Transcript Teaching Guided Reading Catch a Falling Reader
Teaching Guided Reading
Catch a Falling Reader
Edgewood Independent School District October 10, 2011
Teaching Guided Reading: Catch a Falling Reader
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Introduction
• Welcome from Phyllis Glassman and Michele Rodgers • Our topic:
Teaching Guided Reading Teaching Guided Reading: Catch a Falling Reader
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Who’s here?
1. Cisneros 2. Gardendale 3. H.B. Gonzalez 4. L.B. Johnson 5. Las Palmas 6. Loma Park 7. A. Perales 8. Roosevelt 9. Stafford 10.Winston
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Thank you
• EISD Literacy Coaches • 1 st and 2 nd grade teachers • Principals District level ~ • Dr. Jose Cervantes • Dr. Mary Miller • Sandra Lomas • Anna Nieto • Elizabeth Martinez • Erlinda Rodriguez
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Handouts
Please look at the handouts in your folder.
• Agenda • References • Note pages • Resources
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Goals
• Acknowledge your existing literacy teaching and learning beliefs • Discuss teaching the essential elements of reading instruction • Support your guided reading instruction using the EISD Literacy Framework for grades 1 and 2 • Share strategies for teaching guided reading to striving readers
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Norms
• Start and end on time • Cell phones on vibrate • Respond to the quiet hand signal • Other suggestions ~
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References
• Current literacy research by Gay Su Pinnell and Irene C. Fountas • Edgewood ISD Literacy Framework • Texas Journeys/Senderos • Scholastic Guided Reading
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Additional References
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Sharing Experiences
Inside/Outside Circle • Please form two circles, an inside circle facing out and an outside circle facing in to talk to different partners.
• On the signal, tell each other your names and take turns answering the questions .
• Partners share with each other and recognize the quiet hand signal .
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Striving Readers
• Students not reading on grade level as identified by TPRI/TEJAS and other assessments • Usually identified in K -3 rd grade • 8 million striving readers across 4 th 12 th grade
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Catch a Falling Reader
• Please write the name of a striving reader on your star.
• Find someone to share information on that student.
• Reflect on strategies during the session.
• Write new strategies .
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What is Guided Reading?
”Guided reading is a highly effective form of small group instruction students to . Based on assessment that they can be taught together independently at about the same level effective processing , thus expanding , the teacher brings together a group of students who are similar enough in their reading development . They read and can take on a new text selected by the teacher that is just a little more challenging. The teacher supports the reading in a way that enables read a more challenging text with their reading powers .” ~
Irene Fountas and Gay Su Pinnell
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Guided Reading…
• is a teacher-directed activity for small groups of students with a similar need.
• uses texts at the student’s instructional level to provide the necessary support and challenges during the lesson.
• involves intensive teaching, with the teacher supporting students as they talk, read and think their way through a text.
• involves students practicing strategies that will enable them to read independently.
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Purpose of Guided Reading
• Teachers select books that students can read with
90-94% accuracy
.
• Teachers use focus or
teaching
points.
• Students focus on
comprehension
, vocabulary and fluency.
• Students use
problem-solving strategies
.
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Matching Books to Readers
Teachers choose leveled books that…
• Match their knowledge base.
• Help them take the next step in learning to read.
• Are interesting to them.
• Offer enough challenge to support
problem solving
while still supporting fluency and meaning.
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Dynamic Grouping
• Allows children to support each other • Grouped by assessments for strengths • Grouped by appropriate level of text difficulty • Promotes temporary & flexible groups • Uses a variety of leveled books • Provides for evaluation based on daily observations
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Teaching Tips
• Please watch
Modeling Guided Reading FAQ
.
• Take notes on the tips that would enhance your teaching.
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Modeling Guided Reading FAQ
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Teaching Tips DVD
Table Discussion ~
• Which teaching tips were helpful?
• How could you use the suggestions to enhance your guided reading instruction for striving readers?
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Edgewood ISD Literacy Framework
• Purpose of Instructional Reading : To engage students in learning or acquiring reading proficiency at their instructional level.
• Definition of Instructional/Guided Reading students on things such as specific : Using carefully selected materials based on students’ instructional reading levels, interests, and needs, teachers work with small groups of comprehension skills, reading strategies and fluency .
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Texas Journeys/Senderos
Leveled Readers: On, Above, Below and ELL
Purpose ~ • Support for small group placement.
• Use readers that provide leveled Guided Reading instruction vocabulary and fluency.
and practice comprehension skills,
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Scholastic Guided Reading Programs
• Support a comprehensive reading program by integrating guided instruction, assessment, and independent practice into your classroom.
• Utilize books leveled from A to Z according to the Fountas & Pinnell system.
