Presentation on theme: "What does it look like: …at the table?"— Presentation transcript:
1What does it look like: …at the table? Guided ReadingWhat does it look like:…at the table?
2The primary focus of guided reading is to provide students opportunities to read increasingly difficult texts with the support of the teacher.
3What do I need to get started? Materials needed…Response sticksHighlightersLetter TilesWord CardsDesk ReferenceNotebook for anecdotal notesLeveled ReadersTeaching WallSticky NotesPencilsStopwatchCalculatorQuestion Cards
4Guided Reading Components… K-2 Day 1Whole Group BasalBefore Reading: (15 min)Mini lessons: comprehension strategy and skill focus,Introduce vocabulary,Activate prior knowledge (prediction),Establish a purpose for readingDuring Reading: (15 – 20min)Read basal:choral reading (girls/boys…),shared reading (with teacher),CD recording (identify points to pause for discussion, answer questions,and check for understanding)After Reading:Check for understanding:(Summarizing, Share examples of strategy work, skill practice)Mental models, “reading between the lines”
5Guided Reading Components… K-2 Recap/RereadPhonics/Word WorkIntroduce New BookStrategy Check “listening in”, anecdotal notes(Teacher can do a Running Record during this time.)5. Return to Text “check for understanding”6. Response/Extension(Teacher is doing a Running Record at the reading table!)Days 2-5
6Pre-A and Emergent Readers (levels A-C) Identification of letters and soundsFormation of lettersBook and Print AwarenessIntroduction to sight wordsDecoding strategies
7Components of GR for levels Pre-A-C: (Emergent Readers) Working With LettersWorking with SoundsWorking with BooksInteractive Writing
8Early Readers: Levels D-I Monitor by checking the meaning of the story andscanning the word for a visual matchProblem-solve new words using a variety of strategiesReread at difficulty to access meaning and structureRead for fluency, phrasing and expressionMake predictionsRemember and retell what they have readRead and write a large bank of sight wordsApply phonetic principles, such as blends, vowel combinations, silent e rule, and endings, in bothreading and writing
9Components of GR for levels D-I: (Early Reading) Sight Word ReviewIntroduce new book: picture walk, predictions,new vocabularyTeaching Points: (1-2 points daily- skill/strategy)Students Whisper or Quiet Read (no round robin)Teacher takes anecdotal notes/running recordDiscussion of book/pages- revisit teaching pointsFollow-up/ Guided Writing/ Retell
10Transitional Readers (levels I/J-P) Have large bank of sight wordsStill learning to decode big wordsIncrease fluencyExpand vocabularyImprove comprehensionCan be found at any grade levelGrade level Text Level Instructional NeedsK & 1st above level I vocabulary and comprehension2nd J-M decoding, fluency, vocabulary, retell3rd-6th J-P self-monitoring, decoding, fluency,vocabulary, and retellStrong readers in K and 1st aree considered transitional readers even if they read fluently because they rarely have the vocabulary and background experiences to comprehend texts above 3rd grade levelAverage 2nd graders belong to this stage since they are still learning phonics skills, decoding strategies, and comprehension skillsIntermediate students who lag behind their peers are often transitional readers who need to improved decoding skills, vocabulary strategies, and comprehensionOnce students are able to read and understand text at level Q, they rarely have decoding and fluency issues
11Components of GR for Levels I/J-P: Transitional Readers Introduction to book: predictions, new vocabulary, textfeaturesTeaching Points (choose 1-2 based on skill &strategy focus)Students Read Quietly or Silently-Teacher takes anecdotal notes/running recordDiscussion of book- refocus on teaching pointsWord Study (if appropriate)Follow-up
12How do I know what level book I should be using with my students? Running RecordsRunning records can be done during guided reading lessons, but should not consume the entire guided reading block.
13Progress Monitoring RR Running RecordsBenchmark RRDone three times a year(initial, ongoing, summative)Use secured textFormal assessmentHelps analyze errorsFluency rate is done every time!Comprehension/retell done every time!Should happen with little disruption ofdaily routineBenchmark Running Records MUST include accuracy, fluency (rate), and comprehension/retellProgress Monitoring RRDone anytimeUse any textLess formal; used forday-to-day instructionHelps analyze errorsFluency rate is not always done, but should be done periodicallyComprehension is not always done, but should be done periodicallyShould happen during daily routine
14Daily Five Historical Overview 1970’s 1980’s 1990’s Now Purpose We will all getthrough the storyKids must feelgood aboutthemselves.through thestory with help.Every childdeserves to betaught on theirlevel at sometime during thedayStudents learn readingstrategies to access textResourceBasalOne AnthologyClass Sets ofTrade BooksBasal AnthologyTrade bookschildren couldread“Level Books”Book RoomsLibrary Books of ChoiceDifferentiationWhole groupReading groupsHeterogeneous groupsGuided ReadingSmall group – guided readersOne on oneAccess TextRound robinYou might not be able to read the textEach student reads text they can readTeach skills and strategies so student can read any textEach student has text they can read independentlyDaily Five
15What should it look like in my classroom? Routines should be in place.Students should be working independently: reading to self/someone, working with words, listening to books, writing,…Small groups should be meeting with teacher at reading table for guided reading lessons (with some exceptions)May be doing Running Records…
16Center Rotation Management Previewing and Setting PurposeLeveled ReadersNon-verbal cues for management
17Daily Five Management System /Structure Teaches/ Fosters Independence 5 Components: Read to SelfRead to SomeoneWord WorkWritingListening to ReadingThe Daily Five does NOT hold content, it is a structure. Content comes from your curriculum. Daily Five is not a replacement for guided reading- itIs the structure in place so that guided reading can work effectively.
18Guided Reading in Action Cross Checking for UnderstandingChecking our Word Wall for Support
22“By following lesson plans and selecting a purpose for your guided reading groups, you will see radical improvements in children’s reading progress. Your focus will determine your effectiveness.”-Jan RichardsonAs Mike Rutherford would say “Clear learning goal”
23References:The Next Step in Guided Reading Grades K by Jan Richardson, published by Scholastic, Guiding Readers and Writers by Irene Fountas and Gay Su Pinnell, Heinemann Publishers