Teaching Ideas and Units - Teaching Strategies

Guided Reading at Lindisfarne North:

A Case Study

This is an account of work in Guided Reading undertaken by Janet Seymour and Carmel French at Lindisfarne North Primary School. It includes an introduction outlining the school’s interpretation of Guided Reading and case studies of work undertaken in Janet’s Prep/1 class and Carmel’s Grade 6 class. The case studies set Guided Reading within the context of a rich English program.

Guided Reading: our interpretation
Guided Reading in Prep/1
Guided Reading in Grade 6
More Ideas for Guided Reading
Useful resources
Conclusion

GUIDED READING: OUR INTERPRETATION

The aim of Guided Reading is to help children learn to use independent reading strategies successfully. Whilst it is generally held that Guided Reading requires children to read independently and silently, this is not the interpretation we have. We approach Guided Reading more as a shared reading process where the teacher and children interact together with the text. We believe this approach allows for:

• a more focussed teaching session
• an opportunity to teach and extend children of a similar ability
• an opportunity to learn from each other, teacher and children alike

We believe that Guided Reading allows for explicit teaching opportunities within a small group to enhance the development of the child as an independent reader and that the skills gained during the Guided Reading sessions will be transferred to the child’s concurrent individual reading program.

At Lindisfarne North Primary School we have extended our Guided Reading program from K-6 to enhance the development of the child as a reader. Fundamental to this belief is the knowledge that each child moves from:

• understanding the structure of simple text through to being able to interpret complex ideas, as portrayed by the author;
• recognising basic punctuation, through to using more complex conventions as an aid to comprehension;
• using early word attack skills and having a bank of basic sight words through to being able to use a range of strategies and skills for word attack and having a knowledge of words, their origins and patterns with which to decode text.

It must be remembered that Guided Reading is but one component of a reading program and that a balanced quality program will include several kinds of reading for students:

• reading aloud to children
• independent reading
• home reading
• shared reading

Reading is a part of every learning area.

Our commitment to Guided Reading at Lindisfarne North Primary School came about through a desire to increase the comprehension skills of the children. In an effort to do this we have:

• undertaken professional development sessions
• purchased quality reading sets
• established a bank of resources to support reading sets purchased

In the next section, you will find case studies that show our approaches to Guided Reading in our classrooms. The case studies will show organisation of groups, how texts have been used, additional activities developed and methods of assessment.

GUIDED READING IN PREP/1 WITH JANE SEYMOUR

The Place of Guided Reading

Guided reading is just one component of my reading program and provides for me a chance to focus on specific aspects of the reading process, eg. expression, punctuation and interpretation with a small group of 5-6 children.

Whilst the individual and home reading programs are a continuous part of my classroom practice, Guided Reading for me is best incorporated as a block over a week, or sometimes longer depending upon the text used. I use the afternoon session of approximately one hour, from 1:15 - 2:15pm.

Organisation

I had three groups working on Guided Reading texts and two groups that were required to work mostly independently, on tasks with which they were familiar.

Whilst there was one main teaching focus, many other strategies were covered during the reading and associated activities. Whilst I was able to rotate groups effectively the program was greatly enhanced by parent help.

Process

The following shows the steps I followed with one of these groups:

Activity: Students finished their masks. They were also able to work on their masks at other times during the day. Finally the children performed their play on two occasions - once to their buddy class and on a second occasion for their parents. Whilst this was not the prime focus, it certainly added to the overall enjoyment of the text for the children.

When the children performed the play the narrator was the only person to read from the text. I found that whilst focussing on the text provided the means for explicit teaching of reading strategies, the associated activities that the children were engaged in brought the texts to life for the children, and further developed their love of books and enthusiasm for reading.

Guided reading continues to be a most rewarding component of my reading program.

During a guided reading session, a group of 5 or 6 children read a book with the teacher, sharing the text and illustrations.

Opportunities occur to discuss and predict - What might happen next? Why did the author have the character do that? What does the illustration show us?

