ERIC Number: ED458524
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
Guided Reading: A How-To for All Grades. K-12.
Basically, the concept of guided reading means that teachers guide students through materials that are used for instruction. A critical foundation in guided reading is that students read materials at their instructional levels. During a typical lesson, students discuss both the content and the strategies they used to make sense of what is being read. Specific attention is devoted to levels of comprehension, questioning, before-reading strategies, during-reading strategies, and after-reading strategies. This book: gives practical advice and strategies that show teachers of any grade level how to make this technique part of a balanced reading program; includes classroom management techniques and strategies for using guided reading effectively; and offers a teacher-friendly text design which contains a wealth of real-world examples, models, checklists, and a variety of tools, including a complete lesson plan. Chapters in the book are: (1) Guided Reading; (2) Guided Reading and Read-Alouds in Kindergarten and First Grade; (3) Guided Reading in the Primary Grades; (4) Guided Reading in Grades 3-12; (5) Looking at Questioning from Another Angle; (6) Variations on Guided Reading; and (7) Guided Reading with Content Textbooks. The book also discusses think-aloud strategies, visualization, and reciprocal reading. Blackline masters included at the end of each chapter may be used to facilitate guided reading. (Contains a 45-item bibliography.) (NKA)
Descriptors: Classroom Techniques, Elementary Secondary Education, Instructional Effectiveness, Reading Instruction, Reading Strategies, Teacher Role
SkyLight Training and Publishing Inc., 2626 S. Clearbrook Dr., Arlington Heights, IL 60005-5310 (Item 2346, $24.95). Tel: 800-348-4474 (Toll Free); Fax: 847-290-6609; Web site: http://www.skylightedu.com; e-mail: firstname.lastname@example.org.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A