1. LITERACY-BASED DISTRICT-WIDE PROFESSIONAL DEVELOPMENT Aiken County Public School District January 15, 2016 LEADERS IN LITERACY CONFERENCE

2. Navigating the Roadblocks of Guided Reading LEADERS IN LITERACY CONFERENCE

3. Today’s Agenda Welcome Components of Guided Reading Data Collection and Intentional Planning Closing

4. Presenters Julie Yonn – Reading Coach, Byrd Elementary jyonn@acpsd.netjyonn@acpsd.net Breanne Creswell – Reading Coach, Aiken Elementary bcreswell@acpsd.net bcreswell@acpsd.net

5. Learning Outcomes Participants will: use data to form Guided Reading groups and drive instruction. identify the components of the Guided Reading Lesson.

6. Road Map Review the Components of a Guided Reading Lesson Short Videos to Guide our Thinking Use Data to Drive Establish Groups Reflection Tools

7. Essential Questions How can data be utilized to form Guided Reading small group instruction? How do the necessary components of Guided Reading support teachers in planning for effective Guided Reading instruction?

8. Courtesies Be professional in your use of technology. Be polite when defending your positions. Be present in reflections and discussions. Please limit side bar conversations to turn and talks.

9. Parking Lot During our presentation, if you have any questions for the good of the group. Please write these down on a sticky note and place them on the Parking Lots posted on each side of the room. If you have questions that you would prefer to ask in private please email one of the presenters or after the presentation.

10. Note Taking Brain Dump Page - Blue Lesson Plan- Yellow Literacy Model Guided Reading Self-Reflection Rubric –White Jan Richardson Lesson Plans

11. Activator Guided Reading is…. On Chart paper with your group, please include your knowledge of what Guided Reading is, looks like, etc.

12. What is Guided Reading? Guided Reading enables children to practice strategies with the teacher’s support and leads to independent reading.

13. Guided Reading is.. The opportunity to develop as an individual reader while participating in a socially supported activity. The time for teachers to observe individuals as they process new texts. The opportunity to develop reading strategies so students can read increasingly difficult texts independently.

14. Guided Reading is… the time for children to enjoy and have successful experiences in reading for meaning. an opportunity for students to develop abilities needed for independent reading. an opportunity for children to learn how to introduce texts to themselves.

15. Reflection: Turn and Talk Why is Guided Reading important? Share

16. Why Guided Reading? The purpose of guided reading is to enable children to use and develop strategies "on the run." They are enjoying the story because they can understand it; it is accessible to them through their own strategies supported by the teacher's introduction.

17. Structure of Guided Reading Lesson Introduction to the Text (Book Introduction) Reading of the Text Discussing the Meaning Teaching for the Processing Strategies Work Work (varies based on Grade Level and School) Extending the Meaning (Writing, Drawing, or Extended Discussion of the Text)

18. Book Introduction Overview of the book – 1 or 2 sentences what the story is about? Activate prior knowledge Preview of the pictures to gather meaning Introduce new vocabulary Introduce unusual structures

19. Book Introduction Clemson Reading Recovery Website: http://readingrecovery.clemson.edu/index.php/reading/guided- reading/levels-13-16/level-13-lesson-day-1

20. Reflection: Turn and Talk What did you notice? Turn and talk with your table partner(s) for 1-2 minutes about what you saw in the video

21. Reading of the Text Students are whisper reading Teacher rotates to listen to each student. Teacher takes anecdotal notes as the student reads. Teacher prompts students to use strategies. Observe strategies being used by the student.

22. Reading of the Text Clemson Reading Recovery Website: http://readingrecovery.clemson.edu/index.php/reading/guided- reading/levels-13-16/level-13-lesson-day-1

23. Reading of the Text What did you notice? Turn and talk with your table partner(s) for 1-2 minutes about what you saw in the video

24. After Reading: Meaning Check for understanding of text Gather evidence of comprehension – what does the student say about the text? Students pose questions or clarify their understanding Discuss the meaning of the text together Questioning, Summarizing, Restating, and add to their comments

25. Teaching Points: Strategies Praise Point: “I like the way you…” “Readers…..”, etc. Always take back to text to demonstrate or reinforce aspects of reading Select 1 or 2 teaching points

26. Teaching Points: Strategies Some Examples of Teaching Points: Solving words Monitoring and checking Searching for and using information (MSV) Summarizing Fluency, phrasing, adjust reading Explicit demonstrations of strategic actions

