Primary Reading Focus Group Welcome Lead Teachers Primary Reading Focus Group Welcome – Introduction of Presenter

Agenda Prayer and Welcome Activity ~ What’s Working? Problems of Practice Looking Through the Lens of The Four Resources Model to Promote Reading Achievement Break Guided Reading and How it fits into the Four Resources Model Video Activity Sharing/Question/Answer/Next Steps

The Goals of Today’s Gathering We are here to achieve a consistent/ common understanding of the components and practices of a Comprehensive Literacy Program. Focus specifically on Guided Reading and Early Reading Strategies through the lens of the Four Resources Model. To understand the literacy skills required by students to be an effective reader for the 21st century.

Looking Through the Lens of The Four Roles Resource Model Code User (coding competence)-i.e., practices that relate to decoding text. Meaning Maker (semantic competence) –i.e., practices that relate to making meaning from text. Text User (pragmatic competence) – i.e., practices that relate to pragmatics, or the purpose, audience, and context of a text. Text Analyzer (critical competence) – i.e., practices that relate to critical interpretation of the text.

Turn and Talk Reflect on your current practice…. How could you use The Four Resources Model in planning for effective reading instruction? (Primary Reading Discussion Paper, 2.3.1, page 9)

Jig-Saw Activity Let’s look closer at …. The Conditions that Support The Four Resources Model (Reading Discussion Paper, 2.3.2, Pages 10-14)

Conditions that Support and Promote Reading Achievement Assessment of student progress using on-going running records Teaching through the Gradual Release of Responsibility Approach Oral Language Instruction Accountable Talk

Conditions Continued Metacognitive development and self- regulation by students Extensive time spent reading Challenging tasks that involve student choice Student engagement in rich literacy activities

Comprehensive Literacy Program Modeled Practice Shared Practice Guided Practice Independent Practice Student Application Primary Reading Discussion Paper (pg. 11)

Teaching through ….. The Gradual Release of Responsibility Looking at …. Teaching through ….. The Gradual Release of Responsibility

Reflection What do you notice? /What’s new?/ What’s different? What is the impact on teaching and learning? Primary Reading Discussion Paper (pg. 11)

Interacting with the Video View the Introduction of each of the Four Resources Model to gain a clear understanding of these elements. View overall 4 Roles and introduction of each component, provide blank 4 roles template for teacher to make jot notes as they view the videos. Remind teachers to take note of what resonates with them, but more importantly pay attention to the role that they want to inquire/learn more about.

Four Resources Model Read pages 14-17 Reflect on the key points of the Four Roles (highlight key points in your book or write key ideas on the placemat) Share key ideas that resonates with them and any questions or areas they would like to investigate.

Four Resources Model Inquiry Which of the Four elements would you like to explore more deeply? Using your Discussion Paper, video clips and graphic organizer, document your key learnings and ideas for implementation on the t-chart provided. Handout - Inquiry Graphic Organizer

Curriculum Sort Using your Language Arts Curriculum Document for Reading and your placemat, sort the reading expectations into the Four Resource Model Discuss overall reflections of the activity and implications on teaching and learning.

Traditional Reading VS Guided Reading

“It is the heart of a balanced literacy program.” Guided Reading is … A bridge between shared reading and independent reading. Is a strategy that is used to consolidate new learning that has taken place in a read aloud and shared reading, it allows the students to practice their skills with teacher support. “It is the heart of a balanced literacy program.” (Fountas and Pinnell, 1996)

What is Guided Reading? “…..Guided reading is a way to help children understand how reading works. They learn techniques to figure out words and comprehend texts that are just a little too challenging for them to read without support.” (Tabersski, 200, p.96)

What is Guided Reading? Teacher meets with small groups of students with similar reading processes. Groups usually consist of a small group of students who are being taught the same reading strategy or are working at the same instructional level. Groups are formed based on assessments. Length of time and frequency vary depending on reading stage. Each child has a copy of same text to read with teacher support. A new text is introduced almost every time the group meets.

