Comments on: Round Robin Reading / Guided Reading – Is there a difference?

By: vicki

vicki — Wed, 16 Jun 2010 09:05:23 +0000

Guided reading allows for explicit teaching for individuals or small groups. The guided reading session should reinforce learning that occurs through shared reading sessions. Most importantly the texts selected in guided reading sessions match individuals instructional level. In a reading block I try to include many reading styles with different groups (based on their instructional level). These styles include guided reading, modelled reading, reciprocal, interactive/listening post, reading aloud, shared and independent reading. Reading sessions should be based around the additional help made available to teachers such as teacher aides, parent help, and specialist teachers. The extra support allows the classroom teacher to visit each group using the different reading styles and record observations and assess the relevant areas. Round robin reading may occur within the styles listed however I don’t believe the stand alone round robin reading offers purposeful evaluations other than articulating the reading strategies and gaining confidence in reading.

By: Glenda

Glenda — Wed, 16 Jun 2010 03:07:25 +0000

Guided reading - reciprocal teaching. A conference speaker asked us to re-consider group work while the teacher is hearing one guided reading group. Time - filler or reciprocal teaching. One focus teaching point and one group or groups may allow for better monitoring of on-task work.The speaker reminded us of the value and importance of reciprocal teaching between the students during whole class guided reading - and the necessity for the students to know the learning goal of their work.

By: Maree

Maree — Tue, 15 Jun 2010 22:26:01 +0000

In response to what can children be doing whilst the teacher is listening to children read - have the childen re-read the text a number of times to themself in order to develop fluency and when they have done that you could have a large sheet of paper in the middle snd children write a question about the text that they would like answered or for younger children get them to write some words that they found tricky.
Alternatively they re-read with a partner- reading a page each or they discuss their favourite page and the message of the story.

By: Marisa

Marisa — Tue, 15 Jun 2010 16:12:36 +0000

When some of the faster-finishing students have completed independent (silent) reading toward the end of the guided reading process, and I may be still listening to a child’s (whisper) reading, when I take quick anecdotal notes or even a running record if possible, they form pairs where they whisper read the text together. All students are still on task and more importantly still reading and practising effective strategic activity on what is now becoming an easy and more familiar text. Hope this helps.

By: Maryanne Harris

Maryanne Harris — Tue, 15 Jun 2010 13:24:38 +0000

in response to June 15,2010 by Robyn Burke
What do you get the children to do who have finished when you are trying ro run several reading groups without a supervisor for each group .Sometimes it works quite well by having something different but related to reading that children can undertake more indepenently. Of course this can depend very much on the children , age, where they are ETC.

By: Robyn Burke

Robyn Burke — Tue, 15 Jun 2010 12:34:20 +0000

I have tried both…and continue to do Round Robin, because…when the children finish reading simple texts(silently) so quickly, I’m not sure what they should then be doing. e.g. If you have 4 groups operating, maybe one parental supporter-no teacher aide, and the teacher taking a guided reading group, reading groups can be a very difficult time. What can a teacher get the children who have finished to do while waiting for the time for valuable conversations to begin??