Self-Selected ReadingGoals: Introduce all types of literatureEncourage students’ reading interestsProvide instructional level readingBuild intrinsic motivation(Cunningham, Hall, Sigmon, 2008) Example Adaptations(Cunningham, Hall, Sigmon, 2008)īoardmaker Studio in the Guided Reading BlockBefore reading:Build background knowledge (Explore and Slideshow activities)Make connections (KWL Chart Ogle, 1986)Take a “picture walk” with electronic book (no auto-read)īoardmaker Studio in the Guided Reading Block (cont’d)During reading:Do group reading on interactive whiteboardUse symbols button as way of discussing bookAfter reading:Use KWL Chart as part of discussionStory Paper template to write a response to reading Guided ReadingBefore Reading:Teacher introduces activation of prior knowledge, introduce key vocabulary, think-aloud, graphic organizers, etc.During ReadingSupports for all student to read the text, may be in pairs, whole group, reading teams, etc.After Reading:Review purpose, strategies, complete a story map, acting out the story, completing a graphic organizer, etc.
Specifically important to children with disabilities Guided ReadingTime during the day when the teacher reads with a set purpose.Focus is comprehensionMini lessons with students to teach them how print and language conventions work in the world. Guided ReadingGoals: Teach comprehension skills and strategiesDevelop background knowledge, meaningful vocabulary, and oral languageTeach to read all types of literatureProvide instructional level readingMaintain motivation and self confidenceSet purpose for reading that encourages processing of whole text(Cunningham, Hall, Sigmon, 2008)
Student DifferencesCommunicationCognitionPhysical abilitiesSenses (vision & hearing)AffectAttention įour-Blocks and Students with Disabilities4-Blocks method:is multi-methodis multi-levellends itself well to adaptationhas guidelines for adaptation (see Erickson & Koppenhaver, 2007).Jane FarrallSpeech PathologistAAC Support Services Managerįour-Blocks Literacy ModelCunningham, Hall & Sigmon,1999.
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