Transcript Guided Reading

Guided Reading
A Part of a Balanced
Literacy Framework
Our Agenda
• Where does guided reading fit in a balanced
literacy framework?
• What are the critical attributes of guided
reading?
• Observing the process (video)
• Guided Reading and Literacy Place
• Using the Guided Reading materials from
Scholastic
• Addressing Specific Concerns (time allowing)
Main Sources for this
Presentation
Main Sources Continued
http://www.readinglady.com/mosaic
/tools/tools.htm
Also available 3-8 for
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K-8
version
Key principles in effective
reading instruction:
1.
Students should spend the bulk of their
time reading continuous text.
2. Students need to read high-quality texts
to build a reading process.
3. Students need to read a variety of texts
to build a reading process.
4. Students need to read a large quantity
of texts to build a reading process.
Fountas and Pinnell
5. Students need to read different texts for
different purposes.
6. Students need to hear many texts read aloud.
7. Students need different levels of support at
different times.
8. “Level” means different things in different
instructional contexts
9. The more students read for authentic
purposes, the more likely they are to
make a place for reading in their lives.
10. Students need to see themselves as
readers with tastes and preferences.
Elements of an Intermediate
Literacy Framework
Language and Word Study
Reading Workshop
Writing Workshop
(Fountas and Pinnell)
Where Does Guided
Reading Fit?
Reading Workshop
• Whole Group Mini-lesson
• Independent Reading/Guided
Reading/Individual Conferences
• Whole Group Closure
Literacy Learning: What’s
Essential?
Cognitive Strategies
• Surface Structure Systems
• Deep Structure Systems
(handout – available at
http://www.readinglady.com/mosaic/tools/tools.htm
Click on: Ellin Keene's "What is Essential" -on
four pages )
The Functions of Guided
Reading
Readers construct and extend the meaning
of texts
Readers monitor and correct their own
reading
Readers maintain fluency and phrasing
while reading continuous text
Readers problem-solve words “on the run”
while reading continuous text
Grouping for
Guided Reading
Placement is fluid and flexible, changing
with children’s needs. (Therefore, the
teacher must be diagnosing needs through
sensitive observation.)
This homogeneous group is only one group
to which the child belongs. (May be
homogeneous by strategy need, not always
by reading level.)
Text Selection
Texts are carefully selected by the
teacher based upon the strengths
and needs of the group.
Every child does not move through a
predetermined sequence of texts.
Things to consider as you choose texts
are:
Reading Level – instructional level
Concepts – Will they understand it?
Linguistic Difficulty – How complex are the sentence
structures?
Theme – Is it appropriately sophisticated?
Background Knowledge
Current Strategies Used
Current Strategies Neglected
Text Layout
Interest
Introducing New Texts
Introductions are carefully thought out
ahead of time with consideration given to:
The focus of the lesson
Unfamiliar concepts
Unfamiliar language structures
Visual information that may need extra
attention
Work for independence in book orientation
First Reading
of the Text
Every child reads the entire selection for
that day whether it be an entire story, a
portion of a story, or a single chapter.
The teacher needs to circulate, listen in,
teach, and make notes of observations in
order to look for patterns within and
among students.
Reasons that it is important for
every child to have the opportunity
to read the entire text:
 They need to know what is happening within the
whole text, not just a portion. This allows them to
use the storyline to predict and to monitor their
reading.
 The need to encounter the word, structure, or
type of processing again and again.
 Limited amounts of texts offer limited
opportunities.
They need to develop the ability to carry
meaning over longer stretches of text.
They need to develop persistence and stamina
as readers.
They need to collect evidence that may
change their thinking as they read.
Teaching During the
First Reading
Promote risk taking
Demonstrate, model, or prompt for
searching (surface structure
strategies)
Demonstrate, model, or prompt for
cross-checking which leads to
monitoring
Link known to new information
Choose the most powerful
and memorable teaching points
and let some things go.
Use prompts that are
generative in nature.
Promote the use of deep
structure strategies
(comprehension strategies)
Work for independence.
Discussing the Text
After reading the teacher brings students
together to discuss some aspect of the
text focusing on making meaning.
Characters
Plot predictions
Part about which the students have
questions
Revisit difficult vocabulary
Comprehension strategies used
(metacognition)
The teacher may also use this time to:
•Reinforce strategy use
•Demonstrate or model strategy use
•Initiate a brief word study
Remember
– It is a mistake to
think what we are teaching
processing strategies merely by
asking comprehension questions.
Opportunities to
Reread
Opportunities are provided
for rereading familiar texts
in order to promote fluency,
comprehension, and the
orchestration of strategies.
Observing the
Process
(video)
Guided Reading and
Literacy Place
The sections of the Teachers’
Sourcebooks that are labeled
“Guided Reading” do not fit the
critical attributes that we have
discussed today. They would be more
aptly labeled “Shared Reading” if
they were to be used with the whole
class.
Scholastic materials that support guided
reading are:
Guided Reading Books
 EOY Goals: 3rd gr. – level O
4th gr. – level R
5th gr. – level U
6th gr. – level X
Trade Book Libraries
Additional sets of multiple copies of
books
Using the Guided
Reading
Materials From
Scholastic
Activity
Another Point to
Consider
Motivation: The Role it Plays in
Developing Readers Who Read
The man who doesn't read good books
has no advantage over the man who
can't read them.
~ Mark Twain ~