1. Created by Wendy Taylor K-6 Literacy Coach wtayl@spring-ford.net Ext 2791 (Upper Providence)

2. Why Guided Reading? Guided reading gives students the chance to apply the strategies the teacher has been teaching in the whole group to a new text. The teacher provides the support so student can understand text at their instructional level. With the teacher introduction to the book, students can use problem-solving strategies to figure out unknown words, deal with difficult sentence structure and understand new concepts and ideas.

3. Who are Fountas and Pinnell? Irene C. Fountas and Gay Su Pinnell are researchers and authors of many teaching resources (including books, video, professional development materials and assessments). They began using A-Z continuum over 30 years ago, to match readers with text to provide differentiated reading instruction for all levels of readers.

6. COMPREHENSION STRATEGY INSTRUCTION Interactive Read Aloud Shared Reading -whole group instruction Teacher models use of strategy and labels their thinking “This reminds me of … I am making a connection. Good readers connect to what they read.” -guided practice- “Turn and talk to your partner about a connection you made.” Guided Reading-small group instruction Teacher encourages students to utilize their strategies while reading text with a slight challenge. “Today when you read I want you to write down questions you have while your reading. Jot them down on a post-it. If you find the answer, mark it with an A for answered.” Literature Circles-independent practice with peer support Students read a text and prepare for a discussion with their peers. Sometimes teachers assign roles or jobs. “Your job as illustrator is to draw a scene you visualized. Your job as summarizer is to pick out the important parts and put them into your own words.” Independent Reading-independent practice Students read a self-selected text and apply strategies. Some students keep track of their thinking in a reader’s notebook. “Today when you read at the classroom library, jot down some inferences you make. List the clues from the text and your own experience that helped you infer.”

7. Guided Reading Continuum

8. Spring-Ford Area School District Guided Reading Level Continuum Developmental LevelEmergentEmergent/ EarlyEarlyEarly FluentFluent Grade Level 1st Grade 3rd Grade 5th Grade Kindergarten 2nd Grade4th Grade6th Grade Guided Rdg Level ABCDEFGHIJKLMNOPQRSTUVWXYZ 1234567891011121314151617181920212223242526 Kindergarten June approachingmeetsexceeds 1st Grade Sept. approachingmeetsexceeds Nov. approachingmeetsexceeds Jan. approachingmeetsexceeds April approachingmeetsexceeds June beginningapproachingmeetsexceeds 2nd Grade Sept. beginningapproachingmeetsexceeds Nov. beginningapproachingmeetsexceeds Jan. beginningapproachingmeetsexceeds April beginningapproachingmeetsexceeds June beginningapproachingmeetsexceeds 3rd Grade Sept. beginningapproachingmeetsexceeds Nov. beginningapproachingmeetsexceeds Jan. beginningapproachingmeetsexceeds April beginningapproachingmeetsexceeds June beginningapproachingmeetsexceeds 4th Grade Sept. beginningapproachingmeetsexceeds Nov. beginningapproachingmeetsexceeds Jan. begiinningapproachingmeetsexceeds April beginningapproachingmeetsexceeds June beginningapproachingmeetsexceeds 5th Grade Sept. beginningapproachingmeetsexceeds Nov. beginningapproachingmeetsexceeds Jan. beginningapproachingmeetsexceeds April beginningapproachingmeetsexceeds June beginningapproachingmeetsexceeds 6th Grade Sept. beginningapproachingmeetsexceeds Jan. beginningapproachingmeetsexceeds June beginningapproachingmeets

