1. How Does Guided Reading Fit Into This Model
Reading Workshop
How Does Guided Reading Fit Into This Model

2. INSTRUCTIONAL DELIVERY COMPONENTS
Reading Framework 4-5
BLOCKS
THE TEACHING/LEARNING STRUCTURE
INSTRUCTIONAL DELIVERY COMPONENTS
WORD WORK
15-20 minutes
Whole group instruction
Word work
Spelling
Vocabulary
Greek and Latin Roots
Word Work: Teacher and students interact and manipulate word parts in order to identify words, increase fluency, and develop comprehension
READING
FOCUS LESSON
Whole Group Instruction
I DO
Comprehension strategy instruction
Reading To Children
Read aloud
Reading demonstration
Interactive read aloud
Reading Workshop: Whole group focus lesson followed by partner/independent reading and reading conferences.
Read To (Read Aloud)/ Read With (Shared Reading): Teacher and/or students read aloud in order to build background, develop vocabulary and literary concepts, and explore expository text structure.
Read With/Read By (Guided Reading): Using teacher-selected text, the teacher works with small, flexible groups of students to develop comprehension and fluency of increasingly difficult texts.
Read By (Independent Daily Reading): Students silently read books on independent levels and respond accordingly, depending on teacher directions.
Literacy Stations (to also include Science/Social Studies): Students work independently to practice skills.
GUIDED READING
Small Group Instruction/
Guided Practice
Independent Practice
Intervention
WE DO/YOU DO
50-60 minutes
Partner or independent reading, guided reading, and literacy stations
Reading With Children
Shared reading
Guided reading
Reading Workshop
Reading conferences
Reading By Children
Partner/independent reading
Literature circles
Literacy Stations
Authentic reading & writing practice
Independent work time
REFLECTION
Whole Group
10 minutes
(Whole class/individual/conferences)
Reflection: Students reflect on their own learning by discussing how they applied a skill or process, sharing reading selections, or thinking about growth as readers. This may happen in whole group discussions, small groups, or through independent responses in reading journals.

3. Guided Reading is the Heart of a Balanced Literacy Framework
“When we understand the learning model, we begin to make different decisions. We recognize teaching as ‘a powerful, invitational relationship that pulls the learner in’ . . .we think about teaching in terms of our students’ needs and interests.”
Regie Routman, Reading Essentials
PresenterMedia.com
4416 S. Technology Dr
Sioux Falls, SD 57106

4. What is Guided Reading? Guided reading is a strategy that helps students become good readers. The teacher provides support for small groups of readers as they learn to use various reading strategies (context clues, letter and sound relationships, word structure, and so forth). What is its purpose? When the proper books are selected, students are able to read with approximately 90% accuracy. This enables the students to enjoy the story because there is not an overwhelming amount of "road blocks" that interfere with comprehension. Students focus on the meaning of the story and application of various reading strategies to problem solve when they do hit a road block in their knowledge or reading ability.
By providing small groups of students the opportunity to learn various reading strategies with guidance from the teacher, they will possess the skills and knowledge required to read increasingly more difficult texts on their own. Independent reading is the GOAL - guided reading provides the framework to ensure that students are able to apply strategies to make meaning from print.

5. The Ultimate Teaching Model

6. The Purpose of Guided Reading
“The ultimate goal of the guided reading lesson for students is not just to read “this book” or even to understand a single text. The goal of guided reading is to help students build their reading power—to build a network of strategic actions for processing texts.”
You are teaching readers, not the text.
~ Fountas & Pinnell, Guided Reading: The Romance and the Reality, p. 272

7. Guided Reading IS:
an instructional context for working with small groups of students with a ___________literacy needs
using texts at the students’ _________level to provide the necessary support and challenges during the lesson
Involving_______, intensive teaching, with the teacher supporting students as they talk, read, and think their way through text
involves students practicing _________strategies that will ultimately enable them to read independently.
Word Bank:
explicit
effective
similar
instructional

8. Guided Reading What it is not? Round Robin Reading What it is?
Stay in the same group
Basal Reading
Whole Group
On the run lesson
Friday test
30 minutes lesson on a skill
Generic lesson
What it is?
Read simultaneously
Flexible grouping
Leveled Reading
Groups of no more than 6
Preplanned lesson
On-going formative assessment
1-2 teaching points
Based on instructional needs of students

9. Literacy Workstations
Reading Workshop
Focus Lesson
Scope & Sequence
Guided Reading
Leveled Readers: Treasures,
Literacy Workstations
Listening Workstation
Word Study Station
Buddy Reading
Science/Social Studies Work Station
Reflections
Oral and Written

10. How Does It Fit Into My Classroom?
Form your groups based on assessment data
Identify a focus strategy/skill for each group
Manage structure for rotation
Monday
Tuesday
Wednesday
Thursday
Friday
Very far below
Far below
On level
Above level
Advanced

