Using Decodable Texts for Small Group Instruction
The resource, Guided Reading Lessons Using Decodable Texts, and a Word Solving Cue Card can be downloaded at the end of this post.
As you likely know, the four reading instructional approaches align with the Gradual Release of Responsibility model of instruction.
Modelled Reading - I Do, You Watch
Shared Reading - I Do, You Help
Guided Reading - You Do, I Help
Independent Reading - You Do, I Watch
Each of these reading instructional approaches are needed to help our students become strong readers. Guided Reading is designed for small-group instruction. For our beginning readers, using decodable texts rather than levelled texts is a highly effective choice. Let’s find out why.
What is Guided Reading?
This reading approach is taught to a small group of students who are grouped in one of three ways:
Instructional Reading Level Group: Students whose instructional reading level is the same, or very similar, read their own copy of a common text at the group’s instructional reading level. The teacher supports students before, during, and after reading the text, as needed.
Comprehension Strategy Group: Students who require support to apply a particular comprehension strategy during the reading of an extended text are grouped together for a guided reading lesson. For this type of guided reading lesson, the teacher reviews/models the comprehension strategy and supports students as they read a text at their independent reading level. The teacher supports students before, during, and after reading the text, as needed. Since students each read a different text, Strategy Groups can be composed of students at different reading levels.
Phonics Skills Group: Students who need the opportunity to apply previously taught phonics skills are brought together to read their own copy of a common decodable text.
What are the purposes of Guided Reading?
The key purposes of guided reading include:
providing students the opportunity to demonstrate skills/strategies previously taught in Modelled and Shared Reading lessons
providing students the opportunity to demonstrate before, during, and after reading strategies
supporting students’ abilities to apply phonemic awareness, phonics, vocabulary, fluency, and comprehension skills within an extended text
fostering a love of reading
motivating students to read independently
What are decodable texts?
A decodable text is one that is written for the beginner reader. It contains previously taught high-frequency, or sight words, and words that follow specific phonics spelling patterns that the student has been taught.
What are the purposes of decodable texts?
The main purpose of decodable texts is to provide beginning readers with an authentic manner to practice previously taught sight words and phonics skills. This practice leads to mastery of those skills.
Another reason to use decodable texts for guided reading and independent reading is to develop the habit in young readers of decoding unknown words, rather than guessing words based on initial sounds and/or text illustrations.
Do you have students who look pleadingly at your face or up in the air when they come to an unknown word? I sure do! When a student looks at me, I tease him or her by saying, “Do I have words on my face?” After we share a chuckle, I remind the student that in order to read, our brain needs to see the word. If you’re looking at me or up in the air, your brain isn’t reading; it’s guessing. That’s when I’ll point to this cue card to remind the student of the very first step to solving unknown words ~ look at the word. Then we review the other steps and I support the student as needed.
You can download this word-solving cue card at the end of the post. It is a great tool to remind beginning readers of the steps they need to follow to solve unknown words.
Which decodable texts should I use?
If your school does not have sets of decodable texts, check online for possible resources. You want to find decodable readers that follow a phonics scope and sequence. In that way, you can match the decodables to your phonics instruction.
It’s sometimes difficult to find high-quality decodable texts because the controlled language makes the texts sound rather unusual. I personally have found Tara West’s nonfiction decodables among the best. Her texts follow a phonics scope and sequence that is highly effective for beginning and/or struggling readers. You can find her resources on Teachers Pay Teachers.
Another highly effective program to consider is UFLI, which stands for the University of Florida Literacy Institute. Their Toolbox resource includes many decodable texts that support explicit teaching of phonics skills. Here’s a link to their website.
What are your favourite decodable texts?
Download your copy of a Guided Reading Lessons Using Decodable Texts and the Word Solving Cue Card.
