Transcript Guided Reading - Pender County Schools

BALANCED LITERACY
AND THE COMMON
CORE: PART 1
Pender County Schools 2013
PLANNING FOR GUIDED READING
 Design
your Guided Reading Binder using
these tabs:
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Balanced Literacy Framework/PD documents
Assessment Data
Resources for Planning (Ex: reading behavior
checklist, group rotation schedule, lexile conversion
chart, reading prompts, before/during/after
strategies)
Lesson Plans
Notes/Observations
Forms/Templates
COMPREHENSIVE NEEDS SURVEY
(2012-2013 SCHOOL YEAR)
K-2 RESULTS:
Unfamiliar
Somewhat
Familiar
Guided
Reading
2.5% (2)
14.8% (12)
45.7% (37)
37% (30)
Running
Records
1.2% (1)
13.6% (11)
40.7% (33)
44.4% (36)
Familiar
Very
Familiar
COMPREHENSIVE NEEDS SURVEY
(2012-2013 SCHOOL YEAR)
3-5 RESULTS:
Unfamiliar
Somewhat
Familiar
Guided
Reading
9.5% (8)
25% (21)
46.4% (39)
19% (16)
Running
Records
17.9% (15)
28.6% (24)
35.7% (30)
17.9% (15)
Familiar
Very
Familiar
BALANCED LITERACY (CHAPTER 3) PG.22-23
Matching
Activity
Elements of Balanced Literacy:
Interactive Read Aloud
Shared Reading
Guided Reading
Independent Reading
Shared Writing
Interactive Writing
Guided Writing
Independent Writing
Word Study
Times for Balanced
Literacy
Grades K-2
Read Aloud 20-30 min
Shared Reading- 15-20 min
Independent Reading 10-30
min
Guided Reading 90 min. (work
stations) is a bare minimum.
Recommend 120.
Times for Balanced
Literacy
* Lesson Plans & Walkthroughs
The Ohio State University
Literacy Collaborative Framework
Grades 3-8
Read Aloud 15-20 min.
Mini Lesson 15-20
Shared Reading- ??
Independent Reading 20-30 min
Guided Reading- 90 min.
STUDYING FIGURE 3-2, FIGURE 3-3 & 3-4
PG.26-28
Relationship Between
Teacher Support
and
Child Control
Four Kinds of Reading/Writing
Levels of Support
Let’s look at an example of how
to reinforce one strategy/skill
throughout the balanced literacy
framework…
Skill: Asking Questions
EXAMPLE: ASKING QUESTIONS
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Reading Aloud – Using David Wiesner’s,
Tuesday, students will be prompted to ask
questions based on illustrations.
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Shared Reading – Using Gail Gibbon’s, Frogs,
model questioning based on illustrations and text.
The focus is asking questions based on the key
details (determining importance).
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Guided Reading – Using Level G, Sometimes
Things Change, by Patricia Eastman, do a picture
walk and ask students before reading to ask
questions about the text (text evidence). Document
questions on chart paper and evaluate questions
for their importance to the text after reading.
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Independent Reading – Using self-selected
texts, students will write questions on sticky notes
and share questions with teacher/partner
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EXAMPLE: ASKING QUESTIONS
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Shared Writing– Teachers will use a variety of mentor texts (ex: Magic
School Bus, Whose Tail is This?, What Do You Do With a Tail Like This?,
etc.) to demonstrate how authors use questions in writing.
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Interactive Writing– Teachers will model writing questions and answering
them using a “What’s in the bag?” activity. Students will generate questions
about what is in the bag. (Ex: What does it feel like?) Another student will
come up and look in the bag and answer the question. Teacher will write
questions/answers on chart paper. Noting different question stems and what
makes a good question vs. a poor question.
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Guided Writing– In a small group setting, teachers will work with students
on asking a greater variety of questions and improving
vocabulary/punctuation/ capitalization.
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Independent Writing – Students will each receive their own mystery bag
for creating their own “What’s in the bag” questions. They will later use these
with a partner to determine the mystery object using their ask/answer
question strategies. Or students will create their own book using the question
pattern in the mentor text.
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*Eventually, consider how you might integrate content area throughout the
balanced literacy framework.
IMPORTANCE OF THE MINI LESSON
Explicit strategies (how to…)
 Anchor charts that students can refer to with each
step
 Think aloud through strategies… Model thinking
through the strategies on your chart
 Narrow focus and repetition throughout the week-don’t
do too many focus skills and try to weave skill
throughout the Balanced Literacy Framework
 Guided practice of skill/strategy
 Independent practice of skill/strategy
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*Let’s talk about different classroom structures for mini
lessons
(K-2)CHAPTER 4:
DESIGNING AND ORGANIZING THE CLASSROOM PG.51
(3-5) CHAPTER 6:MAKING IT WORK: ORGANIZING AND
MANAGING TIME, SPACE, AND RESOURCES
“Designing and Organizing the
Learning Environment”
Analyze YOUR classroom
Left side of T chart-describe which elements you have in your
class
Right side of T chart-make a list of things you would like to
work on your classroom
Let’s Share Your T-Charts
SELF REFLECTION
 Evaluate
your “structure” using
rubric/checklist
 Create
a goal statement for your
classroom using your T-Chart and
rubric/checklist.
CHAPTER 8:
DYNAMIC GROUPING
Sorting
Activity
Comparing Traditional Small Groups and Dynamic
Guided Reading Groups
LET’S TALK ABOUT FORMING GROUPS
How do you use data to
form groups and guide
instruction?
