Guided Reading: Now What? Summer Educator’s Conference Jill Hager- Instructional Coach Thornton Elementary

Rate Yourself As you come in, please place a sticky dot in the section that best describes you. I need help… Be thinking about any questions you may have about Guided Reading. Write them on a sticky note and place them on the chart! Thank you! Planning stations/centersPlanning Guided Reading Lessons Getting OrganizedGrouping My Students

What is Guided Reading? Guided reading is small-group instruction for students who read the same text. The group is homogeneous: the students read at about the same level, demonstrate similar reading behaviors, and share similar instructional needs. The small groups are temporary; they change as you assess your students’ growth and needs. ~from Guiding Readers and Writers: Grades 3-6 by Fountas & Pinnell

Where is my Focus? Comprehension Vocabulary Fluency Phonics Phonological Awareness 3-821K Listening Reading Listening Reading Multisyllables Letter Sounds & Combinations

Putting it into Perspective! "In primary grades children are learning to read and in upper grades they are reading to learn." ~Anonymous

Guided Reading Video What is Guided Reading? Qo_8GiU Staying Organized: &feature=related Turn and Talk- Talk to your neighbor about the videos and the information you saw. Any other thoughts or ideas?

Making Groups Complete assessments using Reading 3D or Running Records Use data to make 4 to 5 flexible groups with 4 to 6 kids in each group Students need to be grouped by similar levels with similar reading behaviors Pull materials (leveled readers, Weekly Readers, EOG passage, etc.) to use in small groups Each student must have a copy of the same book or text Keep a “browsing box” of books that have been read by your students to help with fluency

How often should I meet with my groups? Lowest groups need to meet with you every day! Middle groups need to meet at least 3 to 4 times a week. Highest groups only need to meet with you 1 to 2 times a week with extension or enrichment activities on the other days.

Sample Schedule Mon.Tues.Wed.Thurs.Frid. Low MediumLow MediumMedium-High Medium HighMedium High

Guided Reading Levels Grade LevelFountas & Pinnell Guided Reading KindergartenLevels A, B, & C First GradeLevels C, D, E, F, G, H, & I Second GradeLevels J, K. L, M Third GradeLevels N, O, P Fourth GradeLevels Q, R, S Fifth GradeLevels T, U, V Reading_Level_Correlation_Chart[1].pdf

3 Types of Readers Early Readers Levels A-G Transitional Readers Levels H-L Self-extending Readers Levels M-Z

Components of a Guided Reading Lesson: Early Readers ComponentEarly Readers Re-readingFamiliar books from previous GR lessons IntroductionIncludes meaning statement, sentence structure sample, 1-2 important words; may include a picture walk Word WorkFocus on important words from the story (word families, spelling patterns etc.) Reading the new book or book section Whisper read the whole book several times as the teacher listens and prompts the students as needed (5 minutes) Retelling1-2 minutes of collective retelling Mini-lesson3-5 minutes for skills, strategies or reteaching problem areas

Components of a Guided Reading Lesson: Transitional Readers ComponentTransitional Readers Re-readingFamiliar books or the first half of the book if teaching from the second half in current lesson IntroductionSummary, overview of meaning, text structure chunking 1-2 words. Sample some pictures in the book Word WorkRecognize spelling patterns found in the book, word sorts, Making Words etc. Reading the new book or book sectionSilently read the assigned section of the book several times as the teacher “taps in” to listen to each child read and prompts as needed Retelling1-2 minutes of collective retelling sequence Mini-lesson3-5 minutes to focus on behaviors, skills, and strategies

Components of a Guided Reading Lesson: Self-extending Readers ComponentSelf-Extending Readers Re-readingThe last part of the chapter or section read yesterday IntroductionBrief overview or intro such as “Read to find out…” Word WorkSpelling patterns, Word Sorts, Reading the new book or book selection Reads the whole assignment independently at their desks taking notes, writing reflections or noting strategies used (15-30 minutes of reading per section) Retelling10 minutes to reconvene the group and discuss the section Mini-lessonBehaviors, skills, and strategies

What does a Guided Reading lesson look like? Warm-up or reread (Browsing Box) Introduction Word Work Picture Walk Strategies Reminders 1 st Reading Strategies Review Comprehension Discussion Word Work 2 nd Reading Extension Activity

Example Lesson Plan

What about kindergarten and fifth grade? Fifth Grade: Literature Circles Book Groups Literacy Menus Seatwork Kindergarten: Concepts of Print Reading Behaviors #docid= #docid=

Characteristics of Texts in Guided Reading Teachers can use the characteristics of text checklist to record behaviors of students in their reading groups. Characteristics of Text in Guided Reading using Leved Text- DRA.pdf Characteristics of Text in Guided Reading using Leved Text- DRA.pdf

Guided Reading Activity There are four different stations set up around the room Each station is divided by the grade level texts appropriate for that grade level (K- 3 rd grade) You will be numbered off to rotate through each grade level’s texts

Steps for activity: Read the characteristics for each level Choose one level in that grade level to focus on Discuss as a group what the characteristics for that level mean Discuss ways you could incorporate these characteristics in your Guided Reading lesson Use a blank Guided Reading Lesson Plan template to create a lesson plan for that book Share out with the rest of the group

Book Lists for Comprehension Skills y/numphrey/subjectpages/reading/booklist s.html y/numphrey/subjectpages/reading/booklist s.html Scott Foresman Leveled Readers:..\My Documents\Books_by_Skill(1).xlsx

Closure Activity Fold your paper in half Fold your paper in half again Draw a in the top right corner Draw a in the bottom right corner Draw a in the top left corner Write your name in the bottom corner

Closure Activity = Write 4 new ideas you learned (one on the outside of each side of the square) = How does Guided Reading help all of our students? (global) = Write down 3 questions you still have about Guided Reading.

Resources Guided Reading by Fountas and Pinnell Guiding Readers and Writers: Grades 3-6 by Fountas and Pinnell Making the Most of Small Groups by Debbie Diller Practice with a Purpose by Debbie Diller Reading With Meaning by Debbie Miller Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction by Donald Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston