The teacher scaffolds students’ learning as needed by building on and reinforcing students’ strengths and needs, previously taught strategies, and providing feedback to move students towards independence. The teacher facilitates small group instruction as the students practice skills and strategies based on their strengths and needs.
Within the research there are variations of the structure of scaffolded/guided reading. These variations include: time, formation of groups, and selection of texts.
The teacher looks for texts that:
• represent many viewpoints that reflect the perspectives, cultures, and ways of knowing of First Nations, Metis, and other cultures;
• provide exposure to rich authentic literature including a variety of genres and may include levelled texts;
• support and align with a student’s individual needs (skills and strategies) based on assessment; and
• reflect formative assessment data and incorporate curricular expectations across disciplines.
Scaffolded/guided reading serves a variety of purposes, including:
• expanding students’ content knowledge;
• practising and consolidating before, during and after strategies (see Appendix A);
• developing student’s motivation and appreciation for reading;
• guiding the improvement of students’ reading through phonics, phonemic awareness, vocabulary, fluency, and comprehension in context; and
• releasing responsibility toward independent reading.
• Student data gathered through a variety of diagnostic and formative assessments (assessment for learning), along with curriculum outcomes, should be the consistent starting point when planning for scaffolded/guided reading.
• Teachers will know the scaffolded/guided reading lessons are effective when students use the specific skills and strategies during scaffolded/guided and independent reading activities across the content areas.
• Assessment data of students’ reading behaviours may be collected through:
o running records of oral reading/miscue analysis;
o observations using anecdotal records, checklists or criteria in rubrics
o reading conferences (conferring with a student); and
o response to texts (oral retell, writing about reading or representing reading, Compose and Create outcomes).
What is The Daily Five ?
Students are working independently or with a partner while the teacher is working with a small group of students. To learn more about The Daily Five, check out the book by Gail Boushey and Joan Moser.
School Division/First Nations Education Authorities Resources
• Scaffolded Guided Reading Plan Level A 1 (word)
• Scaffolded Guided Reading Plan Level E 2 (word)
• Scaffolded Guided Reading Plan Level F (word)
• Scaffolded Guided Reading Plan Level M (word)
• Guided Reading Lesson DRA 18 (word)
• Guided Reading lesson DRA 28 (word)
• Guided Reading Lesson Template (word)
• Guided Reading FAQ 2014 (pdf)
• Guided Reading Reflection Sheet (word)
• Grade 1 Guided Reading Lesson Plan (word)
• Grade 2 Guided Reading Lesson Plan (word)
• Grade 3 Guided Reading Lesson Plan (word)