What is it?

Students are put into groups according to their perceived needs in the same area of reading. Teachers make planning decisions about the participants to be in each teaching group and the appropriate reading material to be used based on the following information:

• observation of what the student can or cannot do to construct meaning and to respond to texts;
• knowledge of the level of supports and challenges offered to the reader by available texts; and
• consideration of students' interests. Each student has a copy of the text.

What is its purpose?

Through guided reading students come to develop positive attitudes to reading as they:

• develop strategies enabling them to make sense of what they read;
• explore language and literary features of texts; and
• respond critically to the ideas and concepts in texts.

How do I do it?

1. Students are told the purpose of the session and each child is given a copy of the text. Possible teaching foci could include:

• developing the use of cueing systems;
• developing concepts about print;
• reading silently for a sustained period;
• identifying literary features; and/or
• observing and recording students' progress in reading.

2. During the session, the teacher instigates discussion that provides appropriate support structures for students when they read independently. (This should not be a question and answer session.)

3. Students then read independently at their own pace, while the teacher makes reading assessment observations. (There is no 'round-robin' reading.)

4. After all the students have finished reading, they are invited to share their responses with the group.

How can I adapt it?

The focus for each session is chosen to meet particular students' needs. The same text can be used for a variety of teaching purposes. A range of text types can be used. Have a look at Guided Reading at Lindisfarne North to see how two teachers implement Guided Reading in their classroom.

How can it be used to evaluate students' language learning?

Students' reading can be evaluated at any stage of the process. While the students are reading, the teacher is able to observe the application of the planned teaching focus. The small number of students allows the teacher to move around the group to briefly hear each child read and to make note of the strategies used.

Where can I find out more?

Lountas, I. & Pinnell, G., Guided Reading, Heinneman.
Hammond, A., 'Using Guided Reading in the Classroom', Scholastic Australia Pty Ltd
(This is a free pamphlet and is available by phoning 1 800 806 163.)