1. Small Group literacy Instruction & strategies for extending students’ oral language
Both

2. Working Agreements Ask Questions and Construct Answers
Engage Fully and Embrace Discomfort
Integrate and Construct New Information
Open Your Mind to Diverse Views and Value Others’ Strengths
Utilize What You Learn, Share it, and Feed it Back
*LearningForward.org National Professional Learning Working Agreements
***** 21st Century Learning Elements
Kristen

3. Kristen

4. Fundamental Principles of Trust
Compassion: 1) Help students and parents feel understood  2) Know the difference between Formal Authority and Moral Authority 3) Understand how each personal action affects the rest of the organization
Openness: 1) See our own blind spots 2) Create a culture in which students feel comfortable talking about their mistakes 3) Give and receive feedback and criticism in high risk situations 
Reliability: 1) Aim for consistency  2) Align words and actions 3) Stick to principles in difficult situations
Expertise: 1) Do your students and parents trust that staff members know what they are doing and that they understand their needs and goals?  2) Are you an expert in what your students and their families experience?  Do you know what central obstacles they face? 
~ Dr. Hank Smith
Kristen

5. Learning intentions…
Participants will review the structure and purpose of a guided reading lesson.
Gain a better understanding of ways to extend student’s oral language through questioning and discussion techniques.
Laurie

6. “Between Us”
Spend a few minutes conversing with a partner of your choice
You will be introducing yourselves to the group as a couple not as individuals
The key to this introduction is numbers of items the two of you share in common
Each pair will share information using the following formula…
“Between us we have _______ items.”
Example: “Between us we have 47 pairs of shoes.”
Laurie

7. What is the purpose for guided reading?
Guided reading is a form of small group instruction in which we introduce children to the techniques of reading a new or unseen material for personal satisfaction and understanding.
Laurie

8. Purpose and Structure of Guided Reading
Number off 1-3
1’s will read the section: Defining Guided Reading (pages 12-13)
2’s will read the section: The Teacher’s Role (pages 14 – top of 16)
3’s will read the section: The Student’s Role (Middle of )
Read and annotate with the following: I totally agree
New learning
What does this mean
Materials: copies of Guided Reading text p / poster paper with Reading Titles Laurie – Explain directions
Presenter 1: Share slide, participants will number off and read assigned sections silently to themselves.
Number off 1-3. Participants can stay at their tables, read their sections and share with their table groups highlights of sections.
Finally, a 1, 2, and 3 will converge to discuss their section of the article. Share out whole group.

9. Basic Steps to a Guided Reading Lesson
Before Reading (1-2 min.)
During Reading (8-12 min.)
After Reading (2-3 min.)
Carousel activity: Hang three posters around the room with a different heading on each one (see slide). T-Chart posters
Kristen Review posters
Presenter 1: Have participants number off Assign a poster to each group and have them write down what happens during each step of a GR lesson, based on the reading. After 5 minutes or so, have them rotate through the next poster and add to the previous group’s notations. Repeat until all posters have been visited
Presenter 2: Give the participants time to look at each poster AND/OR have them return to their seats and discuss what they wrote whole group. At end of activity, pass out “basic steps” handout.
As you go over basic structure of a Guided Reading lesson, emphasize that the bulk of the time is spend reading the text.
Some considerations (refer to the “basic steps” handout):
Planning
Select a text at instructional level and read it ahead of time. Prepare a brief introduction and decide if there is any vocabulary to call students’ attention to.
Before Reading (1-2 min.) Introduction of new book (brief), may include a few strategic words (vocabulary or sight words) or phonics principles. Engage the students in a brief discussion to activate background knowledge.
During Reading (8-12 min.) Students read book at their own pace; teacher listens for what cues students are using and not using and provides responsive feedback.
After Reading (2-3 min.) Allow all students to engage in a discussion of the text to promote oral language and gauge comprehension. Mini-lesson around cues and prompts. Brief work with letters, phonics, words on wipe-off boards.
Address the language (speaking) during “after the reading”. 3 Specific strategies – partners (encourage student to student conversations) / sentence starters/ open ended questions (requiring more than one word responses).

10. The structure for guided reading…
Choosing the text – appropriate instructional level
Introduce the text – 1-2 minutes
Students read the text – the greater part of the lesson (8-12 minutes)
Comprehensive conversation – promote shared thinking supporting students understanding of the text
Kristen

11. Before Reading 1. Choosing the text
Select a text at the appropriate instructional level
Read text ahead of time to find parts that might trick students
Prepare a brief introduction
Decide if there is vocabulary to call to student’s attention
Plan for opportunities for students to discuss the text
Kristen

12. Before Reading 2. Introducing the text (1-2 min)
Read the title and preview the book by showing illustrations and briefly introducing the story
Call attention to any words that were already identified or words that might trick students
Leave the “heavy lifting” for the students
Scaffold depending on student abilities and familiarity of content
Activate student’s background knowledge
Kristen

13. During Reading 3. Reading the text (8-12 min)
Students read the text at their own pace
“Listen in” and observe each student’s reading
Confer with individual students and use prompts to help them problem solve and move them closer to independence
Kristen

14. Reading Strategies Chart
During Reading
Reading Strategies Chart
Presenter 2: Take out the “Reading Strategies Chart” (white paper) and look back at the systems of strategic actions.
Which actions do these strategies support? (solving words, monitoring and self-correcting, etc…). Provide and explain “Prompts for Strategy Level Thinking” AND/OR connect to Prompting Guide.
Kristen

15. After Reading 4. Comprehension conversation (3-4 min)
Quick check for comprehension
Promote shared thinking and student to student conversation
Help student attend to “full meaning” and “big ideas” of the text
Kristen

16. Extending students’ oral language through questioning & Discussion…
Open-ended – questions that are planned and require more than one word responses
Talking partners - student to student discussions (A/B)
Try for 5 – contingent conversations- – using student responses to extend language
- “Tell me more about that…”
- “ How does that work?”
- “I heard you say ____, can you explain your thinking?”
- “ And…. What else?...”
Provide small handout with examples and have audience practice a Try for 5
We provide topic based on the reading. – A/B Partners Partner A – The Teacher’s Role during small group instruction Partner B – The students role during small group instruction
Laurie

17.
During the video be looking at the structure of guided reading and note student speaking opportunities and how the teacher extended student language.

18. Video discussion…
What did you notice about the structure of the lesson?
What were some of the speaking opportunities?
How did Kristen extend their language?
Were there any missed opportunities for students to extend their language?
Notetaker provided Laurie

19. Questions?
Both

20. Summarize your learning…
What is one important idea you learned or were reminded of today?
What is one way you might use the idea?
How would you like to explore the idea further?
Bring pouches… have teachers write these down on 3X5 cards

21. kconway@washoeschools.net lacampbell@washoeschools.net