Leveled Text It is critical that students are grouped according to their instructional level (90- 94% accuracy), with comprehension. This will allow the students to learn something new with the support of the teacher, while still having enough support from the text so they aren’t experiencing frustration. Running Records are a method we use to ensure that students are working in their instructional zone.

Four Basic Components of Guided Reading Lesson Familiar Reading Introduction of a New Book Scaffolded Reading Returning to the Text

Familiar Reading Purpose - build confidence, increase fluency and phrasing, and deepens comprehension. Students choose a familiar book to read from individual “book boxes”. Books are added after they have been read in Guided Reading (as recent books are added older ones are removed). As students re-read familiar books, the teacher listens in, observes, takes anecdotal notes or running records.

Introduction of a New Book Purpose – to engage students in the book and give them the support they need to read the text successfully . The Book Introduction may look differently depending on the needs of the children. Summary Statement – The teacher provides a one or two sentence overview of the story. Personal Connection – The teacher may ask a question to connect the story to the students’ lives. A personal connection raises students’ interest and supports higher level of comprehension.

Con’t ~ Book Introduction Strategies Picture Walk – Preview key illustrations (vary depending on reading stage). This provides students with an understanding of the concepts, vocabulary and language structures. Prediction – The teacher may have the students predict the content of the story to begin a story map or web. The introduction sets the stage for the reading of the new book or story. The skills or strategies focussed on during the introduction are echoed throughout the rest of the Guided Reading Session.

Scaffolded Reading After the story has been introduced the children read the new book ON THEIR OWN. This is NOT “round robin” reading. All of the children read the text at the same time, practicing their skills/strategies. Students may read out loud, whisper read or read silently depending on their reading stage. As students read, the teacher observes, listens, coaches and encourages the children. The teacher may meet with a student while the others re-read or buddy read the text again.

Returning to the Text After students have had an opportunity to read and re- read the new text, there should be time remaining in the lesson to discuss the content of the book. Some Examples may be: Asking questions/discussing book to check for understanding Examining Story Structure Checking Predictions Working on Comprehension Strategies *These activities vary depending on the childs’ reading stage and the focus of group needs*

Extension Activities Drawing a picture Creating a little book (using same pattern frame) Create a character question/answer dialogue Write three interesting facts contained in the book Write a note/letter to a character Retell the story using pictures or words and a graphic organizer (These activities vary depending on the childs’ reading stage and the focus of the lesson).

Let’s watch Guided Reading in Action What elements of the Four Resources Model is the teacher focusing on?

Reading “Reading is a message-gaining, problem solving activity that increases in power the more it is practiced.” Reading is the process of constructing meaning from a written text. Effective literacy instruction enables all children to become fluent readers who comprehend what they are reading, who can apply and communicate their knowledge and skills in new contexts, and who have a strong motivation to read. The three main goals for reading instruction (Report of the Expert Panel 2003, pg. 13)are: Fluency: the ability to identify words accurately and read text quickly and expressively. Fluency comes from practice in reading easy books about familiar subjects. These texts primarily contain familiar, high-frequency words so that the child will encounter few unfamiliar words. As they develop fluency, children improve in their ability to read more expressively, with proper phrasing, thus gaining more of the text’s meaning. Comprehension: the ability to understand, reflect on, and learn from text. To ensure that children develop comprehension skills, effective reading instruction builds on their prior knowledge and experience, language skills, and higher-level thinking. Motivation to read: the essential element for actively engaging children in the reading process. It is the fuel that lights the fire and keeps it burning. Children need to be immersed in a literacy-rich environment, filled with books, poems, pictures, charts, and other resources that capture their interest and make them want to read for information and pleasure. Refer the participants to the A Guide To Effective Instruction in Reading, Overview section.

Activity~ Think/Pair/ Share How would you plan for Guided Reading using The Four Resources Model?

Notes:

Guided Reading What I Know What I Learned

Inquiry Focus ~ Key Ideas Implementation

Four Components of Guided Reading Familiar Reading Introduction of a New Book Scaffolded Reading Returning to the Text

Professional Reflections: Key Messages: What will I do differently in the future? What are my next steps?