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What does it look like: …at the table?

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Presentation on theme: "What does it look like: …at the table?"— Presentation transcript:

1 What does it look like: …at the table?
Guided Reading What does it look like: …at the table?

2 The primary focus of guided reading is to provide students opportunities to read increasingly difficult texts with the support of the teacher.

3 What do I need to get started?
Materials needed… Response sticks Highlighters Letter Tiles Word Cards Desk Reference Notebook for anecdotal notes Leveled Readers Teaching Wall Sticky Notes Pencils Stopwatch Calculator Question Cards

4 Guided Reading Components… K-2
Day 1 Whole Group Basal Before Reading: (15 min) Mini lessons: comprehension strategy and skill focus, Introduce vocabulary, Activate prior knowledge (prediction), Establish a purpose for reading During Reading: (15 – 20min) Read basal: choral reading (girls/boys…), shared reading (with teacher), CD recording (identify points to pause for discussion, answer questions, and check for understanding) After Reading: Check for understanding: (Summarizing, Share examples of strategy work, skill practice) Mental models, “reading between the lines”

5 Guided Reading Components… K-2
Recap/Reread Phonics/Word Work Introduce New Book Strategy Check “listening in”, anecdotal notes (Teacher can do a Running Record during this time.) 5. Return to Text “check for understanding” 6. Response/Extension (Teacher is doing a Running Record at the reading table!) Days 2-5

6 Pre-A and Emergent Readers (levels A-C)
Identification of letters and sounds Formation of letters Book and Print Awareness Introduction to sight words Decoding strategies

7 Components of GR for levels Pre-A-C: (Emergent Readers)
Working With Letters Working with Sounds Working with Books Interactive Writing

8 Early Readers: Levels D-I
Monitor by checking the meaning of the story and scanning the word for a visual match Problem-solve new words using a variety of strategies Reread at difficulty to access meaning and structure Read for fluency, phrasing and expression Make predictions Remember and retell what they have read Read and write a large bank of sight words Apply phonetic principles, such as blends, vowel combinations, silent e rule, and endings, in both reading and writing

9 Components of GR for levels D-I: (Early Reading)
Sight Word Review Introduce new book: picture walk, predictions, new vocabulary Teaching Points: (1-2 points daily- skill/strategy) Students Whisper or Quiet Read (no round robin) Teacher takes anecdotal notes/running record Discussion of book/pages- revisit teaching points Follow-up/ Guided Writing/ Retell

10 Transitional Readers (levels I/J-P)
Have large bank of sight words Still learning to decode big words Increase fluency Expand vocabulary Improve comprehension Can be found at any grade level Grade level Text Level Instructional Needs K & 1st above level I vocabulary and comprehension 2nd J-M decoding, fluency, vocabulary, retell 3rd-6th J-P self-monitoring, decoding, fluency, vocabulary, and retell Strong readers in K and 1st aree considered transitional readers even if they read fluently because they rarely have the vocabulary and background experiences to comprehend texts above 3rd grade level Average 2nd graders belong to this stage since they are still learning phonics skills, decoding strategies, and comprehension skills Intermediate students who lag behind their peers are often transitional readers who need to improved decoding skills, vocabulary strategies, and comprehension Once students are able to read and understand text at level Q, they rarely have decoding and fluency issues

11 Components of GR for Levels I/J-P: Transitional Readers
Introduction to book: predictions, new vocabulary, text features Teaching Points (choose 1-2 based on skill & strategy focus) Students Read Quietly or Silently- Teacher takes anecdotal notes/running record Discussion of book- refocus on teaching points Word Study (if appropriate) Follow-up

12 How do I know what level book I should be using with my students?
Running Records Running records can be done during guided reading lessons, but should not consume the entire guided reading block.

13 Progress Monitoring RR
Running Records Benchmark RR Done three times a year (initial, ongoing, summative) Use secured text Formal assessment Helps analyze errors Fluency rate is done every time! Comprehension/retell done every time! Should happen with little disruption of daily routine Benchmark Running Records MUST include accuracy, fluency (rate), and comprehension/retell Progress Monitoring RR Done anytime Use any text Less formal; used for day-to-day instruction Helps analyze errors Fluency rate is not always done, but should be done periodically Comprehension is not always done, but should be done periodically Should happen during daily routine

14 Daily Five Historical Overview 1970’s 1980’s 1990’s Now Purpose
We will all get through the story Kids must feel good about themselves. through the story with help. Every child deserves to be taught on their level at some time during the day Students learn reading strategies to access text Resource Basal One Anthology Class Sets of Trade Books Basal Anthology Trade books children could read “Level Books” Book Rooms Library Books of Choice Differentiation Whole group Reading groups Heterogeneous groups Guided Reading Small group – guided readers One on one Access Text Round robin You might not be able to read the text Each student reads text they can read Teach skills and strategies so student can read any text Each student has text they can read independently Daily Five

15 What should it look like in my classroom?
Routines should be in place. Students should be working independently: reading to self/someone, working with words, listening to books, writing,… Small groups should be meeting with teacher at reading table for guided reading lessons (with some exceptions) May be doing Running Records…

16 Center Rotation Management
Previewing and Setting Purpose Leveled Readers Non-verbal cues for management

17 Daily Five Management System /Structure Teaches/ Fosters Independence
5 Components: Read to Self Read to Someone Word Work Writing Listening to Reading The Daily Five does NOT hold content, it is a structure. Content comes from your curriculum. Daily Five is not a replacement for guided reading- it Is the structure in place so that guided reading can work effectively.

18 Guided Reading in Action
Cross Checking for Understanding Checking our Word Wall for Support

19 Anchor Charts- the heart of teaching structure

20 Reading to Someone

21 Lesson Formats… Guided Reading Lessons Focus Walls

22 “By following lesson plans and selecting a purpose for your guided reading groups, you will see radical improvements in children’s reading progress. Your focus will determine your effectiveness.” -Jan Richardson As Mike Rutherford would say “Clear learning goal”

23 References: The Next Step in Guided Reading Grades K by Jan Richardson, published by Scholastic, Guiding Readers and Writers by Irene Fountas and Gay Su Pinnell, Heinemann Publishers

24 ? Questions…

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