9. Not EffectiveGetting StartedDevelopingHighly Effective GROUPING to form small groups of students who are similar in their reading development by identifying particular needs for focused lessons. The teacher: Has not grouped students and does not meet with groups of students regularly. Instruction is delivered to the whole class. Groups students based on beginning of year assessments, but does not meet with all groups regularly. Groups students based upon ongoing student assessment and meets regularly with several groups. Meets multiple times per week with each group based upon interpretation of student data; students are regrouped, as needed, based on ongoing assessment and observation. TEXT SELECTION to select texts that are the appropriate level for students and offer opportunities to extend learning. The teacher: Selects a text that is not the appropriate level for the group. Selects a text based on approximate instructional level of students. Selects text based on - students’ instructional level - students’ language level. Uses student information and data to select a text that is the appropriate level and is very well matched to the learning needs of the group and provides many opportunities to learn. TEXT INTRODUCTION to talk about the book prior to reading it. The teacher: Does not engage children with the text; assigns students to read without support. Engages students in some predicting and discussion about what the book might be about. Activates students’ background knowledge by predicting from their experience and their knowledge about the story structure. Guides students in making personal connections, activating background knowledge, developing vocabulary and setting purposes for reading. Teaching and Learning Rubric: Guided Reading Teacher: _______________________ Grade Level: K 1 2 3 4 5 6Date: __________________________ Start time:___________ End time: _____________

10. Not EffectiveGetting StartedDevelopingHighly Effective DURING to provide time for students to read and comprehend the text. The teacher: Reads text to the students or has students read independently without interaction. Engages the students in round- robin reading of the text. Listens to individual students read quietly with some interaction. Listens to individual students read quietly and reinforces with prompts (as needed) for effective reading behaviors and problem-solving actions while taking notes on their use of strategies and comprehension. Students may use post-its or notes to interact with the text. AFTER to revisit the text for discussion and specific teaching points. The teacher: Provides no follow-up opportunities. Engages students in discussion after reading, but talk is unfocused. Engages students in discussion related to the text and their predictions. Engages students in discussion that uses higher level thinking skills to apply skills and strategies. Follow-up practice includes re-reading for fluency and reading response activities. MANAGEMENT to engage other students in productive reading/writing while working with groups during the guided reading time. The teacher: Has not established a management structure (i.e., work stations, Daily 5) for students during guided reading time. Has begun to use some independent activities, but routines have not been established. Has established a management system and routines so s/he can work with guided reading groups on a regular basis Has established a management system and routines that engages all students in purposeful literacy activities so s/he can work with multiple guided reading groups.

11. Grouping to form small groups of students who are similar in their reading development by identifying particular needs Has not grouped students and does not meet with groups of students regularly. Instruction is delivered to the whole class. Groups students based on beginning of year assessments, but does not meet with all groups regularly. Groups students based upon ongoing student assessment and meets regularly with several groups. Meets multiple times per week with each group based upon interpretation of student data; students are regrouped, as needed, based on ongoing assessment and observation. How do I become highly effective?  Create weekly plan regularly includes small group instruction  List my groups by instructional level  Develop some recording system for anecdotal records  Establish a place to have guided reading-small table, rug area  Change groups as needed-keep groups flexible

12. StudentLevelStudentLevelStude nt Level 1H10P 2L11P19R 3L12P20R 4M13P21R 5O14Q22S 6O15Q23T 7O16Q24T 8O17Q 9O18Q

13. How can the literacy coach help? Provide examples of weekly plans (see SF Lit Lounge wiki) Sit down and develop weekly plan together Provide resources like Spaces and Places (classroom set up) Analyze FandP results together Share informal assessment ideas Create guided reading binder (lessons, assessment plans) together

14. Text Selection to select texts that are the appropriate level for students and offer opportunities for extended learning Selects a text that is not the appropriate level for the group. Selects a text based on approximate instructional level of students. Selects text based on - students’ instructional level - students’ language level. Uses student information and data to select a text that is the appropriate level and is very well matched to the learning needs of the group and provides many opportunities to learn. How do I become highly effective?  Use a variety of leveled texts from different genres (SF leveled readers, Scholastic, novels)  Form groups based on instructional level but can also base groupings on student need (group who needs work on fluency)  Develop some system for keeping formal (FandP) and informal (running record, anecdotal records) assessment results

15. How can the literacy coach help? Provide lesson plans using reading room materials Hold meetings in book rooms to check out books and other resources Develop assessment record keeping system together

