Transcript Guided Reading

GUIDED READING
Sabrina Lasher
Morehead STEM Academy
January 2011
WHAT IS GUIDED READING?
Teacher and about 5 students with similar
reading behaviors
 20-30 minutes
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BEFORE READING
Familiar Read – Students read previous GR books to improve fluency.
Teacher listens to a student read and takes a running
record.
Introduction of a new text/Chapter
 Activate Prior Knowledge/Build Background Knowledge
 Make predictions based on cover illustration
 Give a 2 sentence book introduction
 Take a picture walk. Have students ‘read’ the pictures.
 ‘Window’ key vocabulary words.
 Set a purpose for reading. “We are going to read to see if…”
 Give instructions on how much to read and what to do
when finished.
DURING READING
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Teacher observes student reading. Choose one
student to focus in on.
Students whisper read the text.
Provides strategy prompts to help with unfamiliar
words.
“Any brief intervention should not interfere with the
momentum of independent reading.”
Offer praise when a strategy is used successfully.
Ways to Read
 Echo, Choral, Whisper, Partner, Silent
 Pose a question. Students read 2 pages then respond.
AFTER READING
Students reflect on reading strategies and their
understanding of the text.
 Select one or two teaching points
 Have students find an example in the text
 Word work
 Vocabulary Example
http://www.youtube.com/watch?v=pJq6Lz9usyA
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Return to desks to complete extension activities.
LOGISTICS
During Reading Workshop (Teacher led group)
 Groups are flexible
 Meet with lowest students most frequently.
 5 meetings over 2 weeks is typical for advanced
groups.
 Allow a few minutes between groups to check in
with other students.
 Levels A-J might read 2-5 new books a week
 Grades 3-6 the goal is independence; a chapter
book a week or several shorter selections.
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CHOOSING THE RIGHT BOOK
Emergent Readers
 Number of pages
 Words on a page
 Repetition of text
 Pictures that support the text
 Students prior knowledge
 Genre
Fluent Reader
 Author Schema
 Prior knowledge
 Size of text
 Student interest
 Genre
WHAT LEVEL?
RUNNING RECORDS
During Familiar Read portion of Guided Reading Lesson
(Word read-miscues)/words read = percentage
Levels A-K
Below 90%
Frustration
90-94%
Instructional
95-100%
Independent
Levels L–Z
Below 95%
Frustration
95-97%
Instructional
98-100%
Independent
ANALYZING A RUNNING RECORD
Miscue Analysis
Meaning – Did the student use meaning when
committing the error?
pony/horse
Syntax – Does the error fit the rules of speech?
Does it make sense as a sentence in English?
Visual – Does the error use visual cue?
they/them
FLEXIBLE GROUPING
When to move up a level
 If a student reads several books with 94%
accuracy or greater.
 Student reads with such fluency there is no need
for problem-solving behaviors
 Is able to retell and/or summarize the story
When to move down a level
 Student isn’t using strategies as they read.
 Reads with less than 90% accuracy.
NON-FICTION TEXTS IN GUIDED READING
Five Keys to Understanding Nonfiction(Blevins
and Boynton 2003)
Identify Text Features- Charts, maps, graphs,
captions, diagrams
 Teach Text Structure
 Activate Background Knowledge
 Develop Students’ Vocabulary
 Emphasize Comprehension
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NON-FICTION TEXT GR LESSON
Same as with Fiction texts
 Your questioning and predictions will be geared
towards gaining information and arousing
curiosity.
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BEFORE READING: NON-FICTION
KWL or KWHL
 Video clip to build background knowledge
 Additional articles or photos
 Word webs
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Book Introduction
o Predictions become more “What might we learn?”
o Picture Walk becomes a preview of text features
table of contents, charts, captions, etc.
DURING READING: NON-FICTION
Find facts
 Read to confirm information
 Find the Main Idea of a section
 Vocabulary- context clues, vocabulary boxes,
glossary
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AFTER READING: NON-FICTION
Make Connections
 Ask Questions
 Summarize
 Determine Importance
 Author’s Purpose
 Graphic Organizers- Sequence, time lines, venn
diagrams, tree maps, cause effect, etc.
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LESSON PLANS
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Common format for grade level
1st, 3rd, and 5th grade begin on Monday, January 24th
K, 2nd, and 4th grade begin on Monday, January 31st
Teacher Guides that accompany the Guided Reading
Sets have most of the information you need to
write a complete lesson.
BOOK ROOM PROCEDURES
1.
Pick a book that fits your students’ level and/or
the content you are covering.
2.
Sign the book out in the sign out log. You will
need to write the date, title, and level. X or
check the box if you also borrowed the teacher
guide.
3.
Return the books to the Return Bin when you
are done. We will reshelf and check them back
in for you!