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ELA ACADEMY: PART 1 GUIDED READING GRADES 3-5. Norms Protect our time together. Stay focused. Develop relationships. Ask questions Share your thinking!

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Presentation on theme: "ELA ACADEMY: PART 1 GUIDED READING GRADES 3-5. Norms Protect our time together. Stay focused. Develop relationships. Ask questions Share your thinking!"— Presentation transcript:

1 ELA ACADEMY: PART 1 GUIDED READING GRADES 3-5

2 Norms Protect our time together. Stay focused. Develop relationships. Ask questions Share your thinking! Take care of yourself.

3 Purposes for Today  Deepen our understanding guided reading in grades 3- 5  Investigate how to use the Continuum as a powerful tool for planning.  Analyze one’s own teaching to prioritize professional learning goals.

4 What is Guided Reading? It is a structure that allows you to differentiate literacy instruction to provide individual readers with the support they need to read increasingly challenging texts.

5 What is Guided Reading? Instructional procedure Teacher guides a small group of students through a text Teacher directs the process, students do the work “You do, I help” It is a tried and true procedure.

6 Guided Reading (cont.) Useful for all levels and grades Students are reading the same text Poems, articles, little book sets, basal anthology Facilitates students’ comprehension of the text as teacher guides strategy use

7 Components of Guided Reading Students read out loud-same text at individual pace Students read a whole text or a unified part of a text Texts are new and gradually become more challenging Teacher supports the reading to assist with strategy development Teacher makes teaching points and encourages discussion of the text

8 When do I have guided reading groups in 3-5? 3 rd - Below text level % 4 th - Frustration level on QRI 4- 10% 5 th - Frustration level on QRI 5- 9%

9 Forming Groups for Literacy Instruction Use multiple sources of data - it’s not only about text level Look for surprises or discrepancies in the data Lowest achievers every day in multiple ways

10 Transitional Reader Levels J-P

11 Transitional Readers Who is a Transitional Reader? Transitional readers need to work on one or more of the following areas: decoding multi- syllabic words, increasing fluency, expanding vocabulary, or improving comprehension. Text Reading at Transitional Level Read texts at Levels J-P

12 Transitional Reader Model Lesson * Note what the teacher is doing and what the students are doing. Refer to lesson plan as watching video.

13 Transitional Group Debrief What was the teacher doing? What were the students doing? Noticing's Questions

14 Fluent Reader Levels Q and Up

15 Fluent Readers Who is a fluent reader? Fluent readers are good decoders, so they are able to explore deeper levels of comprehension by reading challenging texts. The focus for fluent guided reading is using a variety of vocabulary and comprehension strategies. Text Reading at the Fluent Level Read texts above Level Q. May read relatively short text – poetry, short stories, newspaper and magazine articles, short chapter books, informational books – as long at the text offers the right amount of challenge (instructional level). You can also have fluent readers read a chapter from a novel to teach a particular strategy, such as foreshadowing, mood, or inferencing.

16 CONTINUUM OF LITERACY LEARNING: A GUIDE FOR TEACHING This is great tool for planning instruction and goal setting.

17 How to use The Continuum In the Guided Reading Section each text level begins with a summary. Read the introduction to become familiar with the characteristics of readers who can generally read the types of texts found at this level. Your Best Friend!

18 Remember….. The text characteristics will apply to some texts and not to others at the same level. Understanding the demands of a text and knowing what your readers are able to do will inform how you introduce the text and support your readers in processing of it!!!

19 Walk Throughs

20 Progress Monitoring

21 It’s not enough just to create opportunities for children to do things they can already do. Instead, it’s up to us to provide powerful teaching so children can move, or better yet, leap forward. Barbara Watson

22 Goals

23 Any question???

24 ELA Academy: Part 2 Small Group Instruction Grades 3-5 Nov. 12


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