16. Text Introduction to talk about the book prior to reading it Does not engage children with the text; assigns students to read without support. Engages students in some predicting and discussion about what the book might be about. Activates students’ background knowledge by predicting from their experience and their knowledge about the story structure. Guides students in making personal connections, activating background knowledge, developing vocabulary and setting purposes for reading. How do I become highly effective?  Familiarize myself with the book and its organization  Teacher introduces the book— activate prior knowledge- “What do you know about whales?” make connections- “The character is lost in mall. Have you ever been lost, how did it make you feel?” point out vocabulary- “Can someone read this word on the white board? What does it mean? Let me read it in context on p. 6.” set a purpose for reading- “Today I want you to focus on the questions pop into your mind when you read. Jot one down on a post-it.”

17. During Reading to provide time for the students to read and comprehend the text Reads text to the students or has students read independently without interaction. Engages the students in round-robin reading of the text. Listens to individual students read quietly with some interaction. Listens to individual students read quietly and reinforces with prompts (as needed) for effective reading behaviors and problem-solving actions while taking notes on their use of strategies and comprehension. Students may use post-its or notes to interact with the text. How do I become highly effective?  Allow students to read at their own pace-typically K-2 aloud (whisper read)/whole book and 3-6 reading silently/portion of text  Listen in to students reading-stops student to ask a question or help them decode a word “I noticed you keep reading the first letter and then guessing the rest of the word. Be sure to read the whole word and break into parts if you need to. Let’s try that word again.”

18. After Reading to revisit the text for discussion and specific teaching points Provides no follow-up opportunities. Engages students in discussion after reading, but talk is unfocused. Engages students in discussion related to the text and their predictions. Engages students in discussion that uses higher level thinking skills to apply skills and strategies. Follow-up practice includes re-reading for fluency and reading response activities. How do I become highly effective?  Revisit students’ predictions “Jake, you thought the boys would become friends in the end. Were you correct? Reread the part that helped you confirm your prediction.”  Returns to the lesson focus- “Who had a question while they were reading? Can you share it with us? Were you able to find the answer?”  Provide follow up practice- “Let’s reread the dialogue with more feeling.”

19. How can the literacy coach help? Facilitate book study in regards to small group instruction Provide resources at Thinking Thursdays-related to comprehension strategies Provide lesson plans and lesson plan templates Model lessons-You gives me level and strategy focus-I plan lesson and bring materials Observe your lessons and provide productive feedback Attend a summer courses: Guided Reading K-1, Guided Reading 3-6, Comprehension Strategies, Formative Assessment

20. Management to engage other students in productive reading/writing while working with groups during the guided reading time. Has not established a management structure (i.e., work stations, Daily 5) for students during guided reading time. Has begun to use some independent activities, but routines have not been established. Has established a management system and routines so s/he can work with guided reading groups on a regular basis Has established a management system and routines that engages all students in purposeful literacy activities so s/he can work with multiple guided reading groups. How do I become highly effective?  Utilize some kind of management boards so all children know what to do  Develop rocedures for set up, clean up and transition  Engage students in authentic reading and writing in partners, small groups, and independently (stations, Daily 5 activities, color boards/Tic Tac Toes)  Work uninterrupted with the small group for about 15-25 minutes- perhaps wearing a hat, tiarra, necklace to signal you are working with others

23. Support for Teachers Provide resources: books, websites, videos Create management board cards, I Can lists, Daily 5 I-charts etc. (see wiki) Provide plans for kicking off stations and Daily 5 Help you gather materials for activities Model mini-lessons introducing stations Help with launching stations-extra adult in room Attend Summer Courses: Literacy Work Stations/Daily 5, Make It, Take It (fcrr.org)

24. Questions about lesson plans… Possible elements: -skill or strategy focus -introduction to book (features of text, difficult vocabulary) -discussion questions to ask while reading -follow-up activities -place to keep anecdotal notes (see formal plan and more of a checklist plan)