27. Teaching Points: Strategies (continued) Setting a purpose Genre Predicting Making connections Synthesizing Inference Analyze Critique

28. Teaching Points: Strategies Clemson Reading Recovery Website http://readingrecovery.clemson.edu/index.php/reading/guided- reading/levels-13-16/level-13-lesson-day-1

29. Reflection: Turn and Talk What did you notice? Turn and talk with your table partner(s) for 1-2 minutes about what you saw in the video

30. Word Work “In addition, an important component of a guided reading lesson is some brief but focused attention to words and how they work. This quick word work should address the students’ needs in visual processing. The goal is to build their fluency and flexibility in taking words apart.” (Fountas and Pinnell, The Continuum of Literacy Learning)

31. Word Work Some examples could include: Letter-sound relationships Using analogy (word families) Clapping syllables, stretching words, making sounds of words (not sound it out) Elkonian Boxes (sound or letter boxes) Breaking words apart/Taking words apart Prefix, Suffix, Compound words Sight Words

32. Word Work Ways to Work with Words: Magnetic Letters White Boards and markers Paper Pencils, markers Make or take words apart (change beginning letters or word parts) Rice, sand, chalkboard, gel boards

33. Word Work Clemson Reading Recovery Website http://readingrecovery.clemson.edu/index.php/reading/guided- reading/levels-13-16/level-13-lesson-day-1

34. Reflection: Turn and Talk What did you notice? Turn and talk with your table partner(s) for 1-2 minutes about what you saw in the video

35. Extending the Meaning/Guided Writing Writing Drawing Extended Talk Understanding the text Dictated Sentence Reader’s Response

36. Extending the Meaning/Guided Writing Clemson Reading Recovery Website http://readingrecovery.clemson.edu/index.php/reading/guided- reading/levels-13-16/level-13-lesson-day-2

37. Reflection: Turn and Talk Turn and Talk with your table group about the components of Guided Reading: I wonder... I am thinking about.... An aha moment.....

38. What are the other students doing? In order for guided reading to be effective, the teacher must work without interruptions. Students must be independently engaged in literacy activities (Richardson, 2009, pg. 19) Students should be engaged in authentic reading, writing and research activities.

39. What data can I use to drive my instruction? Formal Data: Fountas and Pinnell SRI DRA 2 + Running Records Observation Survey/(Reading Recovery) Informal Data: Running Records Reading Logs Writing Engagement Inventory Reading Interest Inventory Checklists – letters, sight words, etc. Ancedotal Records

40. I have the data, what do I do now? Determine the accuracy level Analyze errors (MSV) Analyze strategies Assess Fluency Assess Comprehension Now, select a focus of instruction. What is your expected outcome?

41. 2 nd grade Example of Groups Group 1: (F&P Text Levels F&G - Decoding) Student 1 (F) Student 2 (G) Student 9 (F) Group 2: (F&P Text Levels H – Decoding & Fluency) Student 3 (H) Student 10 (H) Student 14 (H) Group 3: (F&P Text Levels I-J Fluency & Summarizing) Student 4 (I) Student 12 (I) Student 5 (J) Student 11 (J) Group 4: (F&P Text Levels K - Inference) Student 6 (K) Student 7 (K) Student 12 (K) Student 13 (K) Group 5: (F&P Text Levels L - Synthesizing) Student 8 (L)

42. Structures of Guided Reading Planning Book Choice How did the teacher decide what her Teaching Point would be? Strategies Word Work Writing

43. Complete Lessons Day 1: http://readingrecovery.clemson.edu/index.php/reading/guided- reading/levels-13-16/level-13-lesson-day-1http://readingrecovery.clemson.edu/index.php/reading/guided- reading/levels-13-16/level-13-lesson-day-1 Day 2: http://readingrecovery.clemson.edu/index.php/reading/guided- reading/levels-13-16/level-13-lesson-day-2

44. Road Hazards Instead of Choral Reading or Round Robin Reading Instead of worksheets of skill and drill Instead of Basal readers use Whisper Reading, Tubaloos, move to listen to readers use authentic reading and writing tasks. equip students with strategies to apply skills. use Leveled Text

45. Essential Questions How can data be utilized to form Guided Reading small group instruction? How do the necessary components of Guided Reading support teachers in planning for effective Guided Reading instruction?

46. Closing Guided Reading is.... Review your current Guided Reading Anchor Chart; what do you need to add, tweak or delete. Share Questions and Concerns Temperature Check

47. Closing