Transcript Slide 1

Guided Reading
for
K-2
Presented by
Char Cain
Agenda
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Organizing the Classroom.
Managing the Classroom.
The Guided Reading Lesson.
Learning About Letters and Words.
Organizing the Classroom
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Large-group area/ materials.
Small-group area .
Independent work areas.
Guided Reading area.
Large-group Area and
Materials
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easel/magnetic board.
Pointers.
Markers.
magnetic letters. chart paper.
sentence strips.
name chart.
ABC chart. white correction tape.
Small-group areas
• Areas for centers.
• Enough space, materials, and chairs
for the number of children who will
typically be working there.
• Display areas.
Independent work areas
• Desk or table area with sufficient
space for children’s materials.
• Baskets, bins or cubbyhole for
personal materials.
• Commonly used materials should be
clearly labeled.
Guided Reading area
• A quieter section of classroom.
• Sit at table, on floor, on small chairs.
• Teacher needs to be able to keep eye
on whole classroom.
• Shelf or table for storing guided
reading books.
Teacher’s materials in
guided reading area
• Clipboard with running record forms.
• Sentence strips, paper and writing
materials.
• Student records.
• Markers/pencils, whiteboard or
easel.
A Print-rich classroom
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Big books in a range of genres.
Leveled books for guided reading.
Books for independent reading.
Range of quality children’s literature for
read-alouds.
• Charts of poems and songs.
• Labels and directions for materials.
• Informational books.
Print-rich classroom
• Stories, messages, lists and other written
materials produced by children during
interactive writing.
• A word wall, organized alphabetically, of
frequently used words and other theme
words that children can use as a resource
(teacher and children create this wall
together throughout the year).
Print-rich classroom
• Alphabet charts and similar reference
materials.
• Dictionaries.
• Children’s personal collections of
completed and in-progress stories and
poems, all clearly labeled.
• Children’s individual poem books for
collecting and reading.
Print-rich classroom
• Numerous pocket charts to hold a variety
of print material (stories, lists, poems,
etc.).
• Magnetic surfaces for the manipulation of
colored magnetic letters.
• A name chart (first names of children
beginning to read and more complex name
study charts for the older children).
Centers
• Has appropriate materials to enable
children to explore and work
independently or with partners or
small groups.
• Task-oriented with clear
expectations – not just a worksheet.
• Has open-ended inquiry.
Centers
• Work best if teachers don’t have to
create new lessons each day.
• Have ongoing rules.
• Best not to have more centers than
you need.
Centers
• Introduce one at a time, explicitly
demonstrating and practicing the
routines for using it with children.
• A new center should not be
introduced until the children fully
understand how to use the one
introduced before.
Centers
• Children need to know the specific
tasks that are expected in the
center for any given day or week.
• Each needs an adequate supply of
necessary materials.
• Establish routines for participating in
centers.
Storage for children’s
ongoing and completed work
• Store daily writing folders for all in a
labeled tub or a plastic or cardboard
box.
• Use a plastic crate with hanging files.
• Provide personal boxes of books
children are reading, would like to
read, or are using for reference.
Storage
• Cut cereal boxes in half, cover them
with contact paper and have students
store their journals, handwriting
books, and other small items in them.
These boxes can easily be placed in
the center of work tables to
designate the particular children who
should work there.
Managing the Classroom
• Teaching routines
– Define clear expectations and be sure that
children are comfortable with the routines
before leaving them on their own in a center.
– Begin year with large-group experiences that
will establish the group as a learning community
and build linguistic resources.
Managing the classroom
• Materials and work areas can be
introduced one at a time so that
children understand the operating
procedures for using them.
– Talk about and demonstrate it yourself.
– Have one or two children demonstrate
and applaud their efforts.
Managing the classroom
• If everyone can use the center at once,
invite the class to participate and observe
them, praising their efforts.
• If only a few children can use the area,
keep an eye on it for the first time it is
used. Keep encouraging and praising
children’s self-managed behavior.
Managing the classroom
• Observe the center until you are
comfortable that children are
habitually using the area
independently and are being
considerate of others and of the
materials.
Making Transitions
• Teach children to put away materials,
check the work board, and move to a
new area.
• Talk about what to do if an area is
full and how they can use their time.
The Guided Reading
Lesson
• Selecting books
– The concepts in the book need to be
familiar to the children or can be made
accessible through the introduction.
– The plot needs to be interesting and
appealing to this group of children.
– The text needs to provide opportunities
to use what they know.
Selecting books
– There need to be some words known to
the children.
– Other words need to be accessible
through their current ability to use
strategies such as word analysis and
prediction from language structure or
meaning.
Selecting books
– The text needs to offer a few opportunities to
problem-solve, search, and check while reading
for meaning.
– The illustrations need to support the children’s
search for meaning.
– They need to extend the meaning of the text.
– The length of the text needs to be appropriate
for the experience and stamina of the group.
