Transcript Guided reading - Welcome to Elementary School District 142

Responsive Guided Reading
Jennifer Berne & Sophie Degener
With support from International Reading Association Gertrude Whipple
grant
National-Louis University
Where Does Guided Reading Fit
into the Balanced Literacy
Program?
 Shared reading
 Guided reading
 Independent reading
 Read aloud
 Word work
 Writing
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Shared Reading
 Whole class instruction
 Time for introducing or reinforcing skills or
strategies
 Vocabulary strategies
 Comprehension strategies
 Decoding skills
 Teacher does the reading; can
use challenging texts
 Teacher explains and models
 Students observe and interact
with teacher support
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Guided Reading
 Small group instruction in homogeneous groups
 Time for students to practice, with support, what
they have learned during shared reading
 Student reads instructional
level texts and teacher provides
support as needed
 Rest of the class is working
independently
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Independent Reading
 Students read independent level texts on
their own, though teacher may conference
with students during this time
 Time for students to practice skills
and strategies learned during
shared reading and reinforced
during guided reading
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Read Aloud
 Teacher reads while students listen.
 Goal is to encourage enjoyment of literature
 Learning occurs through exposure to
vocabulary, talk about book,
introduction to new structures,
but enjoyment/engagement is
the emphasis
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Word Work
 Vocabulary, spelling, decoding multisyllabic
words, prefixes, suffixes, etc.
 Can be learned in large group, small group, or
in centers
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Writing
 Process writing and other kinds of writing
 Can also be whole group (mini-lessons), small
group, and independent work.
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Different Guided Reading
Models
Texts
Membership
Emphasis
Traditional
reading groups
Instructional
Static
Skills
Guided reading
groups
Instructional
Dynamic
Strategies
Responsive
reading groups
“High”
instructional
Dynamic
Individual takeaway
Characteristics of RGRGs
A predictable, transparent structure
Students understand how RGRG’s operate, and
they operate in the same specific ways every
time.
Characteristics of RGRGs
The teacher waits for students to miscue
before determining the cue or instruction
There is minimal planning associated with
these groups. Children get customized
instruction that, for the most part, cannot be
anticipated.
Characteristics of RGRGs
The books selected for RGRGs are selected for
level, not high interest or theme
The content of the book is subordinated, in this
teaching context, to the form.
Characteristics of RGRGs
High instructional level is key in efficient use of
texts in responsive guided reading groups.
If the child doesn’t miscue or have a
comprehension breakdown rather quickly,
then instruction is limited.
Characteristics of RGRG’s
Responsive guided reading groups should be
brief--20 minutes maximum
Longer groups tax the ability of the rest of the
class and puts the consistency of the groups
at risk.
Characteristics of RGRGs
Responsive Guided Reading groups are most
beneficial as sites for practicing that which
has been previously introduced, not for
introducing new strategies
Instruction that can be done whole group
should continue to be done whole group.
Structure of RGRGs
 Guided reading done everyday (often 2
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groups per day)
Groups of 4-6 students
Group meet 1-3 times per week
Group duration should be less than 20
minutes
Other children engaged in independent work:
centers or independent literacy activities
What matters
 Hearing each child read
 Using correct level text
 Having them leave with something “In
their pocket”
 Engaging the rest of the class in
independent literacy activities
 Doing it the same way every time
 Hearing children make errors
 Teaching reading, not teaching a
particular text
What doesn’t matter
 Finishing the text
 High interest in the text
 Thematic links to anything
 Long introductions to the book
Responsive Guided Reading Groups
for beginning and fluent readers
Beginning Readers
Fluent Readers
 Word recognition
 Comprehension
 Decoding
strategies
 Vocabulary
strategies
Strategies
Beginning readers: Most common
cues
*Try again, this time take a running start . . .
*Do you see a little word inside that big word
that you might know?
*Does this start/end like a word you do know?
*What happens if I cover up this part, what do
you see then?
*Look at the picture, then the first sound, and
see if you can guess.
