1. Beginning Guided Reading Elisa Brente-Fair

2. Gradual Release of Responsibility TOWITHBY Modeled Shared Guided Independent teacher student Mooney, 1990Pearson and Gallagher, 1983 (I do, you watch) (I do, you help) (You do, I help) (You do, I watch) Model Shared Interactive Guided Independent Writing Writing Writing Writing Writing Model Shared Interactive Guided Independent Reading Reading Reading Reading Reading

3. Conditions of Learning (Cambourne, 1988) Immersion Demonstration Expectation Responsibility Approximation Employment Response Engagem ent

4. What Guided Reading is NOT: Guided Reading is not the same as traditional “Round Robin Reading.” Guided Reading is not workbooks and worksheets. Guided Reading is not tests on computers. Guided Reading is not phonics-based instruction without comprehension. Guided Reading is not when the teacher reads the text, then the students read the same text.

5. Review Guided Reading: Why is Guided Reading a vital piece of your instructional day? Using Assessment to Drive Instruction: What makes assessment crucial to Guided Reading? Explicit Strategy Instruction & Effective Skills Instruction: What are these pieces? What does each one look like? Best Practices for Guided Reading Instruction: Why should you have to plan what to do before, during, and after Guided Reading?

6. Keeping Track of Groups and Paper Work

7. Student Observation Log Name of Student Date of Observation Amber 9/15 Joshua Linda Jack Christopher

8. Groups At a Glance Strengths: Areas of Growth: Comments:

9. Guided Reading Lesson Plan DateTitle of BookLevelLesson FocusComments 9/15 Is the Wise Owl Wise (Day 1) 14 Making and Confirming Predictions All can make predictions, but some still need work on confirming predictions made

10. Before you begin to plan for Guided Reading there are three things you must know… Know the students. Know the reading process Know the texts

11. Before you begin to plan for Guided Reading there are three things you must know… Know the students.

12. Before you begin to plan for Guided Reading there are three things you must know… Know the students.

13. The Reading Process MeaningVisual Structure Sample Predict Check Confirm Lexical Schematic Pragmatic

14. Visual The pweor of the human mnid Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn’t mttaer in waht oredr the ltteers in a wrod are, the olny iprmetnt thnig is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a toatl mses and you can stlil raed it wouthit porbelm. This is bcuseae the human mind deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh?

15. The boys’ arrows were nearly gone so they sat down on the grass and stopped hunting. Over at the edge of the woods they saw Henry making a bow to a small girl who was coming down the road. She had tears in her dress and tears in her eyes. She gave Henry a note which she brought over to the group of young hunters. Read to the boys it caused great excitement. After a minute but rapid examination of their weapons they ran down to the valley. Does were standing at the end of the lake making an excellent target. Structure and Meaning

16. The Boat in the Basement A woman was building a boat in her basement. When it was finished she couldn’t get the the boot out of the basement because it was too wide to go though the door. So she had to take the boat a part to get it out. Perhaps he should of planned ahead. Andrea Butler

17. How many days should be spent on a Guided Reading book? What does the pacing guide recommend? What do you know about the students and the books?

18. Guided Reading Process Planning –Determine Purpose –Select Text Before –Set the Scene/ Reading Text: Step 1: Book Talk During –Reading the Text: Step 2: Individual Reading After –Returning to the Text

19. Matching Readers with Texts support challenge What is the instructional level of the lowest student in the group? What are the supports and challenges? How does that compare to the strengths and needs of the group? Will students have sufficient background knowledge? Are the learning opportunities present to address my purpose?

20. Look at the picture.I’m not sure what this word is. Let me look at the picture. Did you check the picture? Do you see anything it could be? Think about what makes sense. This word looks like ____. Let me read it to see if that makes sense and sounds right Think what would make sense and sound right. Track print left to right.Look how I always start at the top and go this way. Point where we would start reading.Which way will you go? Match text with fingers / eyes. Watch how my finger matches with each word I say. Point with your finger. Did that match? Use the beginning sound.Let me read that again and get my mouth ready for the first letter. Get your mouth ready. What word makes sense that starts like that? Re-read / CheckSomething doesn’t (sound right, look right, make sense) Did you check? Does that look/sound right, make sense? Self-correctDid you see how I fixed my reading? I’m glad I checked. We’re you right? How did you know that said___ instead of ___? Find chunks.I see a little word/part I know. (show) Let me use that to help say this word. (show how) Do you see a part you know in that word? Can you put the sounds together? Read on.Sometimes it helps if a skip the tricky word and then go back. (show how) Skip that word. Keep reading & look for clues at the end of the sentence. Readers We can model this by We can coach when need to… reading and saying…. children read by saying….

21. Strategy and/or Skill Focus Students need to... Understand what the strategy or skill is Understand how to do the strategy or skill in context

22. Area for Guided Reading Where should we conduct guided reading? What should we do if we do not have space? What should we do if we do not have table space?