Selecting books
– For emergent and early readers, the
text layout needs to be clear.
– The print needs to be clear.
– There needs to be an appropriate
number of lines on a page.
– There needs to be sufficient space
between words.
Book Introduction
• Draw on the children’s experience and
knowledge. Create an ‘anticipatory set’.
• Leave room for the children to bring their
experiences to bear on the story.
• Explain important ideas and concepts.
• Discuss the plot or theme of the whole
story.
Book Introduction
• Say (and sometimes have children repeat)
the language patterns that are unfamiliar
and are critical to the story.
• Talk about the meaning of the whole story.
• Talk about the illustrations and help
children discover information in them.
• Discuss the characters in the story.
Book Introduction
• Draw children’s attention to the
structure of the text and help them
understand “how the book works.”
• Occasionally address letter-sound
relationships or clusters in the
pronunciation of unfamiliar words
(proper names, for example).
Book Introduction
• Use some of the new and challenging
vocabulary found in the story.
• Draw children’s attention to specific words
and punctuation.
• Explore any aspects of text layout that
affect the meaning of the story or would
be tricky for children to follow.
Book Introduction
• Before the children begin to read,
give them a purpose for reading or an
anticipatory set, to keep them
thinking of what’s happening in the
story.
Assisted learning during
and after reading
• All the children will read aloud the
story at the same time, but not
choral reading.
• You move from child to child,
determining what they need in the
way of prompting for the use of
strategies.
Assisted learning during
and after reading
• You can suggest, point out, and draw
attention to what the child needs to
learn to do next.
• After reading, discuss the text and
focus on one or two points observed
when listening to individuals read.
Letter and word work
• Spend a few moments after the reading to
take a careful look at how a word works,
especially if you have observed them
struggling with one or two words, when
listening to them read .
– Use magnetic letters on an easel.
– Write on a white board
– Simply draw children’s attention to a word in
text by using a card or a mask
Letter and word work
• The goal is for each reader to use various
information sources while reading text,
focusing more closely on the parts of
words as needed, in order to construct
meaning.
• You are teaching them to use what they
know about words instead of “sounding
out”.
Comprehension
• Examine oral and written responses
– Comprehension is the central and guiding focus
in a reading lesson.
– Discussion and personal responses help the
teacher to gather information about how the
children have understood the story. It also
extends their understandings.
– Looking across a range of responses is the best
way to be sure that understanding is central in
the whole process of reading.
Comprehension:
Constructing meaning
strategies
• Making connections
– Relating text to one’s own knowledge,
experience, or other texts, which allows the
child access to an established memory pathway
with which to store the newly acquired textual
knowledge.
– Help children access this information by first
modeling, and calling on them to tell about their
connections.
Constructing meaning
strategies
• Predicting – thinking about what one
knows, using text features to make
predictions about what the text is about.
– Again model, and call for children to make
predictions, using prior knowledge and the text
as they confirm those predictions, using
correct strategies when the reading doesn’t
make sense.
Constructing meaning
strategies
• Summarizing-the process of
determining important events or
information and compiling them into a
central theme or concept, which
helps the reader form memory
structures that they can use to
select and store details from their
reading.
Nonfiction summarizing
• Model how children can look for
repeated words or phrases and write
them down. Write a sentence about
the text using the words you wrote
on your list. This will result in a
summarization of the reading.
Nonfiction Summarizing
• Look for synonym/similar word usage.
Write down the words that are alike.
What are these words and how are
these words alike? Write a sentence
about the text using the ideas from
the words that are alike.
Finding details
• Cross out all of the small or unimportant
words in the text.
• Underline the details or interesting words
in the text.
• Think about the details. What are they
about.
• Write a sentence about the details you
found.
Inferring
• Taking the author’s clues in text and
extrapolating it to one’s life to recreate
the author’s message.
• Clues and connections give you inference.
• A conclusion can be made after considering
one’s knowledge and experience along with
the author’s words.
Inferring
• Ask, “What do you know that the
author didn’t come right out and tell
you?” “What do you know about…?”
• Riddle books help to teach inferring.
Inferring
• Can be done at each grade level:
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Kindergarten – emotion and location
1 – character trait and action
2 – object and time
3 – category and occupation
4 – cause/effect
5 – literary
6 – author’s bias and culture
Resources
• Dorn, L., C. French, and Tammy Jones.
1998. Apprenticeship in Literacy;
Transitions Across Reading and Writing.
York, Maine: Stenhouse Publishers.
• Fountas, I., and G. Pinnell. 1996. Guided
Reading: Good First Teaching for All
Children. Portsmouth, NH: Heinemann.
• Pinnell, G., and I. Fountas. 1998.Word
Matters: Teaching Phonics and Spelling in
the Reading/Writing Classroom.
Portsmouth, NH: Heinemann.
• 2004. Strategy Instruction in a Balanced
Literacy Program. Gretchen Courtney &
Associates, Ltd. Professional Development
Resources.