CHAPTER 6:
USING ASSESSMENT TO INFORM TEACHING
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What will we have right away?!
 mClass Reading 3D
 K-3 current and 4th Grade EOY from 3rd Grade
 4-5 Running Records (more training coming
soon), Reading Behavior Checklist
 AIMSweb
 4th -5th Grade R-CBM and MAZE
 HOMEBASE Benchmarking
 3-5 BOY (ClassScape)
 Teacher Created Formative Assessments
 Conferencing/ Anecdotal Notes
NEXT STEPS
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Creating groups based on data
Six or less in a group
 Keep groups between 4 and 5 if possible
 Be flexible – changes will happen after rollout
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Creating rotation schedule
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How many rotations per day?
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How often will you see groups?
Low group everyday
How long for each group?
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K-1: 10-15 minutes
2-5: 15-20 minutes
Using your current data, let’s form/refine your groups and
create a rotation schedule
NEXT STEPS CONTINUED
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Selecting text levels for each group
We are teaching the student, not the text!
 Focus on level and skill, not topic
 Choose lower levels for groups with a range of
reading levels (Ex: D, E, F – start with D)
 With more complex skills, go down a level in text
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NEXT STEPS CONTINUED
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Select lesson plan template with before, during and after
sections
Include the following in your lesson plan: Title/Publisher of
text/Level
Save lesson like this: Magnets level L Decoding.doc & email to
Candace or Lisa
Note materials needed
Write in Focus skill/Strategy like this:
Today I am going to show you how good readers…
*the focus should link to mini lesson and student’s specific needs based on
assessment and observations (see also reading behaviors)
Stopping points page# (aim to stop 2-3times or more if you
want to use lesson for multiple days)
Maintain lesson with a 50/50 balance of NF/F
Use a variety of text types (poetry, technical texts, news articles, etc.)
Extensions-that focus on writing or vocabulary
Use lesson template, sticky notes, or another form to take notes
during session
Students and group names should be written on notes and
lesson
LET’S TAKE A LOOK AT A FEW EXAMPLES
 Which
lesson plan example fits your
teaching style?
LET’S CONNECT
o
Watch video and follow along using your lesson
plan template.
Using Jan Richardson’s
Next Steps
LET’S DIG IN TO OUR RESOURCES!
Our new county resources:
http://teacher.scholastic.com/products/guidedreading/
Also, don’t forget about your additional school resources. 
LET’S APPLY
o
Create one guided reading
lesson for one of your classroom
groups
PREPARING FOR GUIDED READING
1. Guided Reading Table/Area
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Paper and writing materials
Dry erase board, markers, erasers
Guided Reading binder
Sticky notes/observation note sheet
Running records
Materials for quick word study (K-2)
Basket with leveled texts/lesson plans
2. Structure/Routines
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Consistent/Daily
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Students are Independent
3. Mini Lesson (whole group)
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Teach a strategy using anchor chart with explicit steps
(ex: decoding, phonics, main idea, grammar)
Consider using carpet or a designated “special” area
PREPARING FOR GUIDED READING
4. Guided Reading Binder
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Balanced Literacy Framework/PD documents
Assessment Data
Resources for Planning (Ex: reading behavior checklist,
group rotation schedule, lexile conversion chart, reading
prompts, before/during/after strategies)
Lesson Plans
Notes/Observations
Forms/Templates
5. Management/Check In Board/Schedule
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Posted in classroom and attached to lesson plans
Teacher choice or student choice?
Homogeneous or Heterogeneous
Accountability (ex: Daily 5 teacher chart/student chart)
PREPARING FOR GUIDED READING
6. Literacy Areas/Stations/Rotations
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Location
Grading/Feedback/Accountability
CCSS aligned/rigor
Differentiation
Integration of content
How many minutes are students spending on
independent reading DAILY?
Guided Reading Table/Area
• Paper and writing materials
• Dry erase board, markers, erasers
• Guided Reading binder
• Sticky notes/observation note sheet
• Running records
• Materials for quick word study (K-2)
• Basket with leveled texts/lesson plans
CREATIVE IDEAS FOR STATIONS/ROTATIONS
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Read to Self/Independent Reading: self selected on their
levels, readers response sheet once a week, graphic organizers,
reading logs, genre graph, needs to be daily (time in content areas?
Require one rotation a day? Use during I and E?)
Read to Someone/Partner Work: “practice” part of the mini
lesson with partner, “managed choice”, genre study, author study,
content (ex: ss weekly readers, Time for Kids, Science A-Z, SS
textbook, etc.), book clubs (don’t release until two guided reading
groups), Reader’s Theater, poetry
Work on Words/Word Study: Words Their Way (sorts),
spelling, vocabulary, prefixes/suffixes, phonics, choice boards – limit
choice
Writing Practice/Work on Writing: reader’s response/ACE
strategy, graphic organizers, reading practice (mini lesson skill), free
journaling, letter writing, poems, write the room (all the words that
start with… A, etc.), finish up writing from writing block, grammar
practice
Listening/Technology: Reading Eggs, Reading practice online,
Tumblebooks, Research in content area (reading or watching video
and taking notes), books on tape, wikis or blogs for book clubs
LITERACY RESOURCES AT YOUR SCHOOL
(INCLUDED WITH SCHOLASTIC
KITS)
•
Guided Reading in Grades 3-6 by Mary Browning Schulman
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Guided Reading: Making it Work by Mary Browning
Schulman and Carleen DaCruz Payne
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The Next Step in Guided Reading by Jan Richardson
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Teaching Comprehension in Reading Grades K-2 by
Gay Su Pinnell and Patricia L. Scharer
GUIDED READING RESOURCES – WIKI
 Wiki
walk
 Future reading: Chapters 6, 8, and 11 in
Fountas and Pinnell Guided Reading
Texts