Transcript Guided Reading - Children and Reading Equal Success

Guided Reading in
Grades 3 - 6
by
Tracy Conn
The only way to make learning to read easy , is to make the reading easy.
Frank Smith
Guided Reading is…
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the bridge between shared reading and independent reading
a small group instructional model in which teachers work with students of
similar reading abilities
a process that teachers can use to guide students to talk, think, and
question their way through text
an opportunity for the teacher to evaluate the child’s reading in action
an opportunity for students to use strategies and skills
a part of a balanced reading program that allows the child to discover that
reading is: communication, enjoyment, and information
a way to support children’s reading in instructional-level materials
an opportunity to teach literacy procedures, concepts, skills, and strategies
during minilessons
Reading Materials
In guided reading, every child needs a copy of the reading material. A
variety of reading materials are appropriate for guided reading
lessons. The only requirement is that they must be matched to the
group’s instructional reading level.
 Trade books
 leveled books
 Basals
 Poems
Resources:
Fountas and Pinnell, 2001. Guided Reading
Guided Reading: What It is and
How It Fits Into a Comprehensive
Literacy Framework
Before Reading: Tune In to the Text
 During Reading: Read the Text
 After Reading: Return to the Focus and
Dig Deeper to Extend Thinking About the
Text
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Why and How Do We Use Guided
Reading in the Intermediate
Grades?
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An approach that you can use to support and meet the needs of
intermediate students as they progress and encounter increasingly
challenging tests
An opportunity for teachers to introduce students to texts that are
accessible and comprehensible, and that offer occasions to extend
their reading ability and learn
A powerful way to reinforce and explicitly teach as necessary
multiple reading strategies and skills that you ultimately want
students to use on their own during independent reading
Grouping Strategies
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Ability – Groups are formed according to similar reading ability. Books are matched to
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Specific need/focused task – Groups are formed according
the readers’ instructional level; text provides sufficient support and manageable challenges for
students to read successfully, and to move forward. (DIBELS, MAZE, DRA, San Diego Quick)
to similar needs. Explicit instruction is given to help readers learn what they need to know in order
to move forward, such as how to select appropriate books, read punctuation, preview a book, and
so on.
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Reading strategies – Groups are formed to explore reading strategies
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Interest – Groups are formed according to similar interests. Focus may include topic,
the “in the head” processes that readers use to build meaning and understanding when reading,
such as monitoring, self-correcting, visualizing, and so on. (START ppt)
genre, series, or author readers care about and want to pursue further – such as shark, mystery,
Roald Dahl, and so on.
Reading Components of a
Comprehensive Literacy
Framework
Read-Aloud – Reading To
 Shared Reading – Reading To/With
 Guided Reading – Reading With
 Buddy Reading - Collaboration
 Independent Reading – Reading By
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Learners’ Needs
Instructional Approach
Text
Possible Comprehension Strategies
Possible Instructional approaches
Possible Types of Texts and Formats
Learners Needs
What do students already know?
 What do they need to know?
 DRA and Spelling Inventories are useful.
 Comprehension Strategies.
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Instructional Approaches
How much support you need to offer
 Read-Aloud
 Shared Reading
 Guided Reading
 Literature Discussion Groups
 Partner Reading
 Independent Reading
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Text
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Picture Book (Yes! for older students)
Big Books
Text on Overhead Transparency, or Smartboard
Charts
Novels
Trade Books
Periodicals
Poetry
Articles
Websites
Assessing Students and Forming Guided
Reading Groups
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Ongoing Assessment Builds a Profile of Each
Reader
Teach and Reflect
Gather Assessment
Information
The Reader
Plan for Instruction
Analyze, Reflect, and Evaluate
Begin with the End in Mind
Identify desired results.
 Determine acceptable evidence
 Plan learning experiences and instruction
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On Going Assessment Builds a
Profile of Each Reader
Individual Reading Conferences
 Anecdotal Records
 Reading Interviews and Surveys
 Record of Oral Reading
 Retelling
 Reading Log
 Reading Response Journal
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Organizing, Storing, and Using
Assessment Information
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Show example of student notebooks.
Using Assessment to Inform Instruction:
Forming Guided Reading Groups
Spelling Inventory
 DRA2
 Cloze
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A Practical Framework for Planning
and Teaching Guided Reading
Lessons
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Set a focus for the lesson.
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Choose the text.
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Before reading: Tune in to the text.
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During reading: Students read the text.
What do the students need to learn based on
ongoing observation and assessment?
What text will provide a high degree of support and
manageable challenges?
What is the best way to introduce the
text so students can access their background knowledge, engage in some
discussion, and prepare for the reading?
What are the student’s and
teacher’s role during reading?
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After reading: Return to the focus and dig deeper. How will
conversation and discussion support and extend the focus of reading and
fuller understanding?
Exploring Key Reading Strategies
in Guided Reading
http://reading.ecb.org
 START (Student and Teachers Actively
Reading Text)
 CAFÉ book (part of the Daily 5)
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Strategies
Rivet
 DR-TA
 Give Me Five
 Gist
 Predict, Apply, Retell
 Think Tac-Toe
 Question Cards
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Organizing and Managing the
Classroom Environment for Literacy
Instruction
Debbie Dillar – Literacy Work Stations
 Daily 5
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Putting It Into Practice: Model
Guided Reading Lessons
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Video of lesson
Resources
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Pinnell, G.S. Guided Reading Program – Teacher’s Guide. New York: Scholastic.
Schulman, M.B. Guided Reading in Grades 3 – 6. New York: Scholastic
Fountas, I.C., Pinnell, G.S. Guided Reading Good First Teaching for All Children. Portmouth, NH:
Heinemann.