A Part of a Balanced Literacy Framework Guided Reading A Part of a Balanced Literacy Framework

Our Agenda Where does guided reading fit in a balanced literacy framework? What are the critical attributes of guided reading? Observing the process (video) Guided Reading and Literacy Place Using the Guided Reading materials from Scholastic Addressing Specific Concerns (time allowing)

Main Sources for this Presentation

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Key principles in effective reading instruction: Students should spend the bulk of their time reading continuous text. Students need to read high-quality texts to build a reading process. Students need to read a variety of texts to build a reading process. Students need to read a large quantity of texts to build a reading process. Fountas and Pinnell

Students need to read different texts for different purposes. Students need to hear many texts read aloud. Students need different levels of support at different times. “Level” means different things in different instructional contexts The more students read for authentic purposes, the more likely they are to make a place for reading in their lives. Students need to see themselves as readers with tastes and preferences.

Elements of an Intermediate Literacy Framework Language and Word Study Reading Workshop Writing Workshop (Fountas and Pinnell)

Where Does Guided Reading Fit? Reading Workshop Whole Group Mini-lesson Independent Reading/Guided Reading/Individual Conferences Whole Group Closure

Literacy Learning: What’s Essential? Cognitive Strategies Surface Structure Systems Deep Structure Systems (handout – available at http://www.readinglady.com/mosaic/tools/tools.htm Click on: Ellin Keene's "What is Essential" -on four pages )

The Functions of Guided Reading Readers construct and extend the meaning of texts Readers monitor and correct their own reading Readers maintain fluency and phrasing while reading continuous text Readers problem-solve words “on the run” while reading continuous text

Grouping for Guided Reading Placement is fluid and flexible, changing with children’s needs. (Therefore, the teacher must be diagnosing needs through sensitive observation.) This homogeneous group is only one group to which the child belongs. (May be homogeneous by strategy need, not always by reading level.)

Text Selection Texts are carefully selected by the teacher based upon the strengths and needs of the group. Every child does not move through a predetermined sequence of texts.

Things to consider as you choose texts are: Reading Level – instructional level Concepts – Will they understand it? Linguistic Difficulty – How complex are the sentence structures? Theme – Is it appropriately sophisticated? Background Knowledge Current Strategies Used Current Strategies Neglected Text Layout Interest

Introducing New Texts Introductions are carefully thought out ahead of time with consideration given to: The focus of the lesson Unfamiliar concepts Unfamiliar language structures Visual information that may need extra attention Work for independence in book orientation

First Reading of the Text Every child reads the entire selection for that day whether it be an entire story, a portion of a story, or a single chapter. The teacher needs to circulate, listen in, teach, and make notes of observations in order to look for patterns within and among students.

Reasons that it is important for every child to have the opportunity to read the entire text: They need to know what is happening within the whole text, not just a portion. This allows them to use the storyline to predict and to monitor their reading. The need to encounter the word, structure, or type of processing again and again. Limited amounts of texts offer limited opportunities.

They need to develop the ability to carry meaning over longer stretches of text. They need to develop persistence and stamina as readers. They need to collect evidence that may change their thinking as they read.

Teaching During the First Reading Promote risk taking Demonstrate, model, or prompt for searching (surface structure strategies) Demonstrate, model, or prompt for cross-checking which leads to monitoring Link known to new information

Choose the most powerful and memorable teaching points and let some things go. Use prompts that are generative in nature. Promote the use of deep structure strategies (comprehension strategies) Work for independence.

Discussing the Text After reading the teacher brings students together to discuss some aspect of the text focusing on making meaning. Characters Plot predictions Part about which the students have questions Revisit difficult vocabulary Comprehension strategies used (metacognition)

The teacher may also use this time to: Reinforce strategy use Demonstrate or model strategy use Initiate a brief word study Remember – It is a mistake to think what we are teaching processing strategies merely by asking comprehension questions.

Opportunities to Reread Opportunities are provided for rereading familiar texts in order to promote fluency, comprehension, and the orchestration of strategies.

Observing the Process (video)

Guided Reading and Literacy Place The sections of the Teachers’ Sourcebooks that are labeled “Guided Reading” do not fit the critical attributes that we have discussed today. They would be more aptly labeled “Shared Reading” if they were to be used with the whole class.

Scholastic materials that support guided reading are: Guided Reading Books EOY Goals: 3rd gr. – level O 4th gr. – level R 5th gr. – level U 6th gr. – level X Trade Book Libraries Additional sets of multiple copies of books

Using the Guided Reading Materials From Scholastic Activity

Another Point to Consider Motivation: The Role it Plays in Developing Readers Who Read The man who doesn't read good books has no advantage over the man who can't read them.  ~ Mark Twain ~