1. Guided Reading – Grades 3-6
Diane Kennedy
Instructional Coach
Sioux Falls School District

2. Objectives of this Session
To provide a quick overview of Reading Workshop in the intermediate grades
To discuss the purpose/goals of guided reading
To discuss how to assess and group your students for guided reading
To provide you with interactive activities for before, during and after a guided reading lesson

3. Reading Workshop in Intermediate
Language/word work
Vocabulary Work Poetry
Spelling Sorts Read Aloud
Grammar
Guided Reading
Independent Reading
Literature Circles

4. Reading Instruction
Students must adjust their strategies as they read for different purposes or for new genres.
Students need to learn how to organize their knowledge in order to summarize or draw inferences from increasingly difficult text.
Explicit instruction is needed for most students and will make reading more meaningful.
Reading is thinking!

5. Best Practice in Reading
-Teacher reading good literature aloud to students
-Time for independent reading
-Children’s choice of their own reading material
-Balance of easy and hard books
-Exposing children to a wide and rich range of literature
-Teacher modeling and discussing his/her own reading processes
-Primary instruction emphasis on comprehension
-Teaching reading as a process
-Social, collaborative activities with much discussion and interaction
-Grouping by interests or book choice
-Silent reading followed by discussion
-Teaching skills in the context of whole and meaningful literature
-Writing before and after reading
-Use of reading in the content area
_Evaluation focused on holistic, higher order thinking processes
-Measuring success of reading program by student’s reading habits, attitudes and comprehension
-Students compelled to read aloud to whole class or reading group, being corrected and marked down for errors
-Exclusive emphasis on whole class or reading group activities
-Teacher selection of all reading materials for individuals and groups
-Exclusively difficult “instructional level” books
-Relying on selections in the basal
-Teacher keeping his/her own reading tastes and habits private
-Primary instructional emphasis on reading subskills such as phonics, word analysis and syllabication
-Teaching reading as a single, one step act
-Solitary seatwork
-Grouping by reading level
-Round robin reading
-Teaching isolated skills in phonics workbooks/drills
-Little or no chance to write
-Segregation of reading to reading time
-Evaluation focused on individual, low level subskills
-Measuring success of reading program only by test scores

6. Guided Reading
The aim of guided reading is to develop independent readers who question, consider alternatives, and make informed choices as they seek meaning
Margaret Mooney

7. Purpose of Guided Reading
To allow the teacher an opportunity to model how readers think, make personal connections to the text, and to go beyond the text.
To bring together groups of students who are similar in their reading behavior.
To provide specific and focused instruction
To teach at the cutting edge of your student’s understanding
To integrate content areas into reading
To meet the instructional needs of your students!

8. Setting Up Your Classroom
Classroom library that is labeled based on genre, author, theme, nonfiction, chapter, magazines, leveled
Go to Beth Newingham’s website to print out labels and see more examples

11. Other Areas in the Room Meeting Area for Read Aloud Smart board area
Writing Center with materials
Areas for small groups to meet
Technology
Reference area
Guided Reading area
Highlighters, writing material, dry erase boards,

12. Grouping and Selecting Text
Assess with DRA/STAR testing
Provides level, as well as strengths/weaknesses
Group for a variety of reasons:
Fluency Interests
Reading level Areas of concern
Text structure
Groups must be flexible!

13. Materials http://faculty.usiouxfalls.edu/arpeterson/ Basal
Leveled readers provided with basal or in book room
Magazine articles, such as National Geographic
Newspaper articles
Short passages
Poetry
Plays/Reader’s Theater
District library website

14. When we ignore the before stage of reading, rush students through the during reading stage, and focus all our attention on the after reading stage, we are working from the position of tester, not teacher. Real Reading, Real Writing: Content Area Strategies Donna Topping and Roberta McManus

15. Getting Your Community Of Readers Started
Guiding Readers and Writers Grades 3-6
Authors: Fountas and Pinnell
The First 20 Days
*Selecting books (how readers choose books, making good book choices)
*How to buzz about books.
*Fiction vs. Nonfiction (different kinds of
fiction/nonfiction)
*Writing responses to your reading
*Abandoning books

16. Before Reading Strategies
Introduce vocabulary
Predicting
Making connections
Questioning
Level the playing ground, welcomes everyone into the conversation and learning in our classroom
Activities: word sorts, anticipation guide, three columns, predict/view/prove

17. During Reading Strategies
Monitor reading
Inferring, making connections, synthesizing, predicting, questioning
Activities: word sort, “Prove It” with highlighters, write around the text

18. After Reading Strategies
Retelling/summarizing
Answering questions/more questions
Confirming predictions
Activities: word sort, which graphic organizer goes with this text, anticipation guide, reader’s notebook, interactive conversation , carousel walk

19. What are the rest of the students doing while you meet with groups?
Reader’s Notebook (see example)
Talking with others about their reading
Independent reading time
Working on any work from Guided Reading group
Computer research
Literature Circles/book clubs

20. Home/school Connection
Weekly reading logs
specific genre
basic
Grade level portaportals

21. Websites http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/

22. Any questions?