Transcript Guided Reading Power Point .Intro.

November, 2011 In-Service
What is Guided Reading?
 Guided Reading offers small-group support and
explicit teaching to help students take on more
challenging texts.
 As students read texts that are organized along a
gradient of difficulty, they expand their systems of
strategic actions by meeting the demands of
increasingly complex texts.
 Students provide evidence of their thinking through
oral reading, talk, and extension through writing.
Fountas & Pinnell, The Continuum of Literacy Learning,2007
System of Strategic Actions Wheel
Guided Reading is Part of a
Balanced Literacy Program
 Reading Aloud
 Shared Reading (Making Meaning/Making Meaning
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Vocabulary)
Guided Reading
Word Study (Fundations, Fountas & Pinnell, or
Spelling Connections)
Independent Reading (IDR)
Model Writing (BAW)
Independent Writing (BAW)
Balanced Literacy Follows the
Gradual Release of Responsibility
Model
 “I DO” (Direct Instruction)
 Read Aloud
 Shared Reading (MM & BAW)
 Model Writing (BAW)
 Word Study
 “WE DO” (Guided Practice)
 Shared Reading (MM & BAW)
 Guided Reading
 Model Writing (BAW)
 Word Study
 “YOU DO” (Independent Practice)
 Independent Reading (IDR)
 Independent Writing (BAW)
 Word Study
Characteristics of Guided Reading
Teacher works with small groups of children (4-6).
Book selections are based on student needs rather
than content area themes.
Each child reads the entire text, not just parts like
“round-robin” or “popcorn” reading.
Characteristics of Guided Reading
Continued
 The emphasis is on reading many books with
increasing levels of difficulty while focusing on
strategies.
 Ongoing assessment drives instruction.
 Assessments may include: running records, teacher
observations, anecdotal records.
More Characteristics of Guided Reading
 Students are grouped and regrouped based on their
demonstrated needs. Groups should be fluid.
 The goal is for students to read independently and
silently so they can interact with texts.
 Students are taught to problem solve using strategies
they have learned.
 When appropriate, teachers should incorporate the
strategies currently being taught in whole group
lessons.
Guided Reading in Grades K-2
 Leveled texts that can be read in one session are typically
used.
 Emphasis is more often on strategic actions within the text.
 Solving words
 Monitoring and correcting
 Searching for and using information
 Summarizing
 Developing fluency
 Strategic actions beyond the text and about the text are
also taught as appropriate.
Guided Reading in Grades 3 - 5
 Leveled texts can be read independently as well as during group
time.
 Emphasis is more often on strategic actions beyond the text and
about the text.
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Predicting
Making connections
Synthesizing
Inferring
Analyzing
Critiquing
 Strategies within the text are also taught as appropriate.
 Literature circles and strategy groups can function as guided
reading groups when students are independently applying the
appropriate strategic actions.
When should guided reading begin?
 For beginning readers, guided reading should start as
soon as students begin to understand some early
literacy concepts such as:
 Sense of how a story works
 Understanding that print carries meaning
 A limited sight vocabulary
 Some basic print concepts
 For independent readers, small group instruction
should begin as soon as reading needs and levels are
determined. Individual conferences should begin as
soon as IDR routines are established.
RTSD Expectations for Guided Reading
 Students should be reading materials at their
independent or instructional level at some point
every day
 Teachers will meet with small groups and/or
confer individually with students every day
Meeting with Students at Different
Levels
 Students who are reading below grade level should be met
with daily, either in teacher-led small groups, reading
support small groups or individual conferences with the
teacher
 Students who are reading on grade level should be met
with 2 to 3 times per week in small groups or individual
conferences
 Students who are reading above grade level should be met
with 1 to 2 times per week in small groups or individual
conferences
Plan for the remainder of our session
 Watch and discuss video examples of guided reading
 Explore The Continuum of Literacy Learning
 Opportunities for lesson planning, time permitting