READING INSTRUCTION TO

AGE GROUP 3-9

BY SUPARNA KOLEY

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1. an exciting discovery

2.allows the child to

connect with the

thoughts of others from

the past and the

present.

3.Information platform1/3/2013

In today’s developed countries, knowing to

read and write is important for the

development of the whole being.

• INFORMATION

• DEVELOPMENT OF THOUGHTKNOWLEDGE

• LITERACY

• INDEPENDENCEREADING

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1.Goal: To establish purpose for reading

primary source, to activate and build

background knowledge, and address

unfamiliar vocabulary words/concepts.

2.K-W-L-H ChartK - stands for what students already Know about

the topic.

W – stands for what students Want to Learn by

reading the primary source.

L – stands for what students have Learned while

reading the primary source.

H – stands for ideas of How to Learn more.

Anticipation/Reaction

Guide

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1

1.Identify major concepts or “big ideas” you want

students to learn from the primary source.

2.Create four to six statements that support or

challenge students' beliefs about the topic.

3.Share the guide with students and ask them to

Agree or Disagree with the statements and be

prepared to defend their opinions.

4.Discuss with class.

Have students read the primary source to

find evidence to support or disprove their

responses.

5.After reading, students will confirm or

revise their responses.

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ABC or Alphablocks Brainstorming

ABC Brainstorming activates student’s prior

knowledge by asking students to brainstorm a

list of words, phrases, or sub-topics related to

the primary source’s topic and match those to

a letter of the alphabet. A variation, Alpha

blocks, (credited to Janet Allen) speeds up the

process by asking students to brainstorm items

within alphabet groups (ABC, DEF, GHI, etc.)

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Charts that ask the student to

assess their prior knowledge are

called Knowledge Ratings

READING ENHANCES WITH JOY

we must provide a number of good books. We need to be sure

we have a great variety. Children enjoy books about people, other places, about

animals and birds and flowers, about events from the past and about everyday life. The

child recognizes the enormity of information possible to get from reading

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1.Students should be divided into small groups (4-6

students). The younger the students the smaller the

groups. (Learn more about grouping students).

2.Guided reading lessons are to be about 15-20

minutes in duration.

3.Appropriately leveled reading materials must be

selected for the group and each child should have

his/her own copy of the literature. Learn more about

reading levels/leveled materials.

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Post Reading: The teacher asks

questions to ensure that the

text has been comprehended

by the readers and praises

their efforts. Further, the

teacher may observe gaps in

strategy application and

address these gaps following

the reading in a mini-lesson

format.

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Tips for adapting: select one grade-level text and

one easier than grade level to read each week so

that your weaker students have the opportunity

to read with greater ease & confidence

consider alternative grouping (interest, social,

ability)

encourage rereading of selections to increase

fluency each time selection is read

use reading partners, parent volunteers, and care

partners to support the struggling readers and

challenge the strong readers

encourage reading time to provide more practice

time

establish a parent volunteer reading program

(study buddy)

In indirect instruction, the role of the

teacher shifts from lecturer/director to

that of facilitator, supporter, and

resource person. The teacher arranges

the learning environment, provides

opportunity for student involvement,

and, when appropriate, provides

feedback to students while they conduct

the inquiry (Martin, 1983).

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When you teach guided reading you are busy observing

and instructing a small group of students. The other

students in your class must be kept engage in a literacy

activity while you are with your GR group. To ensure

success of guided reading, be prepared to invest time

upfront teaching your students the procedures you would

like them to follow while you are busy with the GR

groups. Once you are certain that the students can

follow the procedures THEN focus on actually teaching

guided reading.

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