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Third Grade Reading

Interactive Read Aloud and Shared Reading
Children are actively involved in the reading of a book, and are learning about how books work.

Guided Reading Groups
Our belief is that each child becomes an effective reader. Each child’s root to an effective reading process is unique. Therefore we design groups based on needs, with the expectation that these groups will change as the readers’ needs change. During Guided Reading, teachers are informed minute by minute about what the child needs to know next about books. It wouldn’t be unusual for a child to move to a different Guided Reading group depending on the changing needs of students.

Strategies taught during Guided reading group include: What do you do when you see an unfamiliar word? What do you do if the word you tried doesn’t “sound right or look right”? What are some clues you would use to figure out how to read a word? etc.

During the Guided Reading process, the teacher will be prompting students to use these
 strategies. In Guided Reading groups the teacher demonstrates and reinforces effective
reading behaviors.

The strategies taught during Guided Reading groups eventually become internalized,
and children become independent, fluent readers. When they become independent,
fluent readers, children are able to access all sources of information including visual
clues (Does it look right?), syntax clues (Does it sound right?), meaning clues (Does it
make sense?). As fluent readers they realize that reading is a “message getting” process. Reading is understanding the author’s message.
As teachers, we collect behavioral evidence that helps us hypothesize what strategies a
child is using when they are reading independently.

Guided Reading is a time for the teacher to guide the child in understanding “book
language” Book language refers to something students may encounter in a book that
they would not be familiar with. (eg. metaphors, dialect, a foreign language, italics, bold
print, punctuation)

Reading Workshop
Children choose “just right” books with the guidance of their teacher. After reading, children respond in a variety of ways (retelling, journal response, projects, etc.) Assignments and responses change over time according to their needs and abilities.