Presentation on theme: "A Part of a Balanced Literacy Framework"— Presentation transcript:
1A Part of a Balanced Literacy Framework Guided ReadingA Part of a Balanced Literacy Framework
2Our AgendaWhere does guided reading fit in a balanced literacy framework?What are the critical attributes of guided reading?Observing the process (video)Guided Reading and Literacy PlaceUsing the Guided Reading materials from ScholasticAddressing Specific Concerns (time allowing)
4Main Sources Continued Also available 3-8 for $9 less than the K-8K-8 version
5Key principles in effective reading instruction: Students should spend the bulk of their time reading continuous text.Students need to read high-quality texts to build a reading process.Students need to read a variety of texts to build a reading process.Students need to read a large quantity of texts to build a reading process.Fountas and Pinnell
6Students need to read different texts for different purposes. Students need to hear many texts read aloud.Students need different levels of support at different times.“Level” means different things in different instructional contextsThe more students read for authentic purposes, the more likely they are to make a place for reading in their lives.Students need to see themselves as readers with tastes and preferences.
7Elements of an Intermediate Literacy Framework Language and Word StudyReading WorkshopWriting Workshop(Fountas and Pinnell)
8Where Does Guided Reading Fit? Reading WorkshopWhole Group Mini-lessonIndependent Reading/Guided Reading/Individual ConferencesWhole Group Closure
9Literacy Learning: What’s Essential? Cognitive Strategies Surface Structure SystemsDeep Structure Systems(handout – available atClick on: Ellin Keene's "What is Essential" -on four pages )
10The Functions of Guided Reading Readers construct and extend the meaning of textsReaders monitor and correct their own readingReaders maintain fluency and phrasing while reading continuous textReaders problem-solve words “on the run” while reading continuous text
11Grouping for Guided Reading Placement is fluid and flexible, changing with children’s needs. (Therefore, the teacher must be diagnosing needs through sensitive observation.)This homogeneous group is only one group to which the child belongs. (May be homogeneous by strategy need, not always by reading level.)
12Text SelectionTexts are carefully selected by the teacher based upon the strengths and needs of the group.Every child does not move through a predetermined sequence of texts.
13Things to consider as you choose texts are: Reading Level – instructional levelConcepts – Will they understand it?Linguistic Difficulty – How complex are the sentence structures?Theme – Is it appropriately sophisticated?Background KnowledgeCurrent Strategies UsedCurrent Strategies NeglectedText LayoutInterest
14Introducing New TextsIntroductions are carefully thought out ahead of time with consideration given to:The focus of the lessonUnfamiliar conceptsUnfamiliar language structuresVisual information that may need extra attentionWork for independence in book orientation
15First Reading of the Text Every child reads the entire selection for that day whether it be an entire story, a portion of a story, or a single chapter.The teacher needs to circulate, listen in, teach, and make notes of observations in order to look for patterns within and among students.
16Reasons that it is important for every child to have the opportunity to read the entire text: They need to know what is happening within the whole text, not just a portion. This allows them to use the storyline to predict and to monitor their reading.The need to encounter the word, structure, or type of processing again and again.Limited amounts of texts offer limited opportunities.
17They need to develop the ability to carry meaning over longer stretches of text. They need to develop persistence and stamina as readers.They need to collect evidence that may change their thinking as they read.
18Teaching During the First Reading Promote risk takingDemonstrate, model, or prompt for searching (surface structure strategies)Demonstrate, model, or prompt for cross-checking which leads to monitoringLink known to new information
19Choose the most powerful and memorable teaching points and let some things go. Use prompts that are generative in nature.Promote the use of deep structure strategies (comprehension strategies)Work for independence.
20Discussing the TextAfter reading the teacher brings students together to discuss some aspect of the text focusing on making meaning.CharactersPlot predictionsPart about which the students have questionsRevisit difficult vocabularyComprehension strategies used (metacognition)
21The teacher may also use this time to: Reinforce strategy useDemonstrate or model strategy useInitiate a brief word studyRemember – It is a mistake to think what we are teaching processing strategies merely by asking comprehension questions.
22Opportunities to Reread Opportunities are provided for rereading familiar texts in order to promote fluency, comprehension, and the orchestration of strategies.
24Guided Reading and Literacy Place The sections of the Teachers’ Sourcebooks that are labeled “Guided Reading” do not fit the critical attributes that we have discussed today. They would be more aptly labeled “Shared Reading” if they were to be used with the whole class.
25Scholastic materials that support guided reading are: Guided Reading BooksEOY Goals: 3rd gr. – level O4th gr. – level R5th gr. – level U6th gr. – level XTrade Book LibrariesAdditional sets of multiple copies of books
26Using the Guided Reading Materials From Scholastic Activity
27Another Point to Consider Motivation: The Role it Plays in Developing Readers Who ReadThe man who doesn't read good books has no advantage over the man who can't read them. ~ Mark Twain ~