G UIDED R EADING Sabrina Lasher Morehead STEM Academy January 2011

W HAT IS GUIDED R EADING ? Teacher and about 5 students with similar reading behaviors minutes

B EFORE R EADING Familiar Read – Students read previous GR books to improve fluency. Teacher listens to a student read and takes a running record. Introduction of a new text/Chapter Activate Prior Knowledge/Build Background Knowledge Make predictions based on cover illustration Give a 2 sentence book introduction Take a picture walk. Have students ‘read’ the pictures. ‘Window’ key vocabulary words. Set a purpose for reading. “We are going to read to see if…” Give instructions on how much to read and what to do when finished.

D URING R EADING Teacher observes student reading. Choose one student to focus in on. Students whisper read the text. Provides strategy prompts to help with unfamiliar words. “Any brief intervention should not interfere with the momentum of independent reading.” Offer praise when a strategy is used successfully. Ways to Read Echo, Choral, Whisper, Partner, Silent Pose a question. Students read 2 pages then respond.

A FTER R EADING Students reflect on reading strategies and their understanding of the text. Select one or two teaching points Have students find an example in the text Word work Vocabulary Example Return to desks to complete extension activities.

L OGISTICS During Reading Workshop (Teacher led group) Groups are flexible Meet with lowest students most frequently. 5 meetings over 2 weeks is typical for advanced groups. Allow a few minutes between groups to check in with other students. Levels A-J might read 2-5 new books a week Grades 3-6 the goal is independence; a chapter book a week or several shorter selections.

C HOOSING THE R IGHT B OOK Emergent Readers Number of pages Words on a page Repetition of text Pictures that support the text Students prior knowledge Genre Fluent Reader Author Schema Prior knowledge Size of text Student interest Genre

W HAT LEVEL ?

During Familiar Read portion of Guided Reading Lesson (Word read-miscues)/words read = percentage Levels A-K Levels L–Z Below 90%Frustration 90-94%Instructional %Independent Below 95%Frustration 95-97%Instructional %Independent RUNNING RECORDS

A NALYZING A R UNNING RECORD Miscue Analysis Meaning – Did the student use meaning when committing the error? pony/horse Syntax – Does the error fit the rules of speech? Does it make sense as a sentence in English? Visual – Does the error use visual cue? they/them

F LEXIBLE G ROUPING When to move up a level If a student reads several books with 94% accuracy or greater. Student reads with such fluency there is no need for problem-solving behaviors Is able to retell and/or summarize the story When to move down a level Student isn’t using strategies as they read. Reads with less than 90% accuracy.

N ON -F ICTION T EXTS IN G UIDED R EADING Five Keys to Understanding Nonfiction(Blevins and Boynton 2003) Identify Text Features- Charts, maps, graphs, captions, diagrams Teach Text Structure Activate Background Knowledge Develop Students’ Vocabulary Emphasize Comprehension

N ON -F ICTION T EXT GR L ESSON Same as with Fiction texts Your questioning and predictions will be geared towards gaining information and arousing curiosity.

B EFORE R EADING : N ON -F ICTION KWL or KWHL Video clip to build background knowledge Additional articles or photos Word webs Book Introduction o Predictions become more “What might we learn?” o Picture Walk becomes a preview of text features table of contents, charts, captions, etc.

D URING R EADING : N ON -F ICTION Find facts Read to confirm information Find the Main Idea of a section Vocabulary- context clues, vocabulary boxes, glossary

A FTER R EADING : NON - FICTION Make Connections Ask Questions Summarize Determine Importance Author’s Purpose Graphic Organizers- Sequence, time lines, venn diagrams, tree maps, cause effect, etc.

L ESSON P LANS Common format for grade level 1 st, 3 rd, and 5 th grade begin on Monday, January 24 th K, 2 nd, and 4 th grade begin on Monday, January 31 st Teacher Guides that accompany the Guided Reading Sets have most of the information you need to write a complete lesson.

B OOK R OOM P ROCEDURES 1. Pick a book that fits your students’ level and/or the content you are covering. 2. Sign the book out in the sign out log. You will need to write the date, title, and level. X or check the box if you also borrowed the teacher guide. 3. Return the books to the Return Bin when you are done. We will reshelf and check them back in for you!