Guiding Emergent Readers

Guided reading is a concept well known to teachers, but often in the classroom the teacher seems to be pushing children more than guiding them as they read. This is incorrect to do, though. As Guided Reading with Emergent Readers explains, "guided reading should be thought of as a time for children to practice what they know about reading in front of a supportive person." Doesn't this sound nice?

Teachers should not as much be leading the reading group during this, as they should scaffolding the individual children. What children will need during guided reading practice will vary as their learning develops, and based on their prior knowledge.

• At beginning of school children are not ready for guided reading, yet. Reading instruction will involve encouraging children to want to read. At this stage they are not reading, yet. Big books are great for children at this stage.

 Observe children’s interest in learning to read and their attention span to know when they are ready to move past this stage and on to the next. The two behaviors go hand-in-hand in deciding whether or not a child is ready for a guided reading lesson. You can see these by noticing how long children look at books, if they understand meaning, their ability to create alternate stories, and so fourth.

• More responsibility is given to the children as they begin guided reading. The books read are based off of the children's ability and interest. The teacher prepares student for reading by learning about the subject matter, and reminding them of successful reading strategies to use.

Guided Reading does not end when the last page is finished. After guided reading teachers facilitate a discussion incorporating teaching points the instruction wants the children to learn about. Teaching points include many different topics.

• Retelling the Story: 20 ideas for retelling stories

• Monitoring Meaning: Add a chart with questions to ask self.