Each child is able to enter into the discussion, sharing ideas and opinions as the book is read aloud. The teacher is also able to focus on specific reading strategies to help the children achieve fluency and expression when reading aloud.

A number of related activities are also completed by the children to extend their knowledge and enjoyment of the text.

The Three Billy Goats Gruff

Activities: Read and re-read text. Designed and made masks. Wrote and drew about their favourite character. Rehearsed play. Performed play for an audience.

Title: The Three Billy Goats Gruff

Series: PM Traditional Tales and Plays (Orange Set D)

GUIDED READING IN GRADE 6 WITH CARMEL FRENCH

Introduction and General Advice

In Guided Reading children are grouped according to ability level (taking into consideration whether or not they have already read the book). Children are often happy to revisit a text as they know we tackle a book from different angles and related work often goes beyond the text. It is a good teaching point that when we revisit a text, we often discover new facts, change our opinions, see another point of view and take on a fuller meaning of the story.

It is imperative that the teacher reads the book prior to working with a group in order to:

• assess suitability
• assess content
• assess level of difficulty
• plan the introduction and activities that will take place during and after the reading (these are often incidental to the reading as things "crop up" during group reading).

I run an integrated day and so Guided Reading can (and does) take place throughout the day. The class rule is that when I have groups I am not to be disturbed. At the start of each day children are set the day’s tasks; they work independently and in groups. I find I work with at least two groups throughout each day. This means I hear every child read every second day. (I also hear them read every other day in SSR.)

Activities

Running concurrently in the class we have activities such as book reviews, literature shares (a derivation of book reviews), technology challenges, story/novel writing all of which introduce new authors and books to the class. We also write our own stories, picture books and novels.

Individual Reads

I often select books from the library and introduce them to the class, inviting them to read them during SSR. We look at the cover, read the blurb, sometimes the first chapter and I give them a quick summary of the book (having read it myself).

It is a real advantage having a knowledge of the books children are reading as I can ask children questions when I am listening to them read; I then get a real "feel" for their understanding of the text.

SSR (Silent Sustained Reading)

Not only do I hear children reading in Guided Reading groups, but also in SSR time.

I have divided the class in half and by alternating groups. I listen to each half every second day.

At Lindisfarne North Primary School we have made SSR booklets which contain reading strategies from the TLOs. Teachers have a suitable booklet for each child (booklets are in grade levels). Teachers tick the box when they are aware of a strategy being used.

We have also made proformas for different grade levels where reading strategies are listed on the front cover along with a sample of text.

GUIDED READING

Before Reading

1. discussing title
2. discussing the front cover
3. reading the blurb
4. predicting what story will be about
5. discussing the author (where appropriate) eg if class have already experienced other books by the author.

For other "before reading" strategies, have a look at strategies to use to introduce texts.

During Reading

My aim always is to foster critical thinking, extend the children's knowledge of language and experiences, examine literacy style and foster a love of learning through reading.

Because of this, I try to get a balance between text and related tasks. I deliberately steer away from too many comprehension and cloze exercises (especially with better readers), because through ongoing discussion and during the course of the group reading and the ensuing discussion within the group, I get a feel for the children's understanding.

It is in this time too, I teach explicitly about reading:

• use of punctuation when reading
• meaning of words in context (their origins, looking for patterns)
• gaining meaning from text
• looking for inference
• the message of the author
• the development of character (character analysis)

Teaching children to read aloud is really important as a skill in itself. When children read aloud, the teacher is able to pick up on any errors, identify common needs and explore text type, author style, as well as relate text to children's own experiences or to experiences from other texts.

The teacher can also help children identify the stages of the book:

• the orientation
• the complication
• the resolution

These can be "teased" out to generate some interesting activities. For example, orientation can be done on:

• setting
• character development
• key questions - What do I know? What do I want to know?

It is often in this stage that children need to research for background information. This is when tasks such as research (eg about an event, animal, etc.) can help the child's understanding.

