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

Guided Reading
What does it look like:
…at the table?
Mia Johnson, Lora Drum
What is Guided Reading?
• “Guided reading is a teaching
approach designed to help
individual students learn how to
process a variety of increasingly
challenging texts with
understanding and fluency.”
-Fountas and Pinnell
Guided Reading Components…
K-2
Whole Group Basal
Before Reading: (15 min)
 Mini lessons: comprehension strategy and skill focus,
 Introduce vocabulary,
 Activate prior knowledge (prediction),
 Establish a purpose for reading
During Reading: (15 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:
 Check for understanding:
(Summarizing, Share examples of strategy work, skill practice)
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…
K-2
Small Group-Leveled Readers
1.
2.
3.
4.
Recap/Reread
Phonics/Word Work
Introduce New Book
Strategy Check “listening in”, anecdotal
notes
(Teacher can do a Running Record during this time.)
5. Return to Text “check for understanding”
6. Response/Extension
(Teacher is doing a Running Record at the reading table!)
Guided Reading Components…
3-6
Small Group-Leveled Readers
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!)
Be sure to put
these materials
on your supply
list …
Materials needed…
•Leveled Readers
• Response sticks
•Teaching Wall
• Highlighters
• Sticky Notes
• Letter Tiles
• Pencils
• Word Cards
• Stopwatch
• Desk Reference
• Calculator
• Notebook for
anecdotal notes
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 should I see happening in the
reading classroom?
• Routines should be in place (after about
first 6 weeks of beginning of school.
• 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)
• Teacher may be conducting Running
Records…
Let’s take a peek into a guided
reading lesson…
Center Rotation Management
Previewing and Setting Purpose
Leveled Readers
Non-verbal cues for management
Another example…
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.
Reading to Someone
Guided Reading in Action
Checking our Word Wall for Support
Cross Checking for Understanding
Anchor Charts- the heart of teaching
structure
Focus Walls=Instructional Tools
Model using the Focus Wall during your direct instruction lessons as a classroom
resource for students
Rationale
• Purpose of guided reading is to meet
the varying instructional needs of all
students.
• Since teacher has carefully selected a
“just right” text, students are
successful and can practice strategies
good readers use.
Two Essential Elements
• Text provides right level of
support and challenge for the
students’ abilities
• Text must be introduced in a
way that gives children access
to it while leaving some
problem-solving to do.
Teacher Creates Learning Zone
• Carefully select text appropriate to
reading level
• Introduce text
• Support and interact briefly
with student during reading
• Teach with clarity after reading
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
Running records can be done during guided
reading lessons, but should not consume
the entire guided reading block.
Running Records
Progress Monitoring RR
–
–
–
–
–
–
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
“Zoom Lens”
• In each guided reading lesson, teacher
is using a “zoom lens” to focus provide
specific and focused instruction to a
small group of students.
• Students’ needs are addressed at one
particular point on the developmental
continuum.
Pre-A and Emergent Readers
(levels A-C)
•
•
•
•
•
Identification of letters and sounds
Formation of letters
Book and Print Awareness
Introduction to sight words
Decoding strategies
Components of GR for levels Pre-A-C:
(Emergent Readers)
• Working
With Letters
• Working with Sounds
• Working with Books
• Interactive Writing
Early Readers: Levels D-I
• Monitor by checking the meaning of the story and
scanning the word for a visual match
• Problem-solve new words using a variety of strategies
• Reread at difficulty to access meaning and structure
• Read for fluency, phrasing and expression
• Make predictions
• Remember and retell what they have read
• Read and write a large bank of sight words
• Apply phonetic principles, such as blends, vowel
combinations, silent e rule, and endings, in both
reading and writing
Components of GR for
levels D-I:
(Early Reading)
• Sight
Word Review
• Introduce new book: picture walk, predictions,
new vocabulary
• Teaching Points: (1-2 points daily- skill/strategy)
• Students Whisper or Quiet Read (no round robin)
Teacher takes anecdotal notes/running record
• Discussion of book/pages- revisit teaching points
• Follow-up/ Guided Writing/ Retell
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
- Literature Circles
- Book Clubs
- Book Projects
* These students should be allowed to read books from a variety of
levels after level N. They should not always be required to read only at
their assessed instructional reading level. Some books at that particular
level are not appropriate in content for the age of the student.
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
“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