1. Entry Procedures 1.Find a comfortable spot 2.Introduce yourself to those around you 3.Think about your memories of guided reading as a student (or being taught to read) 4.Be prepared to share

2. PATHWAYS GUIDED READING!GUIDED READING! ON A JOURNEY TO EXCELLENCE

3. KWLN CHART GUIDED READING Know Want To Learn Learned Need To Learn/Do  Create a KWLN Chart.  Fill out “Know” & “Want to Learn”  Share with your neighbor(s).

4. WHY CHANGE? Barbara Plubell plubell@paes.com

5. “The work of true education Is to train youth to be thinkers and not mere reflectors of other men’s thoughts.” of other men’s thoughts.” Ellen G. White Education p. 17 WHY DO IT?  WE WANT THINKERS

6. WHY DO IT?  WE WANT THINKERS “Tell a child what to think and you have made him a slave of your knowledge.” “Teach a child how to think and you have made knowledge his slave.” “Teach a child how to think and you have made knowledge his slave.” Henry

7.  RESEARCH – Guided Reading –As part of a balanced literacy program it is more effective in teaching reading strategies for independent readers. Most children need teaching of reading strategies Best teaching practices Teach with multiple approaches WHY DO IT?

8. BALANCED LITERACY PROGRAM Read Aloud  teachers help children experience and think about literary work they can’t read yet  Kids can focus on meaning(s) in text without struggling as readers Shared Reading children participate in reading, learn critical concepts of how print works, and get the feel of reading Independent Reading Research has shown that first graders who were proficient readers read 10 books a day (new books as well as rereads).  The more you read the better you get WHY DO IT?

9. BALANCED LITERACY PROGRAM Guided Reading Guiding the use of strategies with text that is a little more difficult than a child can read independently. Working with Words Looking at word parts (rimes, onsets), patterns, spellings, etc. Meaningful Writing About their reading WHY DO IT?

10. Develop as individual reader Observe individuals Develop reading strategies Enjoyable reading for meaning Develops abilities needed for independent reading Learn how to introduce text to self WHY DO IT?

11. Modeling by teacher  Guided Practice  Independent Practice WHY DO IT? GRADUAL RELEASE OF RESPONSIBILITY MODEL THEORY

12. Purpose of Guided Reading “Enable children to use and develop strategies ‘on the run.’” Fountas & Pinnell Constructing meaning using problem-solving to: figure out unknown words tricky sentence structure understand concepts or ideas WHY DO IT?

13. Ultimate Goal of Guided Reading WHY DO IT? Help children learn how to use independent reading strategies successfully so they can read for meaning. You are teaching readers, not the text.

14. WHAT DOES IT LOOK LIKE? Small, homogeneous, flexible groups Change as needed Reading the same book (92-97% accuracy) Introduce the text Observe/listen to each & coach as they read independently (record anecdotal notes) Make one or two teaching points

15. WHAT DOES IT LOOK LIKE? Part 1 Choosing the group and book –Based on observation assessment Keep charts for books with intro & usual tricky parts Text (or Book): Level: Genre Text structure Literary Features Sentence Complexity Ideas/Concepts Vocabulary Introduction:

16. WHAT DOES IT LOOK LIKE? Part 2 – Introduction 3-4 min –Short--Sweet -- To the Point 80% of Guided Reading is the introduction –Overview of the text –Discussion of key concepts and new vocabulary words –Specific pages that might pose some difficulties.

17. WHAT DOES IT LOOK LIKE? Part 3 – Reading the Text Everyone reads selection to themselves, either silently or aloud Observation and support Too distracting? Reading phones Finish early? Find your favorite part. Read the story again.

18. WHAT DOES IT LOOK LIKE? Part 4 Brief Book Talk How did you like the story? What was your favorite page?

19. WHAT DOES IT LOOK LIKE? Part 5 -- Teaching Point –What was the tricky part? –Where did you do some really good reading? –Work on what several had difficulties with – a specific word, punctuation, etc. –Then have children go back & reread the page whole  part  whole –Whole (students read text) –Part (work on tricky spot) –Whole (reread sentence with tricky spot)

20. WHAT DOES IT LOOK LIKE? Assessment Anecdotal notes –guided reading –individual conferences Running Records

21. WHAT DOES IT LOOK LIKE? Stages of Literacy Emergent: Begins to recognize conventions of print, words, and books (*levels A-D) * Based on Fountas and Pinnell leveling Early : Develops vocabulary; begins to use reading strategies (*levels E-G) Transitional : Integrates meaning, syntax, and phonics; uses more complex strategies (*levels H-J) END OF FIRST GRADE – Level I Fluent : Uses many strategies; becomes an independent reader of many texts (*levels K-M) -- Guided Reading in Grades K-2 by Anthony D. Fredericks