The resolution is often a good discussion point, especially if the child didn't like the ending. Many children like to write their own ending. It's good, too, if the book leaves the reader "up in the air" as in The Giver by Lois Lowry or Z for Zachariah by Robert OBrien. At this point, students often enjoy drawing scenes and story maps and composing interviews with a character.

The ideas are never-ending. When preparing for a book, sometimes I find that a resource book will provide some good ideas (eg those from Hawker Brownlow). There are also good resources on the Internet and sample teaching units from a range of quality texts to adapt, such Lively Lines: English and the Arts in Focus (Department of Education, Tasmania).

Working with The Giver by Lois Lowry

This is a text recommended for Grades 6 - 10. It is a very powerful, thought provoking text which challenges our own and society’s values.

Jonas, the main character, lives in a perfect world where people leave forsaken memory, emotion, pain and free choice for security, comfort and sameness. The community selects the roles of each member and dictates their stages of progression and involvement. "Ones" are named and given to their family. "Nines" get their bicycles. "Birthmothers" give birth to three children and then become labourers (they have low status in the community!). When Jonas is assigned the role of "Receiver", it is considered the ultimate honour. He learns from the old Receiver (whom he calls Giver) that he is the only person in the community to have all the memories (pain, love, excitement etc.).

As Jonas experiences these emotions and memories he realises how important they are and the loss to the community. When he discovers the lie which supports his community, he decides he must change things back to the way they were. (Reference: The Giver - Literature Unit, Hawker Brownlow Education)

This is a book very much for the advanced mature reader. It raises issues and poses disturbing questions and issues that must be discussed for the children to gain meaning.

Before Reading

Children are asked to create their own "Perfect Community".

• What makes it perfect?
• Describe it.
• What are the rules of your community and the roles of its members?
• How does the community function?
• How would our society have to change to make it perfect?
• What do people lose?
• What concessions do we make for the good of our community?
• What are some rules of your community?
• What happens when people break the rules in your "perfect" community and our own community?

Much discussion of each child's ideas takes place before, during and after this task. They then make a visual representation of their community.

Introducing The Giver

The Cover:

• What do you see on the cover? (Use of black and white, contrasting with colour, two images of the boy).
• Where is the boy?

Read the blurb. Discuss what "conforming" means. Read the dedication. What do you think it means? For more ideas on reading book covers, have a look in Beaut Ideas

During Reading

Children read together every second day. Because of the content, I feel they need to be "guided" totally through the text. I read the first chapter to the class. At the end, I pose the following questions for the children to answer.

• What do we know about the setting? The community?
  
• What are the roles of the characters in the community?
  
• How is the community organised?
  
• How doe the people of the community act, speak?
  
• What is one of their family rituals?
  
• What questions are you left with?

They write these down.

When children return we discuss their ideas. If some issues haven't been raised, I pose my own questions, eg:

• What do you think "being released" means?
• When are we told people are released?
• When do they call children "seven" and a "group of sevens" using a capital letter?
• Why do the children refer to the visitor as acting "like animals" and then we're told neither child knew exactly what the word meant?
• What does this tell us about life in the community?

Often we use the open discussion for these questions. I mix it up with written questions so it gives me a further chance to analyse how the children are understanding the text, the issues, the underlying ideas. For example, a writing task I would set would be to describe Jonas' family ritual and to describe the ritual of their own family.

The aim is to cover a chapter a lesson. This is an intensive explicit teaching time involving discussion, voicing opinions, finding meaning of words and exploring the development of the plot.

The plot is very complex and there are sub-plots interwoven throughout the book. Through questions, discussion, writing, drawing and actually doing a plot line, children are able to explore the text.

• By drawing a plot line children are able to rationalise what is happening in the text, the relationships between characters and their role in the community.
  
• It is also beneficial to explore character development as this gives greater meaning to what is happening in the text.

