Presentation on theme: "What does it look like: …at the table?"— Presentation transcript:
1 What does it look like: …at the table? Guided ReadingWhat does it look like:…at the table?
2 What materials will I need? Materials needed…Response sticksHighlightersLetter TilesWord CardsDesk ReferenceNotebook for anecdotal notesLeveled ReadersTeaching WallSticky NotesPencilsStopwatchCalculator
3 Guided Reading Components… 3-6 Day 1Day 1Whole Group BasalBefore Reading: (20 min)Mini lessons: comprehension strategy and skill focus,Introduce vocabulary,Activate prior knowledge (prediction),Establish a purpose for readingDuring 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)Mental models, “reading between the lines”
4 Guided Reading Components… 3-6 Days 2-5Days 2-5Small Group Leveled Readers1. Recap/Review of Comprehension Strategy and SkillIntroduce New BookStrategy 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!)
5 Transitional Readers (levels I/J-P) Have large bank of sight wordsStill learning to decode big wordsIncrease fluencyExpand vocabularyImprove comprehensionCan be found at any grade levelGrade level Text Level Instructional NeedsK & 1st above level I vocabulary and comprehension2nd J-M decoding, fluency, vocabulary, retell3rd-6th J-P self-monitoring, decoding, fluency,vocabulary, and retellStrong 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 levelAverage 2nd graders belong to this stage since they are still learning phonics skills, decoding strategies, and comprehension skillsIntermediate students who lag behind their peers are often transitional readers who need to improved decoding skills, vocabulary strategies, and comprehensionOnce students are able to read and understand text at level Q, they rarely have decoding and fluency issues
6 Components of GR for Levels I/J-P: Transitional Readers Introduction to book: predictions, new vocabulary, textfeaturesTeaching Points (choose 1-2 based on skill &strategy focus)Students Read Quietly or Silently-Teacher takes anecdotal notes/running recordDiscussion of book- refocus on teaching pointsWord Study (if appropriate)Follow-up
7 Fluent Readers (Levels Q-Z) Independent use of comprehensionstrategiesVocabularyDiscussion and responses to reading
8 Components for Fluent GR (levels Q-Z): Introduction to text: preview, predict, new vocabularyTeaching Points (strategy/skill)- teacher modelsStudents Read Silently & Respond- Teacher observesand checks- in and may question studentsDiscussion: share examples of teaching points
9 How do I know what level book I should be using with my students? Running RecordsRunning records can be done during guided reading lessons, but should not consume the entire guided reading block.
10 Progress Monitoring RR Running RecordsBenchmark RRDone three times a year(initial, ongoing, summative)Use secured textFormal assessmentHelps analyze errorsFluency rate is done every time!Comprehension/retell done every time!Should happen with little disruption ofdaily routineBenchmark Running Records MUST include accuracy, fluency (rate), and comprehension/retellProgress Monitoring RRDone anytimeUse any textLess formal; used forday-to-day instructionHelps analyze errorsFluency rate is not always done, but should be done periodicallyComprehension is not always done, but should be done periodicallyShould happen during daily routine
11 Daily Five Historical Overview 1970’s 1980’s 1990’s Now Purpose We will all getthrough the storyKids must feelgood aboutthemselves.through thestory with help.Every childdeserves to betaught on theirlevel at sometime during thedayStudents learn readingstrategies to access textResourceBasalOne AnthologyClass Sets ofTrade BooksBasal AnthologyTrade bookschildren couldread“Level Books”Book RoomsLibrary Books of ChoiceDifferentiationWhole groupReading groupsHeterogeneous groupsGuided ReadingSmall group – guided readersOne on oneAccess TextRound robinYou might not be able to read the textEach student reads text they can readTeach skills and strategies so student can read any textEach student has text they can read independentlyDaily Five
12 What will this 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…
13 Center Rotation Management Previewing and Setting PurposeLeveled ReadersNon-verbal cues for management
14 Daily Five Management System /Structure Teaches/ Fosters Independence 5 Components: Read to SelfRead to SomeoneWord WorkWritingListening to ReadingThe Daily Five does NOT hold content, it is a structure. Content comes from your curriculum. Daily Five is not a replacement for guided reading- itIs the structure in place so that guided reading can work effectively.
15 Guided Reading in Action Cross Checking for UnderstandingChecking our Word Wall for Support
19 “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 RichardsonAs Mike Rutherford would say “Clear learning goal”
20 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