A guide to Guided Reading for Professional Development
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Guided reading is a small group reading strategy that helps students become strong, independent readers. It involves teachers providing text at students' reading level and supporting students as they use reading strategies. The teacher introduces the text, listens as students read, and checks comprehension with questions. Proper planning is important, including selecting an appropriate text, introducing vocabulary, and preparing questions. Assessment includes informal observations and running records to track student progress.
A guide to Guided Reading for Professional Development
- 1. A Guide to Guided Reading Bonnie Reyes
- 2. What is Guided Reading? A reading strategy that helps students becomeA reading strategy that helps students become strong independent readersstrong independent readers Requires small group instructionRequires small group instruction Students learn to use various reading skills andStudents learn to use various reading skills and strategies with teacher supportstrategies with teacher support 2
- 3. Why Guided Reading? Students have a high accuracy rate in reading whenStudents have a high accuracy rate in reading when the proper text is selected for them.the proper text is selected for them. Students are provided with the necessary strategiesStudents are provided with the necessary strategies to overcome “reading road blocks.”to overcome “reading road blocks.” The focus of reading shifts to meaning rather thanThe focus of reading shifts to meaning rather than decoding; the construction of meaning is imperative.decoding; the construction of meaning is imperative. Independent reading and the application ofIndependent reading and the application of independent reading strategies is the goal of Guidedindependent reading strategies is the goal of Guided Reading.Reading. 3
- 4. Guided Reading Components 1. Word Work Practice (Consonant Digraphs, Vowel Digraphs, Diphthongs, Affixes, Silent Letters, Plural & Inflectional Endings, R Controlled Vowels, Schwa Words, High Frequency Words Cards). Review I can Statement. 2. Introduce the book Title, Make a prediction- I think this book will be about… Brief summary (one sentence - leaving out the ending to allow room for problem solving) Artifacts to help student with unfamiliar terms (e.g., plastic animals, shovel, tea cup, etc.) Picture walk (not every page) Purpose: “We’re reading to find out ………….” or “Why are we reading? We are reading to become better readers!” 1. Students read softly at their own pace (Teacher listen in – especially to your lowest readers. You may want to get up and stand behind readers so that you can hear them better. Intervene with prompts. If a student begins to echo or “shadow” another reader, tell him to pause for a moment.) 2. STAAR Stem Questions Comprehension Check with Evidence Stems. 3. Praise Point/Teaching Point (one thing that a student (or students) did well) (Reiterate the I can statement or purpose for reading). Why are we reading? We are reading to become better readers! 4. Extension: Multi Thematic – Writing, Science, Social Studies. 4
- 5. Guided Reading I Can’s I can support my thoughts with facts and detailI can support my thoughts with facts and detail evidence from the story.evidence from the story. I can make and analyze predictions about a text.I can make and analyze predictions about a text. I can explain the events in a story.I can explain the events in a story. I can explain the plot (problem and solution) of aI can explain the plot (problem and solution) of a story.story. 5
- 6. How Do I Start ?: The Initial Framework for Every Classroom Students are divided into small groups (ideally,Students are divided into small groups (ideally, 4-6 students per group)4-6 students per group) Lessons will run between 10-20 minutesLessons will run between 10-20 minutes Determine appropriate level of groupsDetermine appropriate level of groups Provide a text for each childProvide a text for each child 6
- 7. Pre-Planning/Pre-Reading: The Teacher From Fountas and Pinnell Select an appropriate text, one that will be supportive butSelect an appropriate text, one that will be supportive but with a few problems to solve. Have a text selection ready forwith a few problems to solve. Have a text selection ready for each day of the week.each day of the week. Prepare an introduction to the storyPrepare an introduction to the story Use Think Aloud Stems (TA)Use Think Aloud Stems (TA) Briefly introduces the story, keeping in mind the meaning,Briefly introduces the story, keeping in mind the meaning, language, and visual information in the text, and thelanguage, and visual information in the text, and the knowledge, experience, and skills of the readerknowledge, experience, and skills of the reader Preplan some questionsPreplan some questions Preplan some evidence stems. Ask students to show youPreplan some evidence stems. Ask students to show you where they find the answer or what page the evidence is on.where they find the answer or what page the evidence is on. 7
- 8. Takes place at least 3 days prior to the actualTakes place at least 3 days prior to the actual event.event. Teacher decides where to meet with the guidedTeacher decides where to meet with the guided reading group and makes available all necessaryreading group and makes available all necessary materials.materials. Determines a focus, strategy, or skills based onDetermines a focus, strategy, or skills based on students’ needs.students’ needs. Selects a text that provides support andSelects a text that provides support and manageable challenges.manageable challenges. 8 Pre-Planning/Pre-Reading Source: Guided Reading in Grades 3-6 by Mary Browning Schulman. Scholastic.
