What
kind of comprehension activity is involved?
Comprehension / Story Retelling
Sample
1. Did you like that story?
2. Retell the story in your own words.
3. Who was in the story? (Circle those mentioned)
Characters: Mary
John
Jim Miss Smith
4. What was Mary’s surprise?
5. Why did Mary make such a secret of her surprise?
6. Why did Miss Smith ask Mary to take her box home?
7. What did the other children guess was Mary’s surprise?
(Must include at
least one of: blocks, map, empty box)
8. What does the word distraction mean?
9. What does the word miniature mean?
10. What did Mary use to make her miniature city?
(At least one of
the following) paper glue
boxes
11. What was the best part of the story? (Tell
me what you liked)
STUDENT MUST RECEIVE AT LEAST 75% (six
out of eight, excluding first, second, and last question to meet
the criterion).
What
are the benefits of Guided Reading?
There are many benefits for both student and teacher
in conducting Guided Reading
Students:
– develop as individual readers
– are given the opportunity to develop and use
reading strategies
– experience success in reading for meaning
– learn how to problem solve with the new text
independently
Teachers:
–
observe individual students as they problem solve new texts
– assess individual students using
running records
What
are the principles of Guided Reading?
The teacher supports children in reading materials
they cannot read totally independently. The principle behind
Guided Reading is to help students learn strategies to apply to
other reading situations:
– Individual or small group
– Teacher makes decisions based on observations
of students’ work
– Usually done with an unfamiliar text
– Others in group need work on same problem
– Children learn from and support one another
What
materials are used to conduct Guided Reading groups?
Guided Reading is based on the premise that students
work in a text that is on their reading level. A balance of independent
reading level combined with what the student can do with the suppport
of a teacher maximizes learning for the reader. Therefore, students
should be able to read a text at between 90 and 95% accuracy during
a guided reading session. Books are leveled from A - Z, with A
being picture books with simple labels or captions up to five
or six words. Book levels increase with difficulty, complexity
of information, and crititcal reading components.
Where
do the books come from?
Lexington Elementary School's bookroom houses
an A - Z collection in each of the genres: Fiction, Nonfiction,
and Content Areas. Books have been purchased by the district and/or
donated from previous classroom collections.
You can search the Book
Room Inventory by Title, Author, or Level by clicking here.
How
do these levels compare to traditional grade leveling?
At the END of Kindergarten students should read at.…LEVEL
C
At the END of First Grade students should read at.…...LEVEL
I
At the END of Second Grade students should read at....LEVEL
M
At the END of Third Grade students should read at.…..LEVEL
P
At the END of Fourth Grade students should read at….LEVEL
S
At the END of Fifth Grade students should read at........LEVEL
V
|