Monday, October 11, 2010

Guided reading is systematic and purposeful small group instruction designed to teach students strategies that they can then apply to their independent reading.

 Small group instruction aimed at meeting students’ needs and accelerating their learning  An opportunity for students to work at their instructional level  A time devoted to helping children become as independent as possible

 A teacher works with a small group  Children in the group are similar in their needs and are able to read about the same level of text  Teachers introduce the text and help students develop strategies for processing the text  Each child reads the whole text  Groups are flexible

Basic Structure:What it looks like: Before Reading:1.Book Introduction 2.Set Purpose 3.Give Expectation During Reading:1.Students are Reading! 2.You are listening in! * Have a plan for early finishers After Reading:1.Have a few questions planned ahead of time* 2.At least one question should relate back to your purpose 3.End by asking what they did as a reader today (Refer back to 5 domains/strategies)

Before ReadingDuring ReadingAfter Reading Teacher  selects an appropriate text, one that will be supportive, but with a few problems to solve  prepares an introduction to the story  briefly introduces the story, keeping in mind the meaning, language, and visual information in the text, and the knowledge, experience, and skills of the readers  leaves some questions to be answered through reading  “listens in”  observes the reader’s behaviors for evidence of strategy use  confirms student’s problem- solving attempts and successes  interacts with individuals to assist with problem-solving at difficulty (when appropriate)  records notes about the strategy use of individual readers  returns to the text to discuss the story with the students and to clarify, if necessary, what was read  invites personal response  returns to the text for one or two teaching opportunities such as finding evidence, discussing problem-solving, phonics, word work, or review of reading strategies  assesses students’ understanding of what they read  sometimes engages the students in extending the story  records observations and evaluates students’ reading to determine what future support is needed. Students  engage in a conversation about the story  raise questions  builds expectations  notice information in the text  read the whole text or unified part to themselves softly or silently (depending on whether the readers are emergent, transitional, or fluent)  request help in problem-solving when needed  discuss the story  check predictions, and react personally to the story or information  revisit the text at point of problem-solving as guided by the teacher  may reread the story to a partner or independently  sometimes engage in activities that involve extending and responding to the text  may engage in a few minutes of word work Adapted from Guided Reading, Good First Teaching for All Children by Fountas & Pinnell

- Notice the structure of the lesson - Notice the role of the teacher and students - Notice the use of skills and strategies

Fluent Readers Use….

Let’s examine our own reading strategy use… -- Mary Schulman Activity

 Reread or skip ahead when you realized meaning wasn’t clear?  Use text information to confirm your thoughts about the text?  Visualize?  Connect?  Question/ Wonder?

SKILLS  Item Knowledge  What-How?  What you teach STRATEGIES  Mental Processes  When-Why?  A way to do the skill "Today I'm going to teach you that one way to (skill) is by (strategy).” --Lucy Calkins

SUSTAINING STRATEGIES  Solving Words  Monitoring/Self Correcting  Searching  Predicting  Maintaining Fluency  Adjusting EXPANDING STRATEGIES  Making Connections  Visualizing and Inferring  Summarizing/Determining Importance  Synthesizing  Analyzing  Questioning  Evaluating/Critiquing

Characteristics of Emergent Readers: Mainly use pictures Know some sounds and letters Know about 10 high frequency words Beginning to use language pattern of book May use some features of print Responds by linking to personal experience Limited retelling If children do not know letters, there is no reason to delay their reading of text. They can continue to learn more about letters and words as they encounter them in texts! (Fountas & Pinnell) Approximately ages 2-7…..Preschool-Grade 1

 Directionality  Voice-Print Match  Book Front & Back  First-Last Letter in a Word  Locating Known & Unknown Information  Letter Sounds  Title, Title Page  Where to start reading  Basic Punctuation  Get your mouth ready  Word families  Rhyming  Endings (ing,er)

Characteristics of Early Readers: Rely less on pictures, and more on print Knows most or all letters and sounds Know about 20 high frequency words Begins to integrate strategies, & use cueing systems Fluent on familiar text Begins to retell Approximately ages 5-7… Kindergarten-Grade 1

 Self Correcting  Cross Checking  Unknown Word Strategies  Looking for chunks  Word Families  Endings (ed, s/es, ly)  Blends/Vowel Sounds  Extend understanding of punctuation

Characteristics of Transitional Readers: Notices pictures, but doesn’t rely on them Can identify punctuation marks Know about 40 high frequency words Good control of early reading strategies, working on later strategies Mostly fluent with phrasing Begins to read longer, more complex texts Retells; may include a more detailed beginning, including story elements. Can chart information accessed in text Approximately ages 5-7… Kindergarten-Grade 2

 Solidify use of cross checking, self correcting, self-monitoring, and use of unknown word strategies  Phrasing, Fluency, & Expression  Silent Reading  More Complex Punctuation  Extend Blends and Vowel Combinations  Story Elements/Genres

Characteristics of Fluent Readers: Flexible use of all sources of information Independent problem solving Can read and understand longer, more complex texts Read for different purposes and adjust their reading as necessary Read fluently with phrasing and expression Read more genres, and have a deeper understanding of the text Approximately ages 6-9… Grades 1-3

 Vary Rate With Purpose  Advanced Concepts About Print ( Charts, Captions, etc)  Various Text Structures  Vocabulary Development  Advanced Word Solving Strategies  Deeper Comprehension/ Response Activities

 Guided reading should occur on a daily basis…the strategies students learn will enable them to succeed in other content areas as well  Some groups will need more support than others…you need to plan for this in your schedule  Be flexible

 Designate a time for guided reading groups in your language arts schedule.language arts schedule  Gather and analyze data to form preliminary guided reading groups.  Establish routines for students.  Just get started!

 Have a small are where you can meet  Have materials such as dry erase boards/markers, sticky notes, highlighters, magnetic letters, counters, etc available  Set up your teacher materials based on your possible instructional focus (Think about the 5 Domains, or the Big 8!!)

 Determine what the other students will be doing while you are pulling groups.  Establish routines early. ▪ Centers ▪ Tickets Tickets ▪ Task Boards  Find a technique that works for your students and for you!

 Buddy Reading  Independent Reading (D.E.A.R.)  Word Work  Sorting Activities  Magnetic Letters  Journals  Dialogue Book  Big Books  Sketch Book (Use for story starters.)  Read the Room  Listening Center  Magazines / Newspaper Activities  Class Reporter Guided reading is a time during the day when you can personalize instruction for your students, and make a REAL difference in their learning! Please let me know how I can help you!