Presentation on theme: "Guided Reading What does it look like: …at the table? Mia Johnson, Lora Drum."— Presentation transcript:
Guided Reading What does it look like: …at the table? Mia Johnson, Lora Drum
What is Guided Reading? “Guided reading is a teaching approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.” -Fountas and Pinnell
Guided Reading Components… K-2 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 min) 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) Day 1
Guided Reading Components… 3-6 Day 1 Whole Group Basal Before Reading: (20 min) Mini lessons: comprehension strategy and skill focus, Introduce vocabulary, Activate prior knowledge (prediction), Establish a purpose for reading During Reading: (20-30 min) 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: (5-10 min) Check for understanding: (Summarizing, Share examples of strategy work, skill practice)
Guided Reading Components… K-2 Small Group-Leveled Readers 1.Recap/Reread 2.Phonics/Word Work 3.Introduce New Book 4.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
Guided Reading Components… 3-6 Small Group-Leveled Readers Small Group Leveled Readers 1. Recap/Review of Comprehension Strategy and Skill 2.Introduce New Book 3.Strategy Check “listening in” and anecdotal notes (Teacher can do a Running Record during this time.) 4. Return to Text “check for understanding” 5. Response/Extension (Teacher is doing a Running Record at the reading table!) s 2-5 Days 2-5
Materials needed… Leveled Readers Teaching Wall Sticky Notes Pencils Stopwatch Calculator Response sticks Highlighters Letter Tiles Word Cards Desk Reference Notebook for anecdotal notes Be sure to put these materials on your supply list …
1970’s1980’s1990’sNow PurposeWe will all get through the story Kids must feel good about themselves. We will all get 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 ResourceBasal One Anthology Basal One Anthology Class Sets of Trade Books Basal Anthology Trade books children could read Basal Anthology “Level Books” Book Rooms Library Books of Choice DifferentiationWhole group Reading groups Whole group Heterogeneous groups Whole group Guided Reading Whole group Small group – guided readers One on one Access TextRound robin You might not be able to read the 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 Historical Overview
What should I see happening in the reading classroom? Routines should be in place (after about first 6 weeks of beginning of school. 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) Teacher may be conducting Running Records…
Let’s take a peek into a guided reading lesson…
Non-verbal cues for management Leveled Readers Previewing and Setting Purpose Center Rotation Management
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.
Focus Walls=Instructional Tools Model using the Focus Wall during your direct instruction lessons as a classroom resource for students
Rationale Purpose of guided reading is to meet the varying instructional needs of all students. Since teacher has carefully selected a “just right” text, students are successful and can practice strategies good readers use.
Two Essential Elements Text provides right level of support and challenge for the students’ abilities Text must be introduced in a way that gives children access to it while leaving some problem-solving to do.
Teacher Creates Learning Zone Carefully select text appropriate to reading level Introduce text Support and interact briefly with student during reading Teach with clarity after reading
Running Records Running records can be done during guided reading lessons, but should not consume the entire guided reading block. 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.
Running Records 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 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
“Zoom Lens” In each guided reading lesson, teacher is using a “zoom lens” to focus provide specific and focused instruction to a small group of students. Students’ needs are addressed at one particular point on the developmental continuum.
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
Components of GR for levels Pre-A-C: (Emergent Readers) Working With Letters Working with Sounds Working with Books Interactive Writing
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
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
Transitional Readers (levels I/J-P) Have large bank of sight words Still learning to decode big words Increase fluency Expand vocabulary Improve comprehension Grade level Text Level Instructional Needs K & 1 st above level I vocabulary and comprehension 2 nd J-M decoding, fluency, vocabulary, retell 3 rd -6 th J-P self-monitoring, decoding, fluency, vocabulary, and retell Can be found at any grade level
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
Fluent Readers (Levels Q-Z) Independent use of comprehension strategies Vocabulary Discussion and responses to reading - Literature Circles - Book Clubs - Book Projects * These students should be allowed to read books from a variety of levels after level N. They should not always be required to read only at their assessed instructional reading level. Some books at that particular level are not appropriate in content for the age of the student.
Components for Fluent GR (levels Q-Z): Introduction to text: preview, predict, new vocabulary Teaching Points (strategy/skill)- teacher models Students Read Silently & Respond- Teacher observes and checks- in and may question students Discussion: share examples of teaching points
“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
The Next Step in Guided Reading Grades K-8 by Jan Richardson, published by Scholastic, 2009 Guiding Readers and Writers by Irene Fountas and Gay Su Pinnell, Heinemann Publishers References: