1. The Next Step in Guided Reading Jan Richardson Summer Professional Development August 2015 Lisa Talley Traci Haislip Della Nobles Emily Barnes

2. This book is a step by step guide to teaching guided reading using the following four elements. Analyzing reading assessments to identify and instructional focus Prompting students to use reading strategies when they encounter difficulties Teaching skills that are necessary and appropriate for a specific reading stage Utilizing guided writing to support and accelerate the reading process

3. A Quick Look at Guided Reading Reading/writing/word study within small groups Supports students as they are reading at their instructional reading level Teacher provides explicit instruction and scaffold support throughout the lesson Students are grouped by need or reading level Ideally, groups consist of no more than 6 students

4. Reading Stage Alphabetic Level Grade Level Emergent A-C K Early D-I 1 st Transitional J-P 2 nd -3 rd Fluent Q-Z 4 th -5 th

5. Pre A Lesson: Nonreader Focus Areas: visual memory, phonological awareness, concepts of print, phonemic awareness p. 56-75 Framework includes: p. 60 1. Working with letters and names 2. Working with sounds 3. Working with books 4. Interactive writing The lesson is 20 minutes and should include one activity from all four components Tracing alphabet book (less than 40 known letters upper and lower case) Video Clip (follow with the rubric on pp. 72-73)

6. Bathroom Break Questions? Write them on a sticky note and place on the PRE-A chart

7. Emergent Lesson: Levels A-C Focus areas for Emergent readers: one to one matching, sight words, left to right visual scanning, p.78-108 Framework: p.84 1. Sight word review p.86 2. Text Reading Before Reading p. 87 book introduction– “gist” statement vocabulary During Reading p. 88 text reading: NOT CHORAL OR ROUND ROBIN READING Use some sort of pointer instead of finger; begin to discourage pointing at Level C Prompting: Prompt when accurate, “how did you know that word was rock and not hill?” Miscue of known words: prompt student and say show me…..now go back and read that page

8. Emergent Reader continued…… After Reading p. 89 teaching points discussion prompt 3.Teach one new sight word p. 89- 90 4.Word Work p. 91-93 4.Guided Writing: Day 2 p. 94-95 Plan out your sentences for guided writing; include sight words you are working on ** Appendix in the back of the book Clips from Day 1 (sight word review/book introduction/reading) and Day 2 guided writing Follow rubric on p. 96-97

9. Early Lesson: Levels D-I p. 106 Framework includes: same as emergent level All 3 areas need to be present as you move up levels: accuracy, fluency, and comprehension Focus areas for early: monitor, decode fluency, retell, vocabulary, and deeper comprehension. Before Reading: p. 116-117 During Reading: p. 117-118 Target areas for prompting: p. 118 Gradually release your support/scaffolding Cover the ending model aloud during picture walk What can you cover? call on a student and ask what is happening What can you do? paired preview with a partner independent preview

10. Early Reading Level continued…. After Reading Teaching Points p. 119-123 Word Work: p. 125- 130 and Appendix Guided Writing: p.131-133 Clips from Day 1( new sight word/word work) and Day 2 guided writing

11. Break and Questions?????? Put questions on sticky notes and place on Emergent or Early chart

12. Jan Richardson’s Guided Reading Website www.janrichardsonguidedreading.com The Next Step Changing the way you teach reading is not going to be easy but you just have to do it. You will have days where things go great and there will be days that you wish you could do over. That’s all part of the learning process. Just reflect on your teaching and ask yourself, “Did my students learn something new today”, “Did I help them become better readers”, “What should I teach tomorrow?” Is guided reading worth it? Still have questions???? ltalley@hcps.us thaislip@hcps.us dnobles@hcps.us