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
• Literacy Place: Grammar, Usage and Mechanics
(time allowing)
Main Sources for this
Presentation
Elements of a Primary
Balanced Literacy Program
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Reading Aloud
Thinking Aloud
Shared Reading
Guided Reading
Independent Reading
Book Clubs/Literacy
Circles
• Word Study
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Modeled Writing
Thinking Aloud
Shared Writing
Interactive Writing
Guided Writing
Independent Writing
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.
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
Demonstrate, model, or prompt for
cross-checking
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.
 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
Opportunities to
Reread
Opportunities are provided
for rereading familiar texts
in order to promote fluency,
comprehension, and the
orchestration of strategies.
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:
Shoebox Books
Guided Reading Books
Trade Book Libraries
Additional sets of multiple
copies of books