The Book Introduction in Guided Reading

The book introduction in guided reading has two essential elements: 1. The teacher selects a book that will suit the needs of the children in the group. The text must provide the right level of support and challenge for the children’s current processing abilities. 2. The teacher introduces the text in a way that gives children access to the story or information topic while leaving some problem-solving work for them to do. This information allows the teacher to scaffold and adjust the level of support needed before the first read of the text.

In a book introduction, the teacher provides an opportunity for the following: 1. Children make connections to the text during a teacher- led conversation about the book that deals with the story or information they are about to read. 2. Children can make predictions and a purpose for reading may be set. 3. Concept words and/or unusual language patterns, those impacting the meaning of the text, are/is identified and discussed briefly. a. Allow children to HEAR and SAY the new concept words or language patterns. b. Children may locate some words in text if they are still working on word/print match. 4. Previewing the text (or viewing the pictures of the entire book) is based on the needs of the group and changes over time.