22. HOW DOES IT WORK? First month of school –Teaching procedures –Assessing –Teaching more procedures –Assessing

28. HOW DOES IT WORK? Your Turn!!Your Turn!! Read your book –not the teacher’s page Think about how you would introduce  Overview  Key Concepts  New Vocab  Page/s that might pose difficulties Find someone else with the same book Share together Share with another group

29. HOW DOES IT WORK? Running Records Developmental Reading Assessment (DRA) Anecdotal Notes Informal Reading Inventory

30. WHAT ARE THE OTHER KIDS DOING?

31. Literacy Work Stations Classroom Library Big Book Station (easel & big books) Listening Station Writing Work Station Drama Station

32. WHAT ARE THE OTHER KIDS DOING? Abc/Word Study Station Poetry Station Other Stations Computer Station Overhead Work Station (overhead projector, whiteboard, markers) Buddy Reading Work Station

33. WHAT ARE THE OTHER KIDS DOING? Independent Reading Extension activities from:  Daily Lesson Guide  Guided Reading session  word study Responding to text they have read

34. SO... HOW DO I START? VISIT THE NAD EDUCATION WEBSITE: PATHWAYS ORDER PATHWAYS MATERIAL GATHER OTHER MATERIALS ORGANIZE YOUR LIBRARY & READING MATERIALS BEFORE SCHOOL

35. SO... HOW DO I START? VISIT NAD EDUCATION LINKS: Adventist Pathways Conceptual Framework Guided Reading, Leveled Reading & Decodable Book Sources Multi-Grade Helpful Hints Overview of Pathways Pathway Components Suggested Schedule and Language Arts Block Themes and Content Areas Scope and Sequence Grades 1-4 BEFORE SCHOOL

36. SO... HOW DO I START? ORDER PATHWAYS MATERIAL READ PATHWAYS MATERIAL BEFORE SCHOOL

37. SO... HOW DO I START? FIND BOOKS OR MONEY $$ GROWING ON TREES BEFORE SCHOOL FUNDRAISE

38. SO... HOW DO I START? GATHER MATERIALS 1)Guided Reading Resource Book/s 2)Leveled Books for Guided Reading (5 copies each title) (10 titles per level) READ MATERIALS BEFORE SCHOOL

39. SO... HOW DO I START? Guided Reading in Grades K-2 by Anthony Fredricks. Rigby Best Teachers Press, 2003. GATHER MATERIALS Guided Reading: First Good Teaching for All Children. By Fountas and Pinnell. Heinemann, 1997. 1)Guided Reading Resource Books

40. SO... HOW DO I START? GATHER MATERIALS Literacy Work Stations: Making Centers Work by Debbie Diller. Stenhouse Publishers,2003. On Solid Ground: Strategies for Teaching Reading K-3 by Sharon Taberski. Heinemann, 2000. More Guided Reading Resource Books

41. SO... HOW DO I START? MORE MATERIALS *Choice Words by Peter Johnson What Really Matters for Struggling Readers by Richard Allington

42. SO... HOW DO I START? Read Guided Reading in K-2 Read Pathways Guided Reading Chapter Read Guided Reading: First Good Teaching for All Children.

43. SO... HOW DO I START? 2)Leveled Books for Guided Reading GATHER MATERIALS *The Booksource *Heinemann-Raintree Classroom *Lerner Classroom *Metro Nonfiction Book Bag *Perma-Bound Books *Red Brick Learning *Seedlings from Pathways *Wright Group 5 copies each title *NAD Website

44. SO... HOW DO I START? –A Reason for Reading areasonfor.com –A-Z Books readinga-z.com –Rigby harcourtachieve.com –Scholastic scholastic.com –Public Library –Basal Readers Leveled Books: Other Sources 10 titles per level

45. SO... HOW DO I START? Tubs for genre, authors, series Level some of the books: –Fountas and Pinnell Matching Books to Readers –Google searches: leveled book lists Fry’s Readability Formula BEFORE SCHOOL ORGANIZE YOUR LIBRARY

46. SO... HOW DO I START? 1)Assessments 2)Record Keeping 3)Reading Response Journals 4)Reading Phones BEFORE SCHOOL ORGANIZE READING MATERIALS

47. SO... HOW DO I START? BEFORE SCHOOL NETWORK AND COLLABORATE

48. SO... HOW DO I START? Teach procedures –Teach procedures... Assess Students During Reading and Writing Workshop times the first month WHEN SCHOOL BEGINS

49. SO... HOW DO I START? Keep your goal in mind it’s all about the kids

50. A journey of a thousand miles begins with a single step.