| What is guided reading?
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| | questions: Is the family happy or sad?
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| What are some guided reading activities?
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| | Why are they standing next to a monument?
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| How about guided reading demonstrations
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| | What are monuments for? Why is the mother
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| or guided reading lesson plans?
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| | holding flowers? By answering these
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| Using guided reading as a teaching
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| | questions, the students conclude that the
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| strategy has become more and more popular
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| | Iwasaki family has brought flowers to
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| as the emphasis in education continues to
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| | some solemn place, and at least one
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| focus on how to increasing reading
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| | reason they are sad is that they are ?so
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| comprehension As a teacher mentor, I
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| | far from the sea?. Students can then
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| often have teachers ask me questions
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| | predict where they think the Iwasaki
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| about guided reading similar to those
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| | family is on the cover and the goal of
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| above. However, as with any other reading
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| | the guided reading can then be to
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| strategy, increasing reading
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| | discover if their predictions are
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| comprehension depends highly on what the
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| | correct.
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| teacher does ?before? the reading
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| | However, I would not start the guided
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| assignment.
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| | reading just yet. First, I would take
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| First, though, what is guided reading?
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| | the students on a "picture walk" through
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| Simply put, in guided reading students
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| | the book. The pictures in a book can go
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| are placed in small groups with similar
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| | a long way towards increasing
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| reading levels. Children read either
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| | comprehension. In this particular book,
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| silently or aloud to themselves, but they
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| | the father often reflects back to his
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| do not read in unison. In early guided
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| | youth when he and his father were
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| reading groups books are chosen based on
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| | interned in the prison camp. This
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| a 90% accuracy level. Books should also
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| | reflecting, however, can create problems
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| match a child's interests and knowledge
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| | for some readers. Fortunately, the
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| base.
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| | illustrator, Chris K. Soentpiet, has
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| Of course, two problems exist. First, to
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| | drawn pictures in both color and black
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| do all that guided reading suggests can
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| | and white. The color pictures are
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| be quite challenging and maybe even
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| | present day (1972) at the abandoned
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| impossible since kids with similar
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| | prison camp. The black and white
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| reading levels do not necessarily have
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| | pictures are during World War II when
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| similar interests or knowledge bases.
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| | 10,000 Japanese-Americans were interned
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| And second, the teacher still needs to
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| | at the Manzanar War Relocation Center in
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| tap into and build upon the student?s
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| | eastern California. The "picture walk"
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| prior knowledge of the subject matter
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| | also provides a great opportunity to
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| (before reading) if the teacher truly
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| | point out any words that the students may
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| wants to increase reading comprehension.
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| | have trouble with. For example, I would
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| A great teaching strategy to overcome
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| | certainly point out "Manzanar War
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| these obstacles and improve guided
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| | Relocation Center" written on a sign in
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| reading instruction is to do a three to
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| | an early illustration in the book. These
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| five minute book introduction as a
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| | words come up often and the pictures
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| scaffold for the first reading of a text.
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| | provide a great opportunity to explain
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| Here is an example from an historical
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| | their meaning.
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| fiction guided reading lesson I did with
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| | By "walking" through the pictures to
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| 8th graders during our unit on World War
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| | introduce the book, a teacher can tap
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| II. Eve Bunting's book, ?So Far From the
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| | into students' prior knowledge and also
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| Sea?, is a beautiful story about the
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| | have students predict what the text is
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| Iwasakis, a Japanese-American family that
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| | about. Furthermore, teachers can clear
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| goes back to visit the "relocation" camp
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| | up any comprehension concerns they may
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| where the father was interned for three
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| | have about the book, such as "jumping"
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| and a half years during World War II.
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| | back and forth between 1943 to 1972. The
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| While the content is serious, the book is
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| | "picture walk" will, in turn, increase
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| actually a picture book written on a
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| | students' interest in the book and
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| second grade level. Nevertheless, an
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| | therefore increase students' motivation
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| introduction to the book is necessary to
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| | to learn. This is all done prior to the
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| scaffold learning, clear up any
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| | actual guided reading. Remember, guided
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| comprehension concerns, and ultimately
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| | reading is a great reading strategy,
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| make the guided reading instruction more
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| | however, teachers must still activate
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| successful. I would start with the
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| | prior knowledge and clear up any
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| cover, both the title and the
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| | comprehension concerns if they really
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| illustration. I would point out the
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| | want to increase reading comprehension
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| mountains in the background and explain
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| | and get the most success from their the
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| that the family is clearly very far from
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| | guided reading.
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| the sea. I would then ask a series of
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