Guided reading is a teaching approach that is designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency. Guided reading occurs in a small-group setting because the small group allows for interactions among readers that benefit them all. The teacher selects and introduces texts to readers, sometimes supports them while reading the text, engages the readers in discussion, and performs a mini-lesson after the reading. Sometimes after reading a text, the teacher extends the meaning of the text through writing, text analysis, or another learning activity. The lesson may also include work with words based on the specific needs of the small group.
Guided reading is only one part of the literacy program. Guided reading gives students the opportunity to read at their just right level, which means that the books provide them with a moderate challenge. They are grouped with students who are similar in ability, needs, and strengths. Instruction is then finely tuned to the needs of those particular students. By providing small group instruction that allows children to discover how to think about a text, they will be able to use their strategies in other classroom reading throughout the curriculum. The purpose of guided reading is to teach individuals to read increasingly difficult texts with understanding and fluency.
The writing workshop model begins with a predictable time set aside every day for the teaching of writing. It is a student-centered model that is naturally differentiated to meet all students at their level. Writing is organized into units such as narrative writing, poetry, nonfiction writing, author studies, etc. Within those units, students write authentically about what interests them and the model places much of the decision-making responsibility on the students. Students work through the writing process, taking one or two pieces per unit to the publishing phase. Each unit should end with a small celebration.
The writing block begins each day with a short mini-lesson during which the teacher will introduce one idea that the students may want to try out in their writing. Teachers and students read literature, notice what authors do, and practice some of these techniques in their own writing. Students begin to think like writers and to notice the qualities of good writing as they read. After the mini-lesson, the largest amount of time is spent with students writing as the teacher floats around the room conferring with individual students about their writing. In this structure, the teacher is truly able to differentiate and guide each student to the next level in his/her writing. Each day ends with a brief share session in which students may read published work, work through a problem, demonstrate a new strategy, or get feedback from peers.