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EISD Guided Reading Sequence
Lesson Plans ~ • Monday - Vocabulary Readers • Tuesday - Leveled Readers: Build Background Knowledge, Introduce the Text and the Read the Text • Wednesday - Leveled Readers: Read the Text again, Respond to the Text, Phonemic Awareness or Word Work
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EISD Guided Reading Sequence
Lessons Plans ~ • Thursday the Text - Leveled Readers: Read the Text again then Writing About • Friday - Running Record Form
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EISD Lesson Plans
Please highlight the Below Level Plans for the informational texts.
Grade 1–The Sun • Selection Summary • Characteristics of the Text Grade 2 – Staying Healthy In Space • Selection Summary • Characteristics of the Text
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Tuesday
• Build the Background • Introduce the Text • Words to Know • Read the Text What did you highlight?
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Wednesday
• Reread the Text • Respond to the Text – Personal Response – Ways of Thinking • Choices for Support – Concepts of Print – Phonemic Awareness or Word Work What did you highlight?
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Thursday
• Reread the Text • Writing About Reading – Critical Thinking – Responding – Target Comprehension Skill – Practice the Skill – Writing Prompt What did you highlight?
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Friday
Running Records • Weekly assessment for vocabulary, comprehension, and decoding, weekly fluency plan
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Appropriate Levels for Grouping
Instructional Level • Levels A – Z –90% to 94% accuracy and Satisfactory Comprehension Independent Level • Levels A – Z –95 % accuracy and Satisfactory Comprehension
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Anecdotal Records
• Document an informal observation of what students are learning.
• Record observations as anecdotal notes while the student reads the text during guided reading. • Allow teachers to assess children's understanding of specific reading.
• Guide the teacher’s planning .
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Kidwatching
• What strategies do they use?
• What are their strengths and weakness? • What do they do when they get stuck? Do they give up easily?
• Do they learn from the lessons?
• Do they read with understanding ? ~ Yetta Goodman, Kidwatching: Documenting Children’s Literacy
Development
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New Teacher Scenario
Think, pair and share ~ • Read the 5 .
scenario on page • Imagine that you are the veteran teacher.
• What are the positives and challenges for each day?
• What suggestions would you give to Paul, the new teacher?
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Lesson Plans Discussion
• What are the positives of the EISD sequence?
• What are the challenges ?
• What are your suggestions for the new teacher?
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•
Note to Self
• What does this mean to you?
• How can you use the information to support your striving readers ?
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Steps to Effective Guided Reading
• Keep groups interchangeable.
• Select appropriate and purposeful text.
• Engage in ongoing assessments .
• Set only one or two teaching goals for each lesson.
• Engage children in talking, reading and thinking .
Source: Min Hong, Teaching First Grade: A Practical Guide 37
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Scholastic Teaching Cards
Please highlight important points.
Book Title –Chocolate Fever –Level O
• Summary & Standard • Making Connections • Vocabulary • Genre • Supportive Book Features • Challenging Text Features • ELL Bridge
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Scholastic Teaching Cards
Please highlight important points.
Teaching Options
• Developing Comprehension • Identifying Problem/Solution • Developing Phonics and Word-Solving Strategies • Developing Fluency • Oral Language/Conversation • Extending Meaning Through Writing • Other Books
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Comparisons
• Grade 1- look at a Scholastic Guided Reading Teaching Card for level B, D, E, or F.
• Grade 2- look at level G, H, I, J, K, M • Read the strategies for ELLs .
or N.
• Scholastic - Look at the Implementation or Teacher’s Guide for Prompts to Support Problem-Solving Strategies Records for the level. and the Running • Make comparisons using a Texas Journeys/Senderos lesson plan for the same level .
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Comparisons
• Chart the similarities and differences.
• Literacy Coaches record and report out for 1 st grade teachers.
• 2 nd grade teachers select a recorder and a reporter.
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Comparisons - Grade 1
1. Cisneros and Gardendale – Trip to the Rock and Fishing - Level B 2. H. B. Gonzalez and L.B. Johnson –Dogs and
Baby Animal Learn – Level B
3. Las Palmas and Loma Park- Bear Swims and
A Bug, a Bear and a Boy – Levels E and F
4. A. Perales and Roosevelt – In the Sea and
Little Turtle – Level D
5. Stafford and Winston –A Chunk of Cheese and A Bug, a Bear and a Boy – Level F
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Comparisons - Grade 2
1. Cisneros and Gardendale - Aldo and Abby and Shoo, Fly Guy! – Level I 2. H. B. Gonzalez and L.B. Johnson – Our Library and Andy Shane and the Very Bossy Dolores Starbuckle – Levels I and K 3. Las Palmas and Loma Park – Coyote and Rabbit and Fables - Levels M and N 4. A. Perales and Roosevelt - A Snowy Day and What will the Weather Be Like – Levels G and H 5. Stafford and Winston – From Sheep to Sweater and All About Things People Do - Levels J and K
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Gallery Walk
• Post the Comparison Charts.
