Presentation on theme: "Guided Reading What does it look like: …at the table?"— Presentation transcript:
Guided Reading What does it look like: …at the table?
The primary focus of guided reading is to provide students opportunities to read increasingly difficult texts with the support of the teacher.
Materials needed… Leveled Readers Teaching Wall Sticky Notes Pencils Stopwatch Calculator Question Cards Response sticks Highlighters Letter Tiles Word Cards Desk Reference Notebook for anecdotal notes What do I need to get started?
Guided Reading Components… K-2 Whole Group Basal Before Reading: (15 min) Mini lessons: comprehension strategy and skill focus, Introduce vocabulary, Activate prior knowledge (prediction), Establish a purpose for reading During 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) Day 1
Guided Reading Components… K-2 1.Recap/Reread 2.Phonics/Word Work 3.Introduce New Book 4.Strategy 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
Pre-A and Emergent Readers (levels A-C) Identification of letters and sounds Formation of letters Book and Print Awareness Introduction to sight words Decoding strategies
Components of GR for levels Pre-A-C: (Emergent Readers) Working With Letters Working with Sounds Working with Books Interactive Writing
Early Readers: Levels D-I Monitor by checking the meaning of the story and scanning the word for a visual match Problem-solve new words using a variety of strategies Reread at difficulty to access meaning and structure Read for fluency, phrasing and expression Make predictions Remember and retell what they have read Read and write a large bank of sight words Apply phonetic principles, such as blends, vowel combinations, silent e rule, and endings, in both reading and writing
Components of GR for levels D-I: (Early Reading) Sight Word Review Introduce new book: picture walk, predictions, new vocabulary Teaching Points: (1-2 points daily- skill/strategy) Students Whisper or Quiet Read (no round robin) Teacher takes anecdotal notes/running record Discussion of book/pages- revisit teaching points Follow-up/ Guided Writing/ Retell
Transitional Readers (levels I/J-P) Have large bank of sight words Still learning to decode big words Increase fluency Expand vocabulary Improve comprehension Grade level Text Level Instructional Needs K & 1 st above level I vocabulary and comprehension 2 nd J-M decoding, fluency, vocabulary, retell 3 rd -6 th J-P self-monitoring, decoding, fluency, vocabulary, and retell Can be found at any grade level
Components of GR for Levels I/J-P: Transitional Readers Introduction to book: predictions, new vocabulary, text features Teaching Points (choose 1-2 based on skill & strategy focus) Students Read Quietly or Silently- Teacher takes anecdotal notes/running record Discussion of book- refocus on teaching points Word Study (if appropriate) Follow-up
Running Records Running records can be done during guided reading lessons, but should not consume the entire guided reading block. How do I know what level book I should be using with my students?
Running Records Progress Monitoring RR –Done anytime –Use any text –Less formal; used for –day-to-day instruction –Helps analyze errors –Fluency rate is not always done, but should be done periodically –Comprehension is not always done, but should be done periodically –Should happen during daily routine Benchmark RR – Done three times a year (initial, ongoing, summative) – Use secured text – Formal assessment – Helps analyze errors – Fluency rate is done every time! – Comprehension/retell done every time! – Should happen with little disruption of daily routine Benchmark Running Records MUST include accuracy, fluency (rate), and comprehension/retell
1970’s1980’s1990’sNow PurposeWe will all get through the story Kids must feel good about themselves. We will all get through the story with help. Every child deserves to be taught on their level at some time during the day Students learn reading strategies to access text ResourceBasal One Anthology Basal One Anthology Class Sets of Trade Books Basal Anthology Trade books children could read Basal Anthology “Level Books” Book Rooms Library Books of Choice DifferentiationWhole group Reading groups Whole group Heterogeneous groups Whole group Guided Reading Whole group Small group – guided readers One on one Access TextRound robin You might not be able to read the text Round robin You might not be able to read the text Each student reads text they can read Teach skills and strategies so student can read any text Each student has text they can read independently Historical Overview
What 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…
Non-verbal cues for management Leveled Readers Previewing and Setting Purpose Center Rotation Management
Daily Five Management System /Structure Teaches/ Fosters Independence 5 Components: Read to Self Read to Someone Word Work Writing Listening to Reading The Daily Five does NOT hold content, it is a structure. Content comes from your curriculum. Daily Five is not a replacement for guided reading- it Is the structure in place so that guided reading can work effectively.
Guided Reading in Action Cross Checking for Understanding Checking our Word Wall for Support
“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 Richardson
The Next Step in Guided Reading Grades K-8 by Jan Richardson, published by Scholastic, 2009 Guiding Readers and Writers by Irene Fountas and Gay Su Pinnell, Heinemann Publishers References: