Reading aloud to children is a key component to any good reading program. Children hear language above their independent reading level yet suitable for their listening level. Hearing books read aloud improves a child’s ability to listen for periods of time and increase attention spans. It allows for children to interact with the reading by interrupting to make connections with personal experiences and extend their knowledge and understanding. Reading aloud models how fluent readers read and reflect on what is read.

Children begin to listen and discuss beyond their developmental reading levels through a group Read Aloud and discussion. Words, language patterns, and ideas encountered during these Read Aloud experiences become a part of the children’s own speaking, reading and writing which help them predict text of more complex books.

One criterion for book selection is that the book has the possibility of multiple reading for enjoyment. Initially, it will be used to model strategies that good readers use to read a book. In subsequent readings, when the children feel successful at reading the book, more specific skills of varying levels can be addressed (e.g., where to start reading, return sweep, how to use punctuation and to recognize dialogue.)

The children should be gathered in an inviting area close to the book or chart so that they can feel a sense of shared community. The book should be placed on a chart or easel so that it is easily seen by the children. The teacher will use a long thin pointer to guide the reading, pointing to the words as they are read. It is imperative that the reading be done with phrased fluency, because this is the model of the way that children will read. Often when using a pointer, there is the tendency to read word by word.

• It is a context in which a teacher supports each reader’s development of effective strategies for processing text at increasing levels of difficulty.
• The goal of Guided Reading is for students to become fluent readers who can problem solve strategically and read independently and silently.

There are many benefits for both the student and teacher in conducting Guided Reading.

• Students develop as individual readers while being involved in a supported activity.
• Individual readers have the opportunity to develop and use reading strategies so they can read progressively difficult texts independently.
• Students experience success in reading for meaning.
• Students learn how to problem solve with new text independently.
• Teachers observe individual students as they problem solve new texts.
• Teachers assess individual students using running records before or after the group.

Students begin by reading a predetermined amount of text. It is important for all children, regardless of reading level, to have the opportunity to participate in literature discussion. Emergent readers can discuss texts that have been read during shared readings or heard during read-alouds.

Each literature circle lasts approximately 10-20 minutes, depending on the text. Teachers may set a general focus for the discussion (e.g., character description, dialogue, and setting), however, discussions should allow for open-ended response. It is important that students feel comfortable sharing ideas and taking risks in the discussions. Teachers should monitor good discussion and questioning behavior.

Good discussion and reflective thinking strategies need to be modeled and practiced with students ahead of time. Teachers may want to have students help generate the guidelines as a class.

Summarizer-Students write a brief summary of the reading (key points only)

Connector-Students write explaining connections between the book and the world outside. This means connecting the reading to…your own life…happenings at school… similar events at other times…other books or movies. "Some things in today’s reading reminded me of……"

Discussion Director-Students write down good questions that they think the class would want to talk about related to the reading.

Word Finder- Students write down words that are new, different, funny, interesting, important, or confusing to be discussed in class.

Artful Artist- Students draw a scene, character, problem, exciting part from the story, or a prediction of what will happen next to share with the class.

Children learn to read by reading appropriate materials. Independent Reading provides an opportunity to apply strategies that are introduced and taught during teacher read aloud, shared reading, and guided reading. When materials are appropriate and students can read independently, they become confident, motivated and enthusiastic about their ability to read.

Children make great contributions to their own learning when they are given some control and ownership of the reading process. The self-selection process of Independent Reading places the responsibility for choosing books in the hands of the student. This teaches them that they have the ability to choose their own reading materials and that reading by themselves is a valuable and important activity.

While students are free to choose what they like, they must be encouraged to select a variety of literature and to select materials at their independent reading level. Independent means 95% to 100% accuracy as defined by running records. These materials should be able to be read without teacher support. It is at the independent level that comprehension, vocabulary extension, and fluency are improved.
 

* a reference from the Montgomery County Public School Department of Academic Programs Early Literacy Guide