In the first five chapters we're introduced to the "Ceremony", the rules and organisation of the community, the assignment of children to families and the structured progress of each child (eg the "Naming" of a child by the Committee, the giving of comfort objects).

I give the children the task of plotting this information in their reading log . Through discussion and brainstorming we parallel the rituals of Jonas' life with our own experiences within our family and community (christening, adoption, schooling, toys, comfort objects; we look at how these relate to the sex of the child; we note the ages for drivers' licence, voting, adulthood).

The plot deepens when Gabriel is introduced to the family. Jonas realises he has the same light eyes as Gabriel; this is rare as most other citizens have dark eyes. Lily, his sister, wonders if they "may be had the same birth mother". Later she states that she hopes to be assigned as a birth mother.

"Lily!" mother spoke very sharply.

"Don't say that. There's very little honour in that assignment."

This is an example of a real issue raised in the book - one we can relate to our own perception of roles in our community. This often incites great debate among the group. Issues like this occur throughout the book and the spontaneous discussions that arise become an invaluable part of the reading. The sheer pleasure gained makes it all worthwhile.

The hierarchy of power within the community is worthy of exploration:

• The Receiver
• Committee of Elders
• Family unit head - mother/father
• Family unit members - son/daughter

In Chapter 5 Jonas experiences "the stirrings". He is given a pill so they will disappear. Much discussion arises from this and I deal with it during the reading. I relate it back to the children, many of whom are beginning puberty.

"Release" is mentioned throughout the early part of the book and is a main theme running throughout. It is alluded to, hinted at and "teases" the reader. It becomes a topic of conversation throughout the reading so I often ask children part way into the story (around Chapter 7) to write what they know of "Release", what they believe it to be. We read these together and discuss it as a group. I remind children that Gabriel is possibly to be released.

Children keep these responses to my questions, their plot lines, their character analysis, in their Reading Journal and they add to them as they read. The tasks are therefore often on-going and by doing this children can gain better comprehension and are able to analyse the text.

In Chapter 8, Jonas' qualities that qualify him as the next Receiver are listed. After the reading of this chapter I ask the children to list these qualities and say why they would be necessary for the most important position in the community. I ask:

• What do you think is meant by the "capacity to see beyond"?
• What do we know so far of the role of the Receiver?

Chapter 9 introduces a sub-plot: that of the Receiver who failed. I discuss:

• what we know of her and ask the children to relate this to rules of the Receiver of Memory:
  
• the rules themselves:

In Chapter 10 we are introduced to the Giver. I ask the children to daw the Giver's room. We discuss the fact Jonas only knew of three books. We speculate about what would be the impact of that on the Community. I ask the children to write how they would feel if they were only allowed three books.

We begin too, to write a character analysis of the Giver and list what we learn from him and about the community. This is ongoing so we allow several pages to complete it. Children are invited to draw, write a comment, state a new fact we've learnt, ask a question they'd like answered as a result of what they read.

In Chapter 11, Jonas is "given" the memory of a sled ride. I pose the question: "What do we learn of the history of the community from this chapter?" The children are asked to state their findings.

I pose the question: "What do we know now of the community? How do we perceive it ("The notion of "sameness")? We brainstorm these.

Discussion point: What has the community forsaken for sameness? Children work in groups to come up with ideas. This often happens the next day when the students don't come to me in their group.

In Chapter 12 reference is made to happenings, Jonas' "seeing beyond" and the concept of "colour". Discussion will arise about what the community must be like without colour. Jonas claims that "it isn't fair that nothing has colour". We discuss what this means and what life is like for the Giver. We brainstorm these and the children are asked to add this to the profile of The Giver.

In Chapter 13, I ask the following questions:

• Why don't the people in the Community want to make choices?
• What does the Giver mean when he says ".....without memories it's all meaningless?"

In Chapter 14, Pain is introduced in all its stages. Jonas decides everyone should have memories and that things need to change. I ask the children their opinions.