- 9. Chooses a purpose for the reading.Chooses a purpose for the reading. Preview the text to plan the introduction,Preview the text to plan the introduction, reading, and discussion.reading, and discussion. Determines if text will be read straight throughDetermines if text will be read straight through or chunked in a few portions to improveor chunked in a few portions to improve comprehension.comprehension. Plans for further reading or follow-up activities.Plans for further reading or follow-up activities. Tie lessons to centers/ worksations/ mini-lesson,Tie lessons to centers/ worksations/ mini-lesson, etc.etc. 9 Pre-Planning/Pre-Reading cont. Source: Guided Reading in Grades 3-6 by Mary Browning Schulman. Scholastic.
- 10. What Does Guided Reading Look Like ? The teacher may start with word work (Phonics Sounds, HFWThe teacher may start with word work (Phonics Sounds, HFW or Vocabulary)or Vocabulary) The teacher introduces the text to the small groupThe teacher introduces the text to the small group As the students read the text, the teacher briefly worksAs the students read the text, the teacher briefly works with students; each child reads the whole text.with students; each child reads the whole text. The teacher may select one or two teaching points toThe teacher may select one or two teaching points to address after readingaddress after reading The students resume reading and apply the teachingThe students resume reading and apply the teaching points presented by the teacherpoints presented by the teacher 10
- 11. Levels A-B What are some things I can teach my students during small group? Concepts of Print (COP)Concepts of Print (COP) Understanding left to right directionalityUnderstanding left to right directionality Matching on-to-one speech to printMatching on-to-one speech to print PointingPointing underunder the wordsthe words Begin rereading at point of difficultyBegin rereading at point of difficulty Attending to initial letter in a wordAttending to initial letter in a word Using picture cuesUsing picture cues Making connections to background knowledgeMaking connections to background knowledge Making personal connections to text (Text to Self)Making personal connections to text (Text to Self) Mastery of High Frequency Words / FluencyMastery of High Frequency Words / Fluency 11
- 12. HFW’s aa II no, go, sono, go, so to, do , you, tooto, do , you, too is, it, in, ifis, it, in, if me, we, the, he, see, she, beme, we, the, he, see, she, be can, an, am, and, atcan, an, am, and, at all, ballall, ball now, hownow, how play, day, sayplay, day, say then, they, thisthen, they, this not, gotnot, got 12 Source: Fountas & Pinnell Benchmark Assessment
- 13. Levels C What are some things I can teach my students during small group? Concepts of Print (COP), PointingConcepts of Print (COP), Pointing underunder the words, for thethe words, for the first few weeksfirst few weeks Understanding left to right directionalityUnderstanding left to right directionality Rereading at point of difficultyRereading at point of difficulty Attending to initial letter in a wordAttending to initial letter in a word Using picture cuesUsing picture cues Monitoring for meaning – “Does it make sense?”Monitoring for meaning – “Does it make sense?” Monitoring for language – “Does it sound right”Monitoring for language – “Does it sound right” Making connections to background knowledgeMaking connections to background knowledge Making personal connections to text (Text to Self)Making personal connections to text (Text to Self) Practice and Mastery of High Frequency Words / FluencyPractice and Mastery of High Frequency Words / Fluency 13
- 15. Assessment Informal Assessment: Ongoing observations willInformal Assessment: Ongoing observations will probably be the most beneficial for trackingprobably be the most beneficial for tracking students.students. A notebook/folder with Post-ItA notebook/folder with Post-It Behavioral/Anecdotal Notes can serve as yourBehavioral/Anecdotal Notes can serve as your documentation.documentation. Formal and Informal Running Records provide aFormal and Informal Running Records provide a quick assessment of fluency.quick assessment of fluency. 15
- 16. Teacher Self-Assessment MaterialsMaterials ManagementManagement GroupingGrouping Lesson ManagementLesson Management Text SelectionsText Selections Text VariationsText Variations Text IntroductionsText Introductions Teaching for Processing StrategiesTeaching for Processing Strategies 16
- 17. 17 What Guided Reading Looks Like https://www.youtube.com/watch?v=NBy6Bgo7lvg
- 18. Resources Fountas, I.C. & Pinnell, G.S. (1996).Fountas, I.C. & Pinnell, G.S. (1996). GuidedGuided Reading.Reading. Heinemann: Portsmouth, NH.Heinemann: Portsmouth, NH. http://olc.spsd.sk.ca/DE/PD/instr/strats/guided/guihttp://olc.spsd.sk.ca/DE/PD/instr/strats/guided/gui ded.htmlded.html 18
Editor's Notes
- #18: Before video: We will now watch a video with guided reading groups. As you watch the video, look at your guided reading format page to see if all the elements are being met. Look at your handout, “Guided Reading Lesson Cycle: Note Taking” and make notes on the activities used during the lesson. After video debrief: What were some of the elements you saw that were being met in the video.