*What word that fits there might make sense?
*Does that look like a word on your word wall?
Fluent readers: What to listen
for
 Pace (slow or fast)
 Monotone diction
 Reading through punctuation
 Mispronunciation without self-correction
Teacher “cheat sheet” for
fluent readers
 Pace of reading
 Self monitors
 Too fast
 Stops to correct
 Too slow
 Doesn’t stop to
 Expression
correct
 Present
 Body language
 Absent
 Comfortable
 Pausing
 Stops at
punctuation
 Doesn’t stop at
punctuation
 Not comfortable
How to tell if meaning has broken
down
Fiction
Informational
What just happened?
What do you predict will
happen and on what
basis are you making
that prediction?
What other stories are
like this and in what
ways?
Can you retell the
passage?
What information is
being discussed?
What did you just learn
about (frogs, Helen
Keller, the American
West)?
What do you think the
next section will
cover?
Can you summarize the
most important
information?
Cues for fluent readers
Attending cues
Meaning cues
 Go back and reread
 Read in smaller
 Write or take notes
 Connect or ask
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questions
 Image
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chunks
Vocabulary strategy
Connect to other
knowledge
Do further research
Use text structure
Parts and timing
 Brief intro (less than 30 seconds).
 Teacher reads (30 seconds).
 Children chorally read with teacher (30 seconds).
 Children are directed to continue to read silently or to
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whisper read (30 seconds).
Teacher circulates to each child listening to them read (2
minutes per child/ 5 children = 10 minutes).
Teacher asks children to stop reading (30 seconds).
Teacher summarizes the strategy she worked on with each
child and asks them to say it back (5 minutes).
Teacher calls the next group and repeats 1-7.
Brief Introduction (30
seconds)
Beginning Readers
Fluent Readers
I found this book and I
think we will have
lots of opportunities
to practice figuring
out words we don’t
know.
This will have lots of
sections.
Remember to use
the section
headings to help
you along.
Teacher reads (30 seconds)
Students read chorally (30
seconds)
Teacher reminds students what to do
while they wait. (30 seconds)
Beginning readers
Fluent Readers
While you wait for me, take a
look at the text and see if
you can figure out the
words based on the
pictures and/or the
sounds. If you cannot
figure out all the words,
see which you can.
Remember I picked this
because it was hard, so
don’t feel badly about the
words you don’t know.
While you wait for me or
after I have read with you,
make a list of all the words
you have trouble
understanding.
Remember I picked this
text because it is hard, so
don’t be too worried by all
those big words.
Teacher circulates
(2 mins./student)
Beginning Reader
I know that is a hard
word. Why don’t you
see if you can figure
out the beginning
sound, then look at
the picture to see if
you know a word that
might fit that begins
with that sound.
Fluent Reader
I heard you reading and
I see that you could
say all those words
but your tone made
me think you were a
little confused, can
you tell me what you
think just happened?
Teacher asks students to stop
reading (30 seconds)
Teacher puts something in students’
pockets (5 minutes)
Beginning reader
Fluent reader
You told me to try to
find a little word in a
big word
You told me to look at
the picture for a clue
We used the bold words
to try to figure out the
main points
We took extra pauses at
the punctuation.
Now for the rest of the
week I want you to try
to do that every time
you have trouble
understanding what
you read.
Now for the rest of the
week I want you to try
to do that every time
you see an unknown
word.
A new group is called
(one way to think about this)
 25 students: 5 groups of 5
 Monday: Groups 1 and 2
 Tuesday: Groups 3 and 4
 Wednesday: Groups 5 and 1
 Thursday: Groups 2 and 3
 Friday: Groups 4 or 5 and 1
What is great
 Minimal planning
 Hearing each child each week
 Ad hoc teaching
What is a challenge
 Fighting the urge to change the practice
 Occupying the other students
 Text selection
Modeling:
Note these parts
 Brief intro
 Teacher reading
 Group reading
 Individual reading
 Wrap up
 Take away