In Chapter 15, Jonas experiences war. Children are asked to write why the Giver asks Jonas to forgive him. Children make a chart of Jonas' experiences. This is another ongoing task.

Discussion point: We are again confronted with "precision of language".

We discuss the question: Is the language precise?"

I asked the children to write the meaning of words. What is meant by:

• Released (page 2)
• Feelings (page 4)
• Animals (page 5)
• Nurturer (page 7)
• Stirrings (page 37)
• Replacement child (page 44)
• Elsewhere (page 78)

We discuss how our own society uses euphemism to distance the realities of death, aging, bodily functions. These again are discussion points which occur during and after reading.

In Chapter 17, we add to our list of Jonas' memories. Children are asked to write and explain Jonas' feelings (frustration) with his family and friends.

Chapters 18 and 19 are the turning point in Jonas' life because he learns what "Release" really means. He learns what happened to Rosemary. The children are asked to discuss why Rosemary asked to be "Released".

In Chapter 20, we really feel with Jonas. Discussion of euthanasia and the death penalty sometimes arises. Children are asked to write "The Plan" the Giver and Jonas devise to give back the memories to the community.

In the next lesson, we discuss:

• Why will the Giver not go with Jonas?
• Who is Rosemary? Why is this so important?
• What does Jonas keep for himself?
• What does the Giver see as his role once Jonas leaves? Once he has fulfilled this role, what does he wish for? Note: this new information will be added to the profile on the Giver.

Children are asked to add their plot line as the climax is reached.

In Chapters 21 and 22, much discussion arises from the following:

• Why does Jonas have to leave?
• How does he evade the search planes?
• What were Jonas' choices and from what would he starve - if he stayed; when he left the community?
• What would you have done?

The final chapter leaves many readers bewildered. I ask the children to write down, then draw, what exactly they think happens to Jonas and Gabriel. They compare their answers with that of the author herself, Lois Lowry (taken from the Internet).

After Reading

Children are asked to do a mural (where they all discuss and choose the media) of "The Giver." This will include "The Community" (in black and white), some characters, through to Jonas' flight path and the changing environment and his final destination. They are asked to complete the plot line and the character profile of "The Giver". They then conduct interviews with Jonas, The Giver and another person of their choice wherein they let it be known what has become of them.

Note from the Teacher: This is a very deep book and readers are selected carefully. It is the extreme example for very able readers. The discussion is of paramount importance as it helps children make sense of the text.

Final Group Discussion

We discuss the following questions:

• What is Lois Lowry's message?
• How does the Community parallel with ours?

MORE IDEAS FOR GUIDED READING

Listed below is a collection of resources and ideas for a Guided Reading program that we thought you might find useful.

Suggested Ideas for Guided Reading of Fiction Texts:

1. Read the book and check available backup material.

2. Introduce the book — front cover, blurb, author’s name; ask whether students have read a similar book.

3. Discuss what sort of book it is — fiction, non-fiction.

4. Make some predictions about what will the book be about.

5. Discuss the prologue — note from the author

6. Discuss parts of the book:

9. Discuss the language

10. Study the characters - their development, character traits, stereotypes

Do not feel limited to the use of books. The following will work just as well:

• catalogues
• newspapers
• dictionaries/thesaurus
• games
• CD Roms
• Internet
• maps
• movie guides, advertisements
• phone books
• packaging
• recipes
• sports pages

(refer to Take a Text Ideas by Joelie Hancock for more detailed information)

Non fiction texts are suitable for developing visual literacy skills such as:

• using maps
• following instructions
• interpreting diagrams
• labelling
• developing research skills
• exploring relationship between text and illustration
• exploring different genres, eg recount, report, procedure, explanation
  
• using index, table of contents, headings, sub-headings, glossary.

CONCLUSION

At Lindisfarne North our aim has been to:

• make guided reading a continuous program from K - 6
• improve the children's comprehension levels
• develop a love of books which has come about through sharing books
• give the children the opportunity to talk about the books, voice their opinion and listen