Groups

Guided reading focuses on having students read the same unfamiliar text above their level, while strategy lessons use familiar texts and focus on a specific reading strategy. In guided reading, the teacher introduces the text and students read silently, then the teacher points out tricky parts. Strategy lessons name the strategy, demonstrate it, and have students practice it through rereading with coaching. Both aim to teach reading techniques through group discussions and modeling.

Uploaded by

api-300955269
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
311 views2 pages

Guided Reading V Strategy Groups

Guided reading focuses on having students read the same unfamiliar text above their level, while strategy lessons use familiar texts and focus on a specific reading strategy. In guided reading, the teacher introduces the text and students read silently, then the teacher points out tricky parts. Strategy lessons name the strategy, demonstrate it, and have students practice it through rereading with coaching. Both aim to teach reading techniques through group discussions and modeling.

Uploaded by

api-300955269
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 2

GuidedReadingvs.

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

You might also like