Guided Reading Assignment

1. My Definition of Reading: My definition of guided reading is a teacher led small group approach to beginning reading involving group read along as well as individual reading.

a.) A guided reading requires an educator to lead a read aloud among a small group of students using the same text.

2. Video Response: I found this video to be extremely informative. The educator was extremely supportive of the students praising each child individually for an accomplishment. She also did a wonderful job of holding the attention of the group, once by taking away the books in order to keep their attentions. One little boy in the video seemed to go off into a daze at times in which she would direct a question towards him and praise him for answering. This helped me see that some students are quiet and shy, but enjoy receiving recognition for their success. Even when the students talked over each other or seemed to have trouble staying focused, the educator was always positive and enthusiastic which would eventually lead the attention back to her. This video is a great example of a realistic guided reading lesson and how children naturally respond, some enthusiastically and some daydreaming at times. 

3. Website: I am so happy that I now know about this website. It is a fantastic website, especially for aspiring or beginning teachers. There are so many sections from Common Core to a Leveled Book section entirely devoted to Guided Reading. When you click on it, you are taken to a page where you can search specifically for a type of book to read aloud to students as well as tabs of popular types of leveled books. The cite is entirely user- friendly and offers so many ways to incorporate specific reading skills into certain books, such as fluency and common core. This is a great tool to use when looking for books to approach Guided Reading in the classroom. 

Guided Reading   Before Reading	During Reading	After Reading
-The teacher first asked the students to describe what the cover of the book looked like and then asked them to point to the title. -She also asked the students to point to each illustration and questioned them what it was a picture of -After each illustration was described, she reiterated that the illustration was a type of weather. This allowed the students to make a connection to weather and develop a general theme of the entire book -	-The educator moves from child to child, helping each sound out a word they may not know. She also praises the students if they use the pictures and words to make connections to figure out the words in the sentence. -when the educator notices a child is finished reading, she encourages them to reread the book until she has finished helping each child -the educator encourages each child to move along the sentences putting their fingers on each word	-the educator gathers the books from the children in order to keep their attention -she continues to praise the child who comes up with a new way to use context clues and informs the rest of the students of this helpful tip -she moves on to a word game in order to make sure the words stick in the students' vocabulary -She first shows pictures that are relevant to the book they have just read. She then holds up a letter and asks each child to guess which picture's word starts with that letter. She then moves on to a more challenging feat and holds up a letter that symbolizes the last letter of the picture's word - she ends the lesson by giving each student a high five and praising them for completing the lesson making sure they understand what they have accomplished