11. How do I group my students for guided reading lessons?
4th Student Name-
Overall Reading Score
April
May
August
October
December

12. How To: Look at your summary report
Find the overall reading score for each student
Using correlation chart-identify the number range and follow across to identify the Guide Reading-Level (Fountas & Pinnell)-6th column on The Reading Correlation Chart-yellow chart
With a pen, put the appropriate GRL beside each student’s overall score

13. Next Steps:
Group students according to a small range of a number sequence that would have the same GRL-example
This is the place to begin making academic decisions regarding the needs for each reading group based on their ISIP performance
What reading behavior /strategy/skill for this group should come next?
Let’s take a look back at a leveled reading behavior chart-
**It is important to know your students reading habits and behaviors across time. You may have additional information such as a running record, CBA results, or DRA2 results to alter a decision based on 1 number-ISIP

14. Principles for Effective Teaching in Guided Reading
Bring children with similar reading ability together in small groups for focused, efficient instruction.
Students reading the same book (Instructional Level)
Select texts that are “just right” in that they allow children to solve problems against a backdrop of accurate reading.
Provide introductions that show children how the texts “works,” explain difficult words or concepts, and prepare them to read independently and comprehend the meaning behind the selected text.

15. Structure of A Guided Reading Lesson
Planning
Selection of Text
The teacher selects a text that will be just right to support new learning for the group – at the instructional level
Small Group Guided Reading
Before the Lesson
During the Lesson
After the Lesson
Introduction to the Text
The teacher introduces the text to scaffold the reading, but leaves some problem-solving for readers to do.
Reading the Text
Students read the entire text softly or silently. If students are reading orally, the teacher may interact briefly to *teach for, prompt, or reinforce strategic actions.
Solve words
Monitor and Correct
Search and Use Information
Summarize
Maintain Fluency
Adjust
Discussion of the Text
The teacher invites students to discuss the text, guiding the discussion and lifting the students’ comprehension.
Predict
Make Connections (personal, world, text)
Synthesize
Infer
Analyze
Critique
Word Work
The teacher provides explicit teaching to help students become flexible and efficient in solving words.
*Teaching Points
The teacher make explicit points grounded in the text, and directed toward expanding the students’ systems of strategic actions.
Teaching Points
*Word Work
Extending Understanding (optional)
If further work with the meaning is needed, students extend their understanding of the text through writing and/or drawing (may be independent).

16. Structure of a Guided Reading Lesson
Before the Reading:
SELECTION OF THE TEXT
INTRODUCTION TO THE TEXTODUCTIONO THE TEXT
During Reading:
READING THE T EXT
After Reading:
DISCUSSION OF THE TEXT
TEACHING POINTS
EXPLICIT WORD WORK
EXTENDING UNDERSTANDING (optional) (

17. What do the reading behaviors of a fourth grader look like for Level S?
Behaviors to Notice and Support
Reads silently with attention to meaning. Solves words quickly
After reading silently, demonst5rates understanding
Demonstrates flexibility in reading many different kinds of text
Reads with expression and fluency

18. What do the reading behaviors of a fourth grader look like for Level S?
Suggest Teaching Points (choose one)
Readers revise predictions as they learn about new events in the texts
Readers use context clues to help them figure out the meaning of a words
Readers use text features and text structures to help them understand nonfiction
Readers think about the plot of a story (setting, conflict, character traits and resolutions)
Readers use the comprehension strategies as they read
Readers go beyond the text to interpret characters’ thoughts and feelings
Readers infer the theme of the story and support their thinking with evidence from the text

19. How To Deliver Reading Instruction?
Handout Wheel
Put in the wheel

20. Putting the Pieces of the Puzzle Together
Thinking WITHIN
the Text
Thinking BEYOND
Thinking ABOUT
Jigsaw TASK:
Divide into groups of 5
ACTIVITY:
Each member of the group will read one of the assigned areas
Discuss key points of assigned section within
your group
Share reflections with whole group
25 min.

21. How Do I Manage?
Literacy Workstations –A better solution …./Different Grouping Structures such as partner practice-gradual release
K-2-- review work covered with Debbie Diller
Grades 3-5 will have an opportunity to attend this summer:
G. 3-July 28th
G 4 & 5: July 29th

22. Where does Guided Reading fit in withTreasures?
Where does guided reading fit in Treasures?

23. Today’s Goals What is guided reading
How does it fit in with the Reading Workshop Approach
How to get it started-classroom management
Resources
How to deliver reading instruction for a specific group, grade level and reading level
What if I need more help

24. Wrap Up
We have created a survey so that we can elicit feedback from all of the participants about the Saturday Professional Learning. Please visit the website below and complete the appropriate survey(s).
The surveys will be open until April 18, and reminders will go out through Mark Thomas next week.
It would be great to complete them before you leave for the day using your SMART phone if available.