• Please notice the similarities and differences for the lesson plans and teaching cards.
• Reflect on how you can use the information.
•
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Comprehension Strategies in Texas Journeys and Scholastic
Systems of Strategic Actions
Thinking Within the Text • Solving words • Monitoring/ Self-correcting • Gathering • Summarizing • Maintaining Fluency • Adjusting
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Comprehension Strategies in Texas Journeys and Scholastic
• Thinking Beyond the Text – Predicting – Connecting – Inferring – Synthesizing • Thinking About the Text – Analyzing – Evaluating
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EISD Teacher Behavior
Please refer to page 7.
• Administer a diagnostic assessment .
• Establish flexible reading groups.
• Engage students in the reading process (Predicting, clarifying, questioning, summarizing, and responding/reflecting).
~ Edgewood ISD Literacy Framework Part 7. Component Descriptions- Grade Level: First and Second Grade Section 2: Instructional/Guided Reading
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EISD Teacher Behavior
• Provide explicit instruction to teach reading skills.
• Record observations as anecdotal records during guided reading.
• Connect writing, speaking and listening.
reading to
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Student Strategic Behavior
• Reading aloud/whisper reading • Solving the words • Self-monitoring their reading • Self-correcting when necessary • Answering questions • Remembering information • Sustaining fluent and phrased reading • Adjusting their reading
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Student Strategic Behavior
• Asking relevant questions • Practicing the reading process (predicting, clarifying, summarizing, responding, reflecting) • Synthesizing new information • Making connections • Reading “between the lines” • Think analytically about a text • Think critically about a text
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EISD Intentional Strategy/Instruction
Please look at page 8 ~ Intentional Strategy: what does it look like in a reading lesson?
• Name the strategy (Declarative Process) • When the strategy is used (Conditional Process) • Why the strategy should be used (Conditional Process) • How the strategy is used (Procedural)
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EISD FOCUS WALL
• Provides a weekly classroom look at the literature and skills that provide the focus for each week .
• Is a poster that has the vocabulary, strategy for the week, basically the focus or purpose of the week's lesson. • Used as an instructional tool for intentional strategies .
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Reflection
Turn and Talk ~ • How can you use the information to teach your striving readers?
• What are your concerns?
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Viewing a Guided Reading Lesson
• Please use WOWS and WONDERS handout – Page 9 .
• Notice how text.
Velma Bendele , a Loma Park Literacy Coach and her students are interacting around the meaning of the • Think about your striving readers!
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Discussion of DVD
Thank you Velma Bendele from Loma Park!
• What were the WOWS?
–What understanding –What insights did you gain?
were gained?
• What were the WONDERS?
–What pertinent questions does the lesson bring up?
–How does this influence reading teaching?
your guided
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Scholastic Guided Reading Lesson
Please use the handout – Pages 10-11. Notice how the teacher and students are interacting around the meaning of the text.
• Record new insights you have about the role of the teacher and the role of the students in making meaning together.
• Think about your striving readers! 56
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Discussing the Scholastic Lesson
Small Group Discussion~
• What were the teaching points ?
• How did the teacher and students interact around the meaning of the text?
• What strategies did the teacher use to support the striving readers ?
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Teaching Striving Readers
• Analyze your guided reading teaching • Analyze student assessments • Ask a colleague to observe the student • Develop an acceleration plan ~ Jan Richardson, The Next Step in Guided Reading
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Teaching Striving Readers
• Involve them in guided reading every day .
• Provide appropriate levels of text for them to read.
• Guide them to search for information.
• Emphasize fluency in reading.
~Fountas and Pinnell
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Teaching Striving Readers
• Give them opportunities to discuss their reading.
• Have them write in connection with reading.
• Provide opportunities for silent reading .
• Provide word work based on their needs .
• Be sure that they spend their time reading text .
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So, what are the other students doing?
• The teacher needs to develop meaningful literacy tasks and activities for the rest of the class to participate in. • Many teachers believe in sending students to "Centers." • Centers are specially designed assignments that take place in certain parts of the classroom.
• Students can complete the tasks independently or with a partner . Source: http://wik.ed.uiuc.edu/index.php/Guided_Reading
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Literacy Centers
• The challenge for the teacher is updating the content in the Centers and
managing the classroom
small group lesson. during this time while trying to teach a
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Center Activities
• 3 Flip Chart center activities for centers from the Texas Journeys/Senderos • Are tri-level, meaning for the Below,-On level, and Advanced Level students.
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Revisit Goals
• Acknowledged your existing literacy teaching and learning beliefs • Discussed teaching the essential elements of reading instruction • Supported your guided reading instruction using the EISD Literacy Framework for grades 1 and 2 • Shared strategies for teaching guided reading to striving readers
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Catch a Falling Reader
• Please write one new strategy reader on your star.
that you will use to teach your striving • Find your first partner.
• Share your strategy reading.
for teaching your falling star during guided
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