Chapter 9: Emphasize Shared Reading & Chapter 10: Examine Guided Reading

Chapter 9 of Reading Essentials is about the shared reading component of the reading instructional program.  So what is shared reading?  Routman defines it as when students join their peers to read a text collaboratively.  They see the text, observe the teachers reading it fluently with expression, and are invited to read along (p. 130).  During shared reading, the students experience no fear of failure.  Shared reading is critical for demonstrating and scaffolding learning.  It is most often done in a whole group setting where the teacher models and guides students in all aspects of reading comprehension.  It combines reading aloud with interactive reading.  Shared reading is a very engaging, purposeful teaching, discussion activity.  It leads effectively to guided reading groups that practice what has been demonstrated.

Routman provides a framework for conducting shared reading on pages 134-137 in the text.  He also explained several examples of lessons for further examination.

Chapter 10 of the text discusses guided reading.  Routman defines this reading component as a meeting with a small group of students and guiding and supporting them through a manageable text (p. 150).  Students are grouped with others at a similar reading level and supported to use effective reading strategies.  The teacher builds on students' strengths and supports and demonstrates whatever is necessary to move the child toward independence.  Students are practicing what has already been demonstrated.  Social aspects are crucial in conducting guided reading.  Feelings of acceptance and trust are needed as students will be sharing their thinking with the group.

Flexible grouping is an important aspect of planning guided reading.  The groups need to be based on students' needs and interests and the teacher's purposes.  Students should not be "stuck" in a particular group all year long.  They should never be able to identify or label themselves by the group they are part of.

Choosing the best books to use in guided reading is vital.  Routman states, "your guided reading lesson will only be as good as the text you use." (p. 153).  Some points to keep in mind as you choose books for guided reading include:

• Provide a text with just enough challenge
• An excellent text makes it easier to focus on meaning (few distractions of contrived language, poor layout, insufficient visual supports, or complex concepts)
• For older students, put more emphasis on interests than levels
• Texts should be current, in good condition, and relevant

Scheduling guided reading can be difficult.  Remember you don't have to meet with every group every day.  Use common sense and conserve your energy.  Routman suggest handling no more that 4 - 5 groups.  Also remember that the instruction of guided reading can be taught in other contexts as well such as reading aloud, shared reading, and interactive reading. 

The most common issue teachers have with guided reading is concerning what the rest of the class is doing during the small-group time.  Routman provides several ideas to consider.

• Make reading the primary activity for students not in a group
• Writing is appropriate for extending comprehension and literary appreciation
• Centers should be meaningful, purposeful, and contribute to reading achievement and enjoyment
• Model exactly what you expect students to do and make these expectations clear, easy to accomplish, and worthwhile.  Then you must trust your students to follow them.

Independent, shared, and guided reading are all essential components of reading instruction.  Each is purposeful, and they should compliment each other to achieve the goals of literacy.