Meet Me at The Table Guided Reading K-2

Presenters Jenny Hodge Laurena Roberts Interventionist K-4 Master Reading Teacher 1st Grade Teacher Master Reading Teacher Presenters

What is Guided Reading? A reading method that helps students become strong independent readers Requires small group instruction Students learn to use various reading skills and strategies with teacher support Provides time to get to know student strengths and weaknesses in reading

How Does Guided Reading fit into the literacy block? http://www.fountasandpinnell.com/res ourcelibrary/id/370

Implementing Guided Reading Assess  What is the student's highest instructional level? Benchmark Assessment: Reading A-Z DRA Rigby Group  Like needs and similar reading levels  Monitor  Running Records  Anecdotal Notes Implementing Guided Reading

Assessment Drives Instruction Two Types of Assessments: Benchmark Assessments Beginning, Middle, End of year Running Records Continuous Assessment Drives Instruction

How Benchmark Assessments Drive Instruction in Guided Reading Assessments will: determine the reading level of your student For grouping purposes Data collection determine what skills and strategies need to be addressed drive instruction  identify strengths and weaknesses help you monitor your student’s progress  Handout  Planning Sheet for GR groups

How Running Records Drive Instruction in Guided Reading Opportunities to monitor progress: How are the students applying MSV strategies? Is the student a fluent reader? Can the student comprehend the text? Regrouping (Groups should be flexible)  See evidence of student strengths. What does the reader nearly know? What does the reader need to learn next in each area? Responsive teaching Where is your next lesson geared? (Based on students' individual needs) Handout Running Records Sheet

Getting Started Procedures Materials to bring to the table books Transitioning to table Practice, practice, practice!  Expectations Behaviors you expect to see at the table Seat position Sit up straight, feet on the ground, hands on the table Focus Needs to be on teacher/book Getting started right away

Structure of a Guided Reading Lesson: What does Guided Reading Look like? Structure of a Guided Reading Lesson: Introduce the Text Read the Text Discuss the Text Teaching Point Letter-Word Work Write About Reading (optional) Handout Plan for GR and taking Observation Notes Fountas & Pinnell

Pre Reading The teacher: Selects an appropriate text The text should be supportive but with a few problems to solve Study book for concepts that need to be addressed Prepares an introduction to the story Briefly introduces the story Keep in mind, meaning, language and visual information in the text and knowledge, experience, and skills of the reader Leaves some questions to be answered This should take place during reading, answered through reading the text.

Pre Reading The student: Participates in the discussion of the book Analyzes the structure of the book Makes predictions 

During Reading The teacher Observes the readers behaviors for evidence of strategy and skills usage Confirms children’s problem-solving attempts and successes Assists with problem- solving at point of difficulty  Teach/prompt student with problem solving strategies Makes notes about the strategy use of individual readers  During Reading

Is looking for evidence of the: Cueing System- MSV The teacher Is looking for evidence of the: Cueing System- MSV Meaning cues Come from children’s life experiences Making connections to the text, self and world Structure or syntax Comes from knowing how oral language is put together Visual Information Comes from knowing the relationship between oral language and its graphic symbols During Reading Handout Guided Reading Observations Handout Facilitative Talk-Levels A-M pg 450-459

References http://www.fountasandpinnell.com/resourcelibrary /i3/370 Fountas, Irene Pinnell, Gay Sue (2017). Guided Reading Responsive Teaching Across the Grades (2nd). Portmounth, NH: Heinemann

During Reading The student Eyes are on the text Making meaningful connections Thinking about their reading Metacognition Thinking about their thinking Using strategies Monitoring their reading for self correction and confirmation During Reading

Comprehension Strategies Text to self,text to text, text to world Prompts students to think beyond the text  Talking about the story with the children invites personal response Teach students to use their book as a reference  Returning to the text for one or two teaching opportunities such as finding evidence or discussing problem-solving Retell Summarization Prediction check Assesses children’s understanding of what they read Can be done at stations through activities such as: Drama, writing, art or more reading Sometimes engages the children in extending the story.

What will the rest of your students be doing during guided reading? 1 Daily 5 Read a book Listen to a book Word work Work on writing process/strategies and skills 2 Extending their reading Respond to guided reading text  3 Fluency practice What will the rest of your students be doing during guided reading?