Transcript Guided Reading What does it look like: …at the table?

Guided Reading
What does it look like:
…at the table?
What materials
will I need?
Materials needed…
•Leveled Readers
• Response sticks
•Teaching Wall
• Highlighters
• Sticky Notes
• Letter Tiles
• Pencils
• Word Cards
• Stopwatch
• Desk Reference
• Calculator
• Notebook for
anecdotal notes
Guided Reading Components…
3-6
Whole Group Basal
Before Reading: (20 min)
 Mini lessons: comprehension strategy and skill focus,
 Introduce vocabulary,
 Activate prior knowledge (prediction),
 Establish a purpose for reading
During Reading: (20-30 min)
 Read basal:
choral reading (girls/boys…),
shared reading (with teacher),
CD recording (identify points to pause for discussion, answer questions,
and check for understanding)
After Reading: (5-10 min)
 Check for understanding:
(Summarizing, Share examples of strategy work, skill practice)
Guided Reading Components…
3-6
Small Group Leveled Readers
1. Recap/Review of Comprehension Strategy and
Skill
2. Introduce New Book
3. Strategy Check “listening in” and anecdotal notes
(Teacher can do a Running Record during this time.)
4. Return to Text “check for understanding”
5. Response/Extension
(Teacher is doing a Running Record at the reading table!)
Transitional Readers
(levels I/J-P)
•Have large bank of sight words
•Still learning to decode big words
•Increase fluency
•Expand vocabulary
•Improve comprehension
Grade level
Text Level
K & 1st
above level I
Instructional Needs
vocabulary and comprehension
2nd
J-M
decoding, fluency, vocabulary, retell
3rd-6th
J-P
self-monitoring, decoding, fluency,
vocabulary, and retell
Components of GR for Levels I/J-P:
Transitional Readers
• Introduction
to book: predictions, new vocabulary, text
features
• Teaching Points (choose 1-2 based on skill &
strategy focus)
• Students Read Quietly or SilentlyTeacher takes anecdotal notes/running record
• Discussion of book- refocus on teaching points
• Word Study (if appropriate)
• Follow-up
Fluent Readers
(Levels Q-Z)
• Independent
use of comprehension
strategies
• Vocabulary
• Discussion and responses to reading
Components for Fluent GR
(levels Q-Z):
• Introduction to text: preview, predict, new vocabulary
• Teaching Points (strategy/skill)- teacher models
• Students Read Silently & Respond- Teacher
observes
and checks- in and may question students
• Discussion: share examples of teaching points
How do I know what level book
I should be using with my
students?
Running Records
Running records can be done during guided
reading lessons, but should not consume
the entire guided reading block.
Running Records
Progress Monitoring RR
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Done anytime
Use any text
Less formal; used for
day-to-day instruction
Helps analyze errors
Fluency rate is not
always done, but should
be done periodically
– Comprehension is not
always done, but should
be done periodically
– Should happen during
daily routine
Benchmark RR
– Done three times a year
(initial, ongoing, summative)
– Use secured text
– Formal assessment
– Helps analyze errors
– Fluency rate is done every time!
– Comprehension/retell done every
time!
– Should happen with little
disruption of
daily routine
Benchmark Running Records MUST
include accuracy, fluency (rate), and
comprehension/retell
Historical Overview
1970’s
1980’s
1990’s
Now
Purpose
We will all get
through the story
Kids must feel
good about
themselves.
We will all get
through the
story with help.
Every child
deserves to be
taught on their
level at some
time during the
day
Students learn reading
strategies to access text
Resource
Basal
One Anthology
Basal
One Anthology
Class Sets of
Trade Books
Basal Anthology
Trade books
children could
read
Basal Anthology
“Level Books”
Book Rooms
Library Books of Choice
Differentiation
Whole group
Reading groups
Whole group
Heterogeneous
groups
Whole group
Guided Reading
Whole group
Small group – guided
readers
One on one
Access Text
Round robin
You might not be
able to read the
text
Round robin
You might not be
able to read the
text
Each student
reads text they
can read
Teach skills and strategies
so student can read any text
Each student has text they
can read independently
What will this look like in my
classroom?
• Routines should be in place.
• Students should be working independently:
reading to self/someone, working with
words, listening to books, writing,…
• Small groups should be meeting with
teacher at reading table for guided reading
lessons (with some exceptions)
• May be doing Running Records…
Center Rotation Management
Previewing and Setting Purpose
Leveled Readers
Non-verbal cues for management
Daily Five
Management System /Structure
Teaches/ Fosters Independence
5 Components: Read to Self
Read to Someone
Word Work
Writing
Listening to Reading
The Daily Five does NOT hold content, it is a structure. Content comes
from your curriculum. Daily Five is not a replacement for guided reading- it
Is the structure in place so that guided reading can work effectively.
Guided Reading in Action
Checking our Word Wall for Support
Cross Checking for Understanding
Anchor Charts- the heart of teaching
structure
Reading to Someone
Lesson Formats…
Focus Walls
“By following lesson plans and selecting a
purpose for your guided reading groups, you
will see radical improvements in children’s
reading progress. Your focus will determine
your effectiveness.”
-Jan Richardson
References:
The Next Step in Guided Reading Grades K-8
by Jan Richardson, published by Scholastic, 2009
Guiding Readers and Writers
by Irene Fountas and Gay Su Pinnell, Heinemann Publishers
Questions